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Jean Buridan Qui a Étudié Les Arts Libéraux S’Est Intéressé Aux Dis- Cussions Sur Le Modèle De L’Univers Et Sur La Théorie Du Mouvement D’Aristote

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Jean Buridan Qui a Étudié Les Arts Libéraux S’Est Intéressé Aux Dis- Cussions Sur Le Modèle De L’Univers Et Sur La Théorie Du Mouvement D’Aristote Jean Buridan qui a étudié les arts libéraux s’est intéressé aux dis- cussions sur le modèle de l’univers et sur la théorie du mouvement d’Aristote. Il a redécouvert et diffusé la théorie de l’impetus. Éla- borée à Alexandrie, cette théorie visait à combler une lacune de la théorie du mouvement d’Aristote. Jean Buridan 1295-1358 Jean Buridan Discussion du géocentrisme Si la terre reste toujours immobile au Jean Buridan est né à Béthune au Pas de centre du monde; ou non ... [et] si, en Calais, en 1295 et est mort vers 1358. supposant que la terre est en mouve- Il étudie à l’université de Paris où il est ment de rotation autour de son cen- un disciple de Guillaume d’Occam. Tra- tre et de ses propres pôles, tous les phé- ditionnellement, pour se préparer à une nomènes que nous observons peuvent carrière en philosophie, les aspirants étu- être sauvés? dient la théologie. Buridan choisit d’étu- dier les arts libéraux (voir encadré) plu- Peut-on, en considérant que la Terre est tôt que la théologie et il préserve son in- en rotation sur elle-même, expliquer dépendance en demeurant clerc séculier tous les phénomènes que nous obser- plutôt qu’en se joignant à un ordre reli- vons ? Buridan donne une série d’argu- gieux. ments en accord avec la rotation de la Buridan enseigne la philosophie à Pa- Terre et une autre série à l’encontre de ris et est élu recteur de Angleterre Calais Belgique cette hypothèse. Il écrit : Lille Allemagne l’Université en 1328 et en Béthune Il est vrai, sans aucun doute, que si la 1340. Cherbourg Le Havre Luxembourg Terre avait un mouvement de rotation Rouen Reims Seine Des dissensions avec Caen Senlis Marne Strasbourg diurne d’Occident vers l’Orient, toutes Paris d’autres philosophes Brest les choses nous apparaîtraient au ciel Rennes Le Mans Orléans l’obligent à se retirer en LaFlèche France telles qu’elles nous apparaissent ... Loire Allemagne où il fonde Tours Suisse Nantes une école. Il a laissé plu- Fontenay-le Comte Cependant, cela ne lui semble pas un ar- Limoges Lyon sieurs commentaires sur gument permettant de conclure que la OCÉAN Clermont-Ferrand la philosophie d’Aristote, ATLANTIQUE Italie Terre a un mouvement de rotation. Parmi Bordeaux Dordogne Grenoble Rhône en particulier la physique Garonne tous les arguments, le seul qui lui sem- Avignon et la cosmologie. Montauban Nice Beaumont ble décisif est celui de la flèche. Cet ar- Toulouse de Lomagne Marseille En commentant le Traité Castres Montpelier gument est, pour lui, une preuve de l’im- du Ciel d’Aristote, Buri- mobilité de la Terre. MER dan1 soulève la question Espagne MÉDITERRANÉE suivante : Une flèche, lancée verticalement par un arc, retombe à l’endroit même de la ter- 1. Cité dans La physique d’Aristote à l’épreu- ve, Pierre Souffrin, Les Cahiers de Scien- re dont elle avait été lancée, ce qui ne ce et Vie, Révolutions scientifiques, Nico- serait pas si la terre était en mouve- Prodafor Inc las Copernic, Hors série n°39, juin1997 Jean Buridan, discussion du géocentrisme | André Ross ment avec une si grande vitesse; bien Chute des corps et rotation de la Terre au contraire, avant la chute de la flèche, Selon la théorie du mouvement d’Aristote, tout mouvement l’endroit d’où elle avait été lancée serait violent est causé par une action qui se communique par à une lieue de distance. contact. Le mouvement de l’objet s’arrête lorsque la cause s’arrête. Si on pousse un objet de la main, le mouvement de Dans ses réflexions, Buridan soulève une l’objet s’arrête dès que l’on cesse de pousser. L’effet de la for- question fondamentale. Si la Terre est en ce exercée se communique à l’objet directement par contact. mouvement, « est-ce que tous les phé- Comment expliquer alors que, dans le mouvement violent nomènes peuvent être sauvés »? Certes, d’un objet lancé, le mouvement continue alors que la main « toutes les choses nous apparaîtraient n’est plus en contact avec l’objet ? au ciel telles qu’elles nous apparais- Aristote explique que l’objet qui se déplace laisse un vide der- sent » mais comment concilier le mouve- rière lui, vide qui se remplit d'air et cet air contribue à pous- ment de rotation de la Terre avec la chu- ser la pierre en avant. te des corps? L’argument de la flèche il- La théorie de l’impetus a été développée parce que la répon- lustre cette impossibilité de concilier la se d’Aristote n’était pas jugée entièrement satisfasante. Se- rotation de la Terre et la chute des corps. lon cette théorie, développée vers le VIe siècle à Alexandrie et En conclusion, « les choses nous appa- reprise par quelques savants arabes, l'action de la main sur raîtraient au ciel telles qu’elles nous ap- l’objet lui communique un impetus qui entretient le mouve- paraissent », mais « tous les phénomènes ment. La pénétration graduelle dans l’air entraîne une dimi- ne peuvent être sauvés » ou expliqués. Il nution de la force d’impetus et une fois l’impetus épuisé, l’ob- n’est plus possible, en acceptant la rota- jet est soumis à son mouvement naturel et tombe. tion de la terre, d’expliquer la chute des L’explication moderne fondée sur la notion d’inertie fait par- corps, du moins telle que décrite dans la tie des trois lois du mouvement de Newton. Galilée et Des- physique d’Aristote. cartes ont eu l’intuition de cette notion et en ont présenté les Pour concilier la rotation de la Terre avec premières formulations. la chute des corps, il faut développer une autre explication de la chute des corps. C’est à cette tâche que Galilée s’est atta- qué pour démontrer la validité du modè- le héliocentrique de Copernic. L’âne de Buridan Les arts libéraux L’âne de Buridan, affamé et assoif- On désigne par « arts libéraux » le contenu de l'enseigne- fé, est mort de faim et de soif en- ment des écoles de l'Antiquité, mais également du Moyen tre son picotin d'avoine et son seau Âge. Ce contenu a été transmis par Alcuin d’York à Charle- d'eau, incapable de choisir par quoi magne dont il fut précepteur. C’est à partir de ce curriculum commencer. que Charlemagne (768-814) a réalisé sa réforme scolaire. Ce dilemme du choix dans un phé- Cette réforme s’inscrit dans la première période de renou- nomène à double contrainte d’éga- veau culturel majeur au Moyen Âge en Occident aux VIIIe le intensité avait déjà été soulevé et IXe siècles. C’est une période marquée par la redécouver- par Aristote. L’exemple qu’il utilisait te de la langue latine, la sauvegarde de nombreux auteurs est celui d’un chien affamé, incapa- classiques et à la promotion des arts libéraux. ble de choisir entre deux nourritures Les arts libéraux se divisent en deux degrés : le Trivium et le également invitantes. Quadrivium. Le Trivium (mot qui signifie les trois chemins Dans une philosophie axée sur le dé- en latin) concerne le « pouvoir de la langue » et se divise terminisme moral, un individu entre en grammaire, dialectique et rhétorique. Le Quadrivium (les divers comportements possibles doit quatre chemins du second degré) se rapporte au « pouvoir toujours choisir le plus grand bien. des nombres » et se compose de l'arithmétique, de la musi- Le dilemme de l’âne illustre une limi- que, de la géométrie et de l’astronomie. te de cette théorie. Prodafor Inc.
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