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"Abraham, Planter of Mathematics"': Histories of Mathematics and Astrology in Early Modern Europe

"Abraham, Planter of Mathematics"': Histories of Mathematics and Astrology in Early Modern Europe Nicholas Popper Francis Bacon's 1605 Advancement of Learning proposed to dedicatee James I a massive reorganization of the institutions, goals, and methods of generating and transmitting knowledge. The numerous defects crippling the contemporary educational regime, Bacon claimed, should be addressed by strengthening emphasis on philosophy and natural knowledge. To that end, university positions were to be created devoted to ``Artes and Sciences at large,'' rather than to the professions. High salaries would render lecturers ``able and sufficient,'' undistracted from their task. Most famously, he argued that teaching of the ``operatiue studie of many Scyences'' should involve sophisticated technical education. The study of natural philosophy demanded not only books, but globes, astrolabes, and other ``instrumentals.'' Most significantly, yielding reliable and meaningful knowledge from experiential gleanings required a rigorous system of deductive reasoning. The legacy of this colossal proposal has earned Bacon honored status as devisor of the scientific method.1 But Bacon's educational reform extendI would like to thank Lauren Kassell, Robert Goulding, James Byrne, Darrel Rutkin, Amy Haley, Anthony Grafton, Simon Schaffer, and Walter Stephens for their invaluable comments, suggestions and improvements. The paper was given in a slightly different form from the 2004 History of Science Society Meeting http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of the History of Ideas University of Pennsylvania Press

"Abraham, Planter of Mathematics"': Histories of Mathematics and Astrology in Early Modern Europe

Popper, Nicholas
Journal of the History of Ideas , Volume 67 (1) – Sep 3, 2006
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Publisher
University of Pennsylvania Press
Copyright
Copyright © 2006 The Journal of the History of Ideas, Inc.
ISSN
1086-3222
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Abstract

Nicholas Popper Francis Bacon's 1605 Advancement of Learning proposed to dedicatee James I a massive reorganization of the institutions, goals, and methods of generating and transmitting knowledge. The numerous defects crippling the contemporary educational regime, Bacon claimed, should be addressed by strengthening emphasis on philosophy and natural knowledge. To that end, university positions were to be created devoted to ``Artes and Sciences at large,'' rather than to the professions. High salaries would render lecturers ``able and sufficient,'' undistracted from their task. Most famously, he argued that teaching of the ``operatiue studie of many Scyences'' should involve sophisticated technical education. The study of natural philosophy demanded not only books, but globes, astrolabes, and other ``instrumentals.'' Most significantly, yielding reliable and meaningful knowledge from experiential gleanings required a rigorous system of deductive reasoning. The legacy of this colossal proposal has earned Bacon honored status as devisor of the scientific method.1 But Bacon's educational reform extendI would like to thank Lauren Kassell, Robert Goulding, James Byrne, Darrel Rutkin, Amy Haley, Anthony Grafton, Simon Schaffer, and Walter Stephens for their invaluable comments, suggestions and improvements. The paper was given in a slightly different form from the 2004 History of Science Society Meeting

Journal

Journal of the History of Ideas – University of Pennsylvania Press

Published: Sep 3, 2006

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