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This book includes most of the contributions presented at a conference on "Univ- sities and Science in the Early Modern Period" held in 1999 in Valencia, Spain. The conference was part of the "Five Centuries of the Life of the University of Valencia" (Cinc Segles) celebrations, and from the outset we had the generous support of the "Patronato" (Foundation) overseeing the events. In recent decades, as a result of a renewed attention to the institutional, political, social, and cultural context of scienti?c activity, we have witnessed a reappraisal of the role of the universities in the construction and development of early modern science. In essence, the following conclusions have been reached: (1) the attitudes regarding scienti?c progress or novelty differed from country to country and follow differenttrajectoriesinthecourseoftheearlymodernperiod;(2)institutionsofhigher learning were the main centers of education for most scientists; (3) although the universities were sometimes slow to assimilate new scienti?c knowledge, when they didsoithelpednotonlytoremovethesuspicionthatthenewsciencewasintellectually subversivebutalsotomakesciencearespectableandevenprestigiousactivity;(4)the universities gave the scienti?c movement considerable material support in the form of research facilities such as anatomical theaters, botanical gardens, and expensive instruments; (5) the universities provided professional employment and a means of support to many scientists; and (6) although the relations among the universities and the academies or scienti?c societies were sometimes antagonistic, the two types of institutionsoftenworkedtogetherinharmony,performingcomplementaryratherthan competing functions; moreover, individuals moved from one institution to another, asdid knowledge, methods, and scienti?c practices.
List of contents
"Mathematics for Astronomy" at Universities in Copernicus' Time: Modern Atitudes Toward Ancient Problems.- The University of Salamanca and the Renaissance of Astronomy During the Second Half of the 15th Century.- Medical Science and Medical Teaching at the University of Salamance in the 15th Century.- The Faculty of Medicine of Valencia: Its Position in Renaissance Europe.- The Cultivation of Astronomy in Spanish Universities in the Latter Half of the 16th Century.- The Sphere of Jacques du Chevreul: Astronomy at the University of Paris in the 1620s.- Lectures and Practices. The Variety of Mathematical and Mechanical Teaching at the University of Uppsala in the 17th Century.- Mathematical Research in Italian Universities in the Modern Era.- Universities, Academies, and Sciences in Italy in the Modern Age.- Natural Philosophy and Mathematics in Portuguese Universities, 1550-1650.- Venetian Policy Toward the University of Padua and Scientific Progress During the 18th Century.- Candide in Caledonia: The Culture of Science in the Scottish Universities, 1690-1805.- The Sciences at the University of Rome in the 18th Century.- Enlightenment and Renovation in the Spanish University.- Spanish Chemistry Textbooks During Late 18th Century: Building up a New Genre of Scientific Literature.- Botany in University Studies in the Late 18th Century. The Case of Valencia University.- Scientific Education and the Crisis of the University in 18th Century Barcelona.- The Theories of Copernicus and Newton in the Viceroyship of Nueva Granada and the Audiencia De Caracas During the 18th Century.
Summary
This book includes most of the contributions presented at a conference on “Univ- sities and Science in the Early Modern Period” held in 1999 in Valencia, Spain. The conference was part of the “Five Centuries of the Life of the University of Valencia” (Cinc Segles) celebrations, and from the outset we had the generous support of the “Patronato” (Foundation) overseeing the events. In recent decades, as a result of a renewed attention to the institutional, political, social, and cultural context of scienti?c activity, we have witnessed a reappraisal of the role of the universities in the construction and development of early modern science. In essence, the following conclusions have been reached: (1) the attitudes regarding scienti?c progress or novelty differed from country to country and follow differenttrajectoriesinthecourseoftheearlymodernperiod;(2)institutionsofhigher learning were the main centers of education for most scientists; (3) although the universities were sometimes slow to assimilate new scienti?c knowledge, when they didsoithelpednotonlytoremovethesuspicionthatthenewsciencewasintellectually subversivebutalsotomakesciencearespectableandevenprestigiousactivity;(4)the universities gave the scienti?c movement considerable material support in the form of research facilities such as anatomical theaters, botanical gardens, and expensive instruments; (5) the universities provided professional employment and a means of support to many scientists; and (6) although the relations among the universities and the academies or scienti?c societies were sometimes antagonistic, the two types of institutionsoftenworkedtogetherinharmony,performingcomplementaryratherthan competing functions; moreover, individuals moved from one institution to another, asdid knowledge, methods, and scienti?c practices.
