Office Hours: TTh 1:30-2:30 and by appointment in SAC 514
Telephone: 773-325-1342
E-mail: jladuke@condor.depaul.edu
Homepage: http://www.depaul.edu/~jladuke/

ISP 220 is the first of a three-course sequence designed for and required of LA&S Honors students who are majoring in a science. It is normally taken in the junior year. Furthermore, it is a junior year option for Honors students who are not science majors and who have completed their required science sequence. Being in the Honors program is not a prerequisite for enrolling in this course; however, the course reading and writing assignments are consistent with those in a junior level Honors course. ISP 220 is also in the "Understanding the Past" domain in the liberal studies program. It is categorized as Pre-1800 North America/Europe.

As part of the overall sequence, we will study selected aspects of the history of science and mathematics from prehistoric societies to the mid-seventeenth century. Contributions of ancient Greek and medieval Western and Islamic civilizations to the modern Western scientific tradition will be emphasized. We will also consider some aspects of non-Western traditions throughout the course. This course will be especially concerned with scientific inquiry in its larger cultural context.

Students should learn of major sources for study in the history and philosophy of science. In particular, they should come into contact with a variety of points of view about the nature of science in different periods and cultures and about various possible assumptions and goals in the study of the history of science. Selections from primary sources will be central to the course. The texts, Lindberg and Shapin, will serve as commentary and guide. In addition to standard print sources, internet sources will be used when appropriate.

Required Texts: (all paperbacks)

Lindberg, David C. The Beginnings of Western Science: The European Scientific Tradition in
Philosophical, Religious, and Institutional Context, 600 B.C. to A.D. 1450. Chicago: University of Chicago Press, 1992.

Shapin, Steven. The Scientific Revolution. Chicago: University of Chicago Press, 1996.

Galilei, Galileo. Siderius Nuncius or The Sidereal Messenger. Translated with introduction, conclusion, and notes by Albert Van Helden. Chicago: University of Chicago Press, 1989.

Additional readings and resources will be available on the internet or will be distributed in class; others may be on reserve in the library.

Students should also become familiar with the Dictionary of Scientific Biography, which contains recent assessments of a large number of figures, and with history of science journals such as ISIS, The British Journal for the History of Science, and History of Science.

Content: (The following is a tentative schedule of topics and readings, especially from the texts. Several sources, in addition to those noted below, will be assigned throughout the quarter, and handouts may be distributed in class. Please note that it is your responsibility to have the relevant assignment and materials for each class. We will confirm the expectations for each class at the end of the previous one.)

Sept. 6: Overview of course, scope, and issues.

Sept. 11: Definitions of science. Prehistoric roots of science and mathematics. The beginnings of science in Egypt and Mesopotamia. Other beginnings--before 1000 BCE.
Lindberg: Preface, Ch. 1
[Class cancelled]

Sept. 13: Homeric Greece and the pre-Socratics; the problem of change. Democritus and atomism. Early Greek cosmology.
Lindberg: Ch. 2

Sept. 18: Aristotle: philosophy, physics, astronomy, life sciences, logic.
Lindberg: Ch. 3

Sept. 20: Hellenistic natural philosophy. Epicureans and Stoics. Mathematics and astronomy in antiquity.
Lindberg: Chs. 4, 5
[Lindberg: Ch. 4; Timaeus selection]

Sept. 25: Greek and Roman medicine: Hippocratic medicine; Hellenistic physiology; Galen.
Lindberg: Ch. 6
[Lindberg: Chs. 5, 6; primary source selection]

Sept. 27: Non-western medical traditions. Roman science and later commentators: Proclus, Theon, Hypatia. Boethius. Latin encyclopedists; transmission.
Lindberg: Ch. 7
[primary source selection -- to be continued as possible]

Oct. 2: Science, mathematics, and technology of China and India (Hindu-Arabic numerals). Byzantine science. Arabic science and mathematics.
Lindberg: Ch. 8
[Submit, in writing, sample questions for the midterm exam (at least one essay question; five short-answer questions; ten identifications).]

Oct. 4: The revival of learning in the West: translations, the rise of universities.
Lindberg: Ch. 9, 10

Oct. 9: Midterm examination.

Oct. 11: Paper topic and preliminary bibliography due. The recovery and assimilation of Greek and Islamic science. Natural science and theology in medieval universities; reactions to Aristotle, e.g. the condemnation of 1277.
Lindberg: Ch. 10
[Recall that the topic should be approved by the instructor in advance of this written submission.]

Oct. 16: The medieval cosmos; astrology. Physics of the sublunar region; alchemy.
Lindberg: Chs. 11, 12

Oct. 18: Medieval medicine and natural history. The legacy of ancient and medieval science.
Lindberg: Chs. 13, 14

Oct. 23: Transition: medieval science to "the scientific revolution." The new cosmology: Copernicus, Brahe (data), Kepler (analysis of data), Bruno.
Shapin: Introduction

Oct 25: The new cosmology: Galileo.
Shapin: Ch. 1 (pp. 15-30)
Galileo. Sidereus Nuncius

Oct. 30: First draft of paper due. Mechanical and mathematical structure of nature.
Shapin: Ch. 1 (pp. 30-64)

Nov. 1: How was science done? Bacon and inductive method. Descartes and deductive method.
Shapin: Ch. 2 (pp. 65-88)
Bacon, Frances. New Atlantis (handout)

Nov. 6: More on method; modern critique of Bacon.
Shapin: Ch. 2 (pp. 88-117)
Merchant, Carolyn. Ch. 7 in The Death of Nature (handout)

Nov. 8: The purpose of scientific knowledge in the scientific revolution.
Shapin: Ch. 3 (pp. 119-155)

Nov. 13: Final draft of paper due. Catch up, summary, and review.
Shapin: Ch. 3 (pp. 155-165)

Nov. 21, 11:45-2:00: Final Examination.

Assignments and Evaluation: The format of the class is lecture/discussion. Since informed discussion and debate is an expected component of the course, class participation based on advanced preparation from assigned readings is expected. Short written summaries or critiques of reading during the quarter will normally be required. Students are to prepare a 3x5 card containing a brief abstract and/or critique for each of the required readings. Cards are due at the beginning of class on the day the readings are due, may be kept during class as an aid for discussion, and are to be turned in at the end of class. At least one visit to a Chicago museum or the planetarium is required during the quarter. A brief oral report to the class and a short written summary will follow the visit. The midterm and the final examinations will include both short answer and essay questions.

A research paper that focuses on a topic of special interest to the student is due the last day of class. The paper is to be 8-10 pages long, plus notes and bibliography. The topic and a preliminary bibliography for the paper are to be approved by the instructor. A short description of your previously approved topic and a copy of your bibliography should be submitted in writing by October 11. The bibliography normally should include both primary and scholarly secondary sources and both books and journal articles. Material not at DePaul can be ordered through inter-library loan, but you must allow plenty of time for it to arrive. A first draft of the paper is due October 30; a paper conference will be scheduled with each student between October 30 and November 6 for discussion of the draft. The final draft of the paper is due November 13. The penalty for a late paper will be a lowering of its grade by a full letter for every 24 hours the paper is late. Brief oral presentations of the main results of the papers will be given during the last two days of class.

The final grade is determined as follows: 30% for discussion and reports, 20% midterm, 30% final examination, and 20% paper.

Academic Integrity: Cheating and plagiarism are examples of academic misconduct that can result in course failure and possible additional disciplinary action. For more details regarding the Code of Academic Integrity, please refer to the Student Handbook section on Academic Integrity Policy at http://www.depaul.edu/~handbook.code17.html.

9/5/01