73089 - History of Science (2) (LM)

Learning outcomes

At the end of the course, the student will have gained the necessary skills to address problems and themes connected to the history of science from antiquity to the present through an analysis of primary and secondary sources.

Course contents

Nature and the environment in the Renaissance: the Meteorology from Aristotle to Cartesio

The course moves from the reading of classics in the field of 'meteorology' to understand their content and their impact on renaissance and early modern understanding of the weather and of the formation of the earth. It continues by exploring their reception in the period ca. XV-XVIII to examine the slow and complex genesis of the fields of modern meteorology and geology. 

Some of the themes covered include:

- Greek and Latin meteorology (6 h)

- reception of Aristotle's Meteorology in the Renaissance (6 h)

- reception of Seneca (6 h)

- the chemistry of the weather (6 h)

- the causes of earthquakes and volcanic eruptions (6 h)

Readings/Bibliography

The exam will focus on the following primary sources:

Aristotele, Meteorologia (edizione con introduzione di L. Pepe), Libri 1-2

Seneca, Questiones naturales (qualsiasi edizione), Libri 3 e 6

Lucrezio, De rerum natura (qualsiasi edizione), Libro 6 (*optional*)

as well as discussion of the following book:

Martin, C., Renaissance Meteorology: Pomponazzi to Descartes (Baltimore: Johns Hopkins University Press, 2011) disponibile in e-book in SBN Ubo

 

Those not attending classes should also prepare the following material for the exam:

Taub, Liba, Ancient Meteorology (London and New York: Routledge, 2003) disponibile in e-book in SBN Ubo.

And three essays of their choice from:

Disaster Narratives in Early Modern Naples, a cura di D. Cecere, C. De Caprio, L. Gianfrancesco, P. Palmieri (Roma: Viella, 2018)

Teaching methods

The course will be delivered in seminar format. A brief lecture by the professor will be followed by a discussion on the primary and secondary sources assigned for every class. Students' preparation and participation in class discussion are crucial to the success of the course.

Assessment methods

The course aims to meet the following objectives:

-to demonstrate adequate knowledge of the main aspects of the course;

-to demonstrate the ability to approach critically both the primary and the secondary sources so as to situate the primary sources within the historiographic debate that emerged over time;

-to demonstrate the ability to elaborate a coherent and organic analysis both in writing and orally around a specific theme, aspect, or question (both textual and historiographical), with the aim of reaching some original conclusions based on the evidence in the text(s);

The exam will consist of a presentation and discussion of a short essay on issues revolving around one or more texts assigned in class.

The criteria adopted for an evaluation of the candidate and their work are the following:

1. familiarity with the content of the texts;

2. the ability to understand and analyse the texts;

3. the ability to construct an argument and use evidence appropriately to support it both in writing and orally.

The exam consists of an essay and an oral interview aimed at assessing the methodological and critical skills acquired during the semester. The examination will focus both on the student's command of both the primary and the secondary literature. The student will be invited to discuss the texts covered during the course and to contextualise them in their historical period. Top marks (28-30) will be given to students who demonstrate a thorough knowledge of the material discussed in class and contained in the texts, critical and analytical skills, and the ability to express ideas and concepts clearly and cogently. Those students who will demonstrate a good knowledge of the material but tend to repeat it mechanically rather than demonstrate full understanding and the ability to build connections and present an argument will be rewarded with average to high marks (23-27). Students who demonstrate superficial knowledge, gaps in preparation, poor critical and analytical skills and difficulties of expression will receive average to low marks (18-22). Severe lacunae in one or more areas listed above could lead to the student repeating the exam.

Teaching tools

slides, web links, photocopies.

Office hours

See the website of Monica Azzolini