Most comprehensive, up-to-date, and in-depth account of knowledge of nature in early modern Europe available in English.
A comprehensive account of knowledge of the natural world in Europe, ca. 1500-1700. Often referred to as the Scientific Revolution, this period saw major transformations in fields as diverse as anatomy and astronomy, natural history and mathematics. Articles by leading specialists describe in clear, accessible prose supplemented by extensive bibliographies, how new ideas, discoveries, and institutions shaped the ways in which nature came to be studied, understood, and used. Part I frames the study of `The New Nature' in the sixteenth and seventeenth centuries. Part II surveys the `Personae and Sites of Natural Knowledge'. Part III treats the study of nature by discipline, following the classification of the sciences current in early modern Europe. Part IV takes up the implications of the new natural knowledge for religion, literature, art, gender, and European identity.
This book is an excellent source for current thinking on Early Modern Science. The chapters are writtten by the leading shcolars n their respective fields. This book, along with the rest of the Cambridge History of Science series, belongs in all academic and large public libraries. -- American Reference Books Annual "The real value of the volume, in my eyes at least, is its contribution to _early modern_ history...The breadth and range of the volume is breathtaking and, hard as I tried, I could think of little that was lacking... virtually the entire social and cultural panorama of early modern society receives intelligent and sophisticated coverage...it should be mandatory reading for every early modernist, no matter his or her particular scholarly orientation." -H-German, Mary Lindemann, Department of History, University of Miami "Individually the contributions to this volume are thoughtful, well-researched summations of the state of the art in their specific topical areas. As such they constitute a useful disciplinary resource for teachers but also mark the way for the next generation of extensions, revisioins and syntheses." - Jole Schakelford, University of Minnesota
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