History Commons^™

4. Kepler, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section VIII: The Development of Modern Science

Tycho Brahe (1546-1601), a Dane, spent nearly his entire life making careful measurements of the positions of the stars and planets. Most of his work was done at Copenhagen under the patronage of the Danish king. He developed and refined astronomical instruments to an accuracy that was far superior to anything previously done. In his late years at Prague, he started on the reduction to order of the systematic observations that he had made over a period of decades. In 1600 a young German mathematician and astronomer, Johannes Kepler (1571-1630), visited Tycho and then stayed to help in the mammoth …

2. Copernicus, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section VIII: The Development of Modern Science

Nicolaus Copernicus (1473-1543), of German and possibly Polish extraction, spent three years at the University of Cracow and then ten years at Italian universities. In Italy he was introduced to the Pythagorean ideas, which left a permanent mark on his mind, and became interested in astronomical theories. He returned home to the position of canon of Frauenburg cathedral where he stayed until his death. [excerpt]

3. Galileo, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section VIII: The Development of Modern Science

Of all the early proponents of the Copernican theory, Galileo was perhaps the most renowned and certainly one of the most effective.

Galileo Galilei (1564-1642) was educated in the classical, Aristotelian manner. He showed good promise, and began the study of medicine. The medical sciences failed to hold his interest, and he became intrigued with the study of physics and mathematics. He progressed so well in these fields that when twenty-five he was teaching at the University of Pisa. Even as he studied and taught the current physics and astronomy, he became convinced of the inadequacies of many Aristotelian principles. …

1. Greek And Medieval Science, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section VIII: The Development of Modern Science

What kind of questions did the Greeks ask themselves about the physical universe? We can paraphrase Plato: the stars move about the earth in circles, the perfect paths, and they move with uniform motion as befits divine and eternal beings. But five of these stars are planets (Greek for wanderers) which appear to have irregular motion, first moving forward, then actually stopping, and then moving backward for awhile. Since the heavens are incorruptible, the planets too must really be moving in uniform motion in circular paths. How then can we account for the apparently irregular motions? What uniform motions must …

5. Newton, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section VIII: The Development of Modern Science

Isaac Newton (1642-1727) was born and educated in England. He attended Trinity College, Cambridge, and there found the inspiration for his prodigious work that was to synthesize and extend the labors of Copernicus, Galileo, Kepler, and others beyond the wildest dreams of any of them. Newton was the intellectual giant who set the direction of the physical sciences on the paths they were to follow undeviatingly into the twentieth century. [excerpt]