Classical authors used both prose and poetry to explore and explain the natural world. In Aetna and the Moon, Liba Taub examines the variety of ways in which ancient Greeks and Romans conveyed scientific information. Oregon State University Press is proud to present this inaugural volume in the Horning Visiting Scholars Series. In ancient Greece and Rome, most of the technical literature on scientific, mathematical, technological, and medical subjects was written in prose, as it is today. However, Greek and Roman poets produced a significant number of widely read poems that dealt with scientific topics. Why would an author choose poetry to explain the natural world? This question is complicated by claims made, since antiquity, that the growth of rational explanation involved the abandonment of poetry and the rejection of myth in favor of science. Taub uses two texts to explore how scientific ideas were disseminated in the ancient world. The anonymous author of the Latin Aetna poem explained the science behind the volcano Etna with poetry. The Greek author Plutarch juxtaposed scientific and mythic explanations in his dialogue On the Face on the Moon. Both texts provide a lens through which Taub considers the nature of scientific communication in ancient Greece and Rome. General readers will appreciate Taub�s thoughtful discussion concerning the choices available to ancient authors to convey their ideas about science�as important today as it was in antiquity�while Taub�s careful research and lively writing will engage classicists as well as historians of science.

Once upon a time ‘The Scientific Revolution of the 17th century’ was an innovative concept that inspired a stimulating narrative of how modern science came into the world. Half a century later, what we now know as ‘the master narrative’ serves rather as a strait-jacket — so often events and contexts just fail to fit in. No attempt has been made so far to replace the master narrative. H. Floris Cohen now comes up with precisely such a replacement.Key to his path-breaking analysis-cum-narrative is a vision of the Scientific Revolution as made up of six distinct yet narrowly interconnected, revolutionary transformations, each of some twenty-five to thirty years’ duration. This vision enables him to explain how modern science could come about in Europe rather than in Greece, China, or the Islamic world. It also enables him to explain how half-way into the 17th century a vast crisis of legitimacy could arise and, in the end, be overcome.Building forth on his earlier The Scientific Revolution. A Historiographical Inquiry (1994), his new book takes the latest researches duly into account, while connecting these in highly innovative ways. It is meant throughout as a constructive effort to break up all-too-deeply frozen patterns of thinking about the history of science.Blurbs"In this provocative, comparative treatment of a classic moment in the history of science Floris Cohen brilliantly challenges current narratives."--Robert S. Westman, University of California, San DiegoFor the most part, historians spend their energy trying to explain military conquests, the succession of governments, religious or ideological movements, or social and economic change. What they miss (or avoid?), however, is surely more significant than any of these things for an understanding of world history. Historians have completely failed to explain why science, which largely characterizes modern world civilization, emerged in Western Europe in the Renaissance, after having failed to establish itself earlier and in other civilizations (most notably in Ancient Greece, China, Islam, and medieval Christendom). In this very important book, Floris Cohen finally and comprehensively provides an answer to this enduring historical mystery. In so doing, he also provides a definitive account of the so-called Scientific Revolution, and shows why it really was revolutionary."-"This supremely important book will become indispensable reading for anyone interested in how the modern world became the way it is. By comprehensively explaining the rise of science, and its why, where and when, Floris Cohen has solved, dazzlingly, one of the most pressing problems in world history."--John Henry, University of Edinburgh

Peripatetic potpourri.

Aristotle of Stagirus (384–322 BC), the great Greek philosopher, researcher, logician, and scholar, studied with Plato at Athens and taught in the Academy (367–347). Subsequently he spent three years in Asia Minor at the court of his former pupil Hermeias, where he married Pythias, one of Hermeias’ relations. After some time at Mitylene, he was appointed in 343/2 by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died the following year.

Problems, the third-longest work in the Aristotelian corpus, contains thirty-eight books covering more than 900 problems about living things, meteorology, ethical and intellectual virtues, parts of the human body, and other topics. Although Problems is an accretion of multiple authorship over several centuries, it offers a fascinating technical view of Peripatetic method and thought. Problems, in two volumes, replaces the earlier Loeb edition by Hett, with a text and translation incorporating the latest scholarship.

Peripatetic potpourri.

Aristotle of Stagirus (384–322 BC), the great Greek philosopher, researcher, logician, and scholar, studied with Plato at Athens and taught in the Academy (367–347). Subsequently he spent three years in Asia Minor at the court of his former pupil Hermeias, where he married Pythias, one of Hermeias’ relations. After some time at Mitylene, he was appointed in 343/2 by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died the following year.

Problems, the third-longest work in the Aristotelian corpus, contains thirty-eight books covering more than 900 problems about living things, meteorology, ethical and intellectual virtues, parts of the human body, and other topics. Although Problems is an accretion of multiple authorship over several centuries, it offers a fascinating technical view of Peripatetic method and thought. Both Problems, in two volumes, and Rhetoric to Alexander replace the earlier Loeb edition by Hett and Rackham, with texts and translations incorporating the latest scholarship.