By Abrams
A set of articles embodying the paintings provided on the 1991 tools in Module thought convention on the collage of Colorado at Colorado Springs - facilitating the reason and cross-fertilization of latest recommendations that have been built to respond to a number of module-theoretic questions.
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Example text
Galileo pointedly insisted on the title of ‘Chief Mathematician and Philosopher’ to the Grand Duke of Tuscany; see Molland, 120. ⁴⁸ Heitman, 85–90. On Clavius see Dear, Discipline, 32–62; on his mathematical pedagogy, see also Dennis C. Smolarski, ‘Teaching Mathematics in the Seventeenth and Twenty-First Centuries’, Mathematics Magazine 75:4 (2002), 256–262. ⁴⁹ Though long dead by Petty’s time and nowhere mentioned in his writings, Clavius thus shaped the young Englishman’s mathematical training and thinking through his edition of Euclid, the guidelines for pedagogical practice set out in the Ratio, and his influence on the status of mathematics in the Jesuit curriculum vis-`a-vis other branches of knowledge.
Wybord’, remain, with ‘divers others’, unknown. ⁸⁰ The paucity of sources, however, makes its influence on him as difficult to assess as it is to dismiss. Leiden oscillated uneasily between the traditional world of Aristotelian natural philosophy, Ptolemaic cosmology, and Galenic medicine, and the emerging world of Descartes, Galileo, and Harvey: a mechanical world set in an infinite universe, watched by God from afar. Neither was simple, comprehensive, or wholly consistent, and it is important not to exaggerate the incompatibility of elements from each.
PP, 2:260. ²⁴ ‘Scholasticism’ here signifies the Christian philosophical teaching of most European universities, which focused on Aristotelian logic and natural philosophy and emphasized the construction of elaborate arguments based on knowledge of authoritative texts. See Jill Kraye, ‘The Philosophy of the Italian Renaissance’, in G. H. R. ), The Renaissance and Seventeenth-Century Rationalism (London: Routledge, 1993), 16–17. from romsey to paris 21 assumptions and ignoring the concrete evidence of experience, obsessed with verbal sparring rather than knowledge of real things.