Im Dienste der Wissenschaft: Der Centro de estudios históricos und die Begründung eines liberalen Nationalbewußtseins in Spanien (1910–1936)

In the Name of Science: the Centro de Estudios Históricos and the shaping of a liberal national conciousness in Spain (1910–1936). – The Centro de Estudios Históricos was founded in 1910 by the Junta para Ampliación de Estudios. The main goal was to create a modern scientific system, but the researchers of the Centro also attempted to reinterpret some aspects of the Spanish Culture. We also try to have a new insight into how Spanish History and Culture was apprehended by those intelectuals in order to create the cultural basis of a new Spanish nationalism. The philological school of Menéndez Pidal or the historical school of Sánchez‐Albornoz played an active role in trying to find out the cultural roots of the Spanish Culture. They strived for providing the Spanish nation a cultural background.     

Zur Historisierung der Staatswissenschaften Von der Kameralistik zur historischen Schule der Nationalökonomie

At the beginning of the nineteenth century the mostly practically orientated and speculative patterns of economic theory of the eighteenth-century cameralists result with interrupted (but on the whole remarkable) traditional bands in the German Historical School of National Economy, which prevailed most of the German universities after 1870. This school of thought developed, although in the Germany of the beginning nineteenth century the cameralist encyclopedias and the reception of traditional theories of economic liberalism declined. The school of National Economy proved to be determined by traditional professional impacts (training of government officials), regional differences and specific regional changes of the English model, by the historical attitude of National Economy in relation to the arts sciences - this was however not a defined economic science concerning method and contents -, and by continuing the aims of a welfare state within late industrialized authoritarian governments.     

Die Mathematisierung der Naturwissenschaften vor dem Hinter-grund der Bildungsvorstellungen des 19. Jahrhunderts

Both, astronomy in the first half of the 19th century and physics in the second half of the 19th century functioned as models and paradigms for the other sciences. The paradigmatic character of a theoretical, mathematical astronomy was due mainly to its capability to predict future events. According to the influence of the Romantische Naturphilosophie the mathematization of physics in Germany took place belatedly compared to France. A modified Newtonian research program with its mathematical implications was adopted by German physicists only after the establishment of the principle of energy conservation. German physicists of the late 19th century claimed over and above the results of physicists the successes of German technology for physics and interpreted these achievements as “cultural” achievements. They combined this claim with a request for a better representation of physics in the curricula of secondary schools so as to be comparable to that of mathematics. The resistance of the most prestigious secondary schools, the Humanistische Gymnasien, against this request meant that the concept of Bildung as propagated by physicists was not accepted generally in Germany.     

Der Naturwissenschaftler und sein Körper. Naturwissenschaftsgeschichte aus anthropologischer Perspektive

Since it's early days modern science is confronted with the following dilemma: Scientific investigation of nature requires the availability of the scientist's body in nearly all of its activities, though on the other hand science feels obliged to minimalize any influence of this body for methodological reasons. How has science dealt with this dilemma? How has it managed to keep the balance between using the body in favour of knowledge and keeping the required distance to it? In answering these questions the paper tries to reconstruct the history of early modern science from an anthropological perspective.     

Körpergefühl und Raumvorstellung: Leonardo und Descartes

“Experience and the conception of the world in science in transition to modern times” is the general subject. There are two different points to be made clear, i.e. 1. That the conception of the world had to be made imaginable by art before it could be taken over by science. The central perspective dates back to about three centuries before the time Descartes developed the co-ordinate system. 2. Furthermore it should be taken into account that it was first of all due to the lead of the painters (especially in the Italy of the Quattrocento’) that the possibility of making experiences had changed. In a space opened by a perspective view and seemingly thus appearing as measurable even the painted figures acquire a new reality. Due to his anatomic studies Leonardo could treat the natural movement of the figures shown in his paintings. It was the artists who first of all investigated optics and anatomy before relations could be measured with the aid of scientific methods ami before quantities — instead of qualities — could become the base of unbiased science, as called for by Galilei in 1623.     

Vernunft und Sprache — oder die Schwierigkeit,Kant auf Italienisch sprechen zu lassen

We can reach the exactness and univocity the scientific thougth aims at only by mastering the polysemy historically present in language. This appears even more difficult when we move from one polysemic system to another, as in translations into other languages. Thus, in Italy in the early XIXth century, the first attempts to translate Immanuel Kant's Critique of pure reason met great difficulties in understanding his new terms and led to misunderstanding and therefore rejecting his new philosophy.     

Karl der Große,Alkuin und die Zeitrechnung

In connection with the Carolingian renewal of education Charlemagne also cared for a homogeneous reckoning of time. He organized the Carolingian reform of the calender with the help of Alkuin of York, an Anglo‐Saxon scholar. Having heard of Alkuin's learning and teaching abilities, the Frankish King invited him to lead his Palace school at Aachen. Moving to Francia 782, Alkuin became the key counselour of Charlemagne for science, education and church matters. Among other subjects Alkuin taught the King especially calendrical reckoning (computus) and astronomy, in which he took a special personal interest. Charlemagne discussed these subjects often with Alkuin, sometimes even in letters, still preserved today. For this correspondence on astronomy and calendrical reckoning it was assumed that Alkuin was the author of four short anonymous writings on computus. Moreover, Charlemagne comissioned Alkuin to write a standard work on computus, which is lost today. But three Carolingian manuals on computus survived. Which of the four anonymous writings really stem from Alkuin himself? What influence he had upon the manuals? These two questions are investigated here on the basis of the most important matter of computus: the calculation of the age of the moon in the 19‐year lunar cycle, necessary for dating the movable feast of Easter (on the first Sunday after the first full moon in spring). These facts were discussed in detail, even vehemently, in the correspondence between Alkuin and Charlemagne.