Note Taking as an Art of Transmission

Blair,

doi:10.2307/3651423

Cited by 8 publications

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“…Here, the focus is, to loosely borrow Friedrich Steinle's words, not so much what scientists thought, but what they did. 44 Blair, 2004Blair, , 2016 British Library, Additional MS 70006, fol. 222r.…”

Section: Note Taking In the "Field"mentioning

confidence: 99%

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Read. Do. Observe. Take note!

Leong

2018

Centaurus

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This article offers a brief overview of recent studies on note taking and paperwork in histories of early modern science. Showcasing the wide variety of note‐taking practices performed by a range of historical actors across diverse sites and knowledge practices, it argues that a focus on note taking and “paper technologies” enables us to put in conversation a number of linked epistemic practices from reading and writing to making and doing to observing and surveying to classifying and categorizing. By viewing these practices as a continuum rather than as distinct parts, we are able to further understand early modern knowledge production.

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Section: Note Taking In the "Field"mentioning

confidence: 99%

“…Other recent studies include Bourguet, 2017;Nasim, 2013. 7 Blair, 2004Blair, , 2010a On paper availability and the advent of printed books as contributing factors, see Blair, 2010a;Cevolini, 2016a. On "info lust," see Blair, 2010b.…”

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confidence: 99%

Read. Do. Observe. Take note!

Leong

2018

Centaurus

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“…: 288). Die offenbar sehr ausführlichen und detaillierten Reisenotizen -in Spuren im gedruckten Text erkennbar durch exakte Angaben zu Datum und Uhrzeit der Abreise oder Dauer der Tagesetappen -gaben die Grundlage für seinen Reisebericht ab (Blair 2004 15 Im Sommer 1577 hatte dieser Augsburg besucht und dort die exotischen und fremden Pflanzen Rauwolfs bewundert (Hunger 1927/1943. Am 30.…”

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Eine Reise ins (Un-)Bekannte

Walter

2009

N.T.M.

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A Journey into the (Un)known. Borderlands of Knowledge for Leonhard Rauwolf (1535Rauwolf ( ?-1596 The Augsburg physician Leonhard Rauwolf is known to the history of Western sciences for "discovering" the exotic flora of the Near East. This article deals with the social background of his studies in Germany and France and his perception of foreign lands, plants, and peoples. Before Rauwolf started his journey at Marseille in 1573 he had received a proper education in practical botany at Montpellier under Guillaume Rondelet. He had also collected about 600 specimens of plants in his herbarium. According to the common medical conventions of his time -most prominently represented by the Renaissance anatomist Andreas Vesalius -in his travel account Rauwolf claimed to tell only what he had seen, experienced, observed by himself, or touched with his own hands. Contrary to his own claim of pure "autopsy", or direct experience, however, Rauwolf's Aigentliche Beschreibung [Actual Description] was composed from different sources. As previously unnoted manuscript letters from the Trew-collection at the University Library of Erlangen show, editorial work on Rauwolf's book was a lengthy process. The final composition ended up drawing on such different sources as the Old and New Testament, ancient natural philosophy, Christian travel literature and sermons, more recent botanical books, oral information from other academics, fellow travellers or indigenous people, and -finally -Rauwolf's own impressions and observations. Keywords: Leonhard Rauwolf, sciences and medicine of the 16 th century, botany, empiricism, travel literature Schlüsselwörter: Leonhard Rauwolf, Naturwissenschaft und Medizin im 16. Jahrhundert, Botanik, Empirismus, Reiseberichte Grenzen werden, anders als natürliche Barrieren, durch politische und kulturelle Bedingungen bestimmt. 1 Geographische oder klimatische Besonderheiten und große Gewässer mögen die Migration von Tier und Mensch behindern oder unmöglich machen. Die Begegnung mit dem Unbekannten mag bei einem Reisenden Gefühle der Fremdheit auslösen. Wesentlich für das Bewusstsein, sich einer Grenze genähert oder sie überschritten zu haben, dürften aber Erfahrungen soziokultureller Art sein: das Wissen, sich nun jenseits der vertrauten sprachlichen, kulturellen und politischen Welt zu bewegen. Expeditionen in ein von Menschen gänzlich unbewohntes Land stellen so eine Sonder-oder Extremform dieses "Kulturschocks" dar: In der

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“…La Primera Edad Moderna los convirtió, precisamente en las prácticas del excerpere, en instrumentos epistemológicos, en categorías o rúbricas bajo las cuales ordenaba el conocimiento. De esta manera, los loci empezaron a estructurar el Blair (2004) analiza la práctica de los excerpta, a los que percibe como instrumentos fundamentales de la transmisión del conocimiento, especialmente en los períodos premodernos. Las técni-cas de las anotaciones se pueden resumir, según ella, en una serie de acciones («seleccionar, resumir, retener o almacenar»), complementadas con instrumentos específicos para la recuperación fácil de la información.…”

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De la "varia lección" a la "encyclopaedia": los ideales de la erudición en la Primera Edad Moderna

Nakládalová

2012

studiaaurea

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ResumenEl objetivo del presente artículo es examinar cómo se articula el ideal de la eruditio en la Primera Edad Moderna. Pretende revisar las vías fundamentales de transmisión y organización del conocimiento -los itinerarios del saber-, y las aspiraciones de la perfecta erudición. Examina los modelos centrales de la metodología pedagógica, expuestos en los programas educativos del Humanismo, y los objetivos más importantes de la formación en las bonae literae. Quiere avanzar algunas hipótesis sobre los fundamentos del sistema epistemológico altomoderno, y pretende evidenciar que determinados paradigmas gnoseológicos, atribuidos a la Modernidad, pueden detectarse ya en la episteme renacentista.Palabras clave educación; Primera Edad Moderna; Humanismo; episteme; organización del saber; artes excerpendi; rationes studiorum Abstract Varia lección and encyclopaedia: Early Modern ideals of erudition This paper aims at analyzing the configuration of the Early Modern ideal of eruditio. It focuses on examining the fundamental channels of transmission and organization of knowledge, as well as the aspirations of the perfect erudition. It studies the predominant models of pedagogical methodology, designed in Renaissance educational treatises, and the fundamental goals of training in bonae literae. It attempts to prove that certain gnoseological paradigms, traditionally attributed to Modernity, can be detected already in Renaissance epistemological models.

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Note Taking as an Art of Transmission

Cited by 8 publications

References 0 publications

Read. Do. Observe. Take note!

Read. Do. Observe. Take note!

Eine Reise ins (Un-)Bekannte

De la "varia lección" a la "encyclopaedia": los ideales de la erudición en la Primera Edad Moderna

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