Historical Studies

FEDERICA FAVINO
FEDERICA FAVINO

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes geographical areas and sectorial perspectives in which related projects are activated; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

In accordance with the 5 Dublin descriptors, the 6 CFU course M-STO / 05 History of Science has the following objectives:
1. Knowledge and ability to understand. The course aims to provide students with conceptual tools, methodologies and research techniques related to the history of scientific culture, which has declined in a diachronic heterologous and transcultural perspective, as well as markedly interdisciplinary. In particular, by the end of this course, students will have acquired a historiographically up-to-date, relatively complete and adequately in-depth knowledge of the scientific culture produced and consumed in the city of Rome between the 16th and 18th centuries.
2. The ability to apply knowledge and understanding. In accordance with the general educational objectives of the degree course, teaching will be aimed at improving students' ability to understand and interpret European scientific culture and its historical evolution, also in its interconnections with other forms of knowledge about nature and man. This is intended to offer them specific elements to refine their ability to place and relocate individual experience within a global, interconnected and evolving cultural history. In particular, by the conclusion of this course, students will have developed the capacity to challenge a positivist and objective perspective on science and to recognise the social, political (national and global), psychological, ideological and cultural factors that are involved in the production and transmission of scientific knowledge, from era to era, including our own.
3. Autonomy of judgement. The course will include activities specifically designed to enhance students' autonomy of judgement on the topics covered and the knowledge imparted. These activities will include collective discussion of texts, comparative analysis of models and media, examination of sources, and so forth.
4. Communication skills. Particular attention will be paid to improving the students' communication skills, through oral presentations and/or presentation of short written papers.
5. Learning skills. The course will be delivered with an emphasis on developing students' skills necessary to undertake further studies with a high degree of autonomy.

No prior knowledge is required. However, knowledge of the main social dynamics and events of the Early Modern Age may be helpful.

Scientific Rome, Global Rome (16th-19th centuries)
Over the past two decades, Rome has proven to be a fertile historiographical laboratory for exploring the relationship between the urban context and scientific activity. Numerous studies, employing diverse approaches, have focused on the city of the popes, demonstrating how the Urbs—despite the "black legend" stemming from Giordano Bruno’s execution and Galileo’s trials—served as a hub for the production and dissemination of scientific knowledge.
These studies have illuminated Rome's role as a plaque tournante for actors, methodologies, practices, and objects, within a dynamic and fluid exchange between different fields of knowledge, driven by the universalist aspirations of papal power. As a result, Rome has emerged as an exceptional case study for examining the dynamics of knowledge production about nature and the world in a unique setting—one that was simultaneously the capital of Catholicism and the center of a pontifical monarchy increasingly projected onto a global scale.
This course aims to guide students through this complex and multifaceted reality while also addressing the paradigm shifts that 'science' was undergoing during the same period.

Compulsory textbooks:
A. Clericuzio, Uomo e Natura, Carocci, 2022, da p. 187
1. E. Andretta, F. Favino, 'Scientific and medical knowledge in early modern Roman society', in A companion to early modern Rome, 1492-1692, edited by Pamela M. Jones, Barbara Wisch, Simon Ditchfield, Leiden: Boston: Brill, 2019, pp. 515-529
2. A. Romano, Rome, un chantier pour les savoirs de la catholicité post-tridentine, in "Revue d'Histoire Moderne et Contemporaine", 2008, 55, 2, 101-120
3. A. Romano, «Il mondo della scienza», in Giorgio Cuccio (a cura di), Storia di Roma, vol. 4, Rome, Laterza, 2002, p. 273-303

One of your choice from the following volumes
Athanasius Kircher: il museo del mondo, a cura di Eugenio Lo Sardo, Roma, De Luca, c2001 (cap. 2, 3, 4, 5, 7, 9).
I. Baldriga, L'occhio della lince : i primi Lincei tra arte, scienza e collezionismo (1603-1630), Roma, Accademia nazionale dei Lincei, 2002
S. Brevaglieri, Natural desiderio di sapere : Roma barocca fra vecchi e nuovi mondi, Roma, Viella 2019
F. Favino, Donne e scienza nella Roma dell'Ottocento, Roma, Viella 2020
P. Long, Ricostruire la città eterna. Infrastrutture, topografia e saperi nella Roma del Cinquecento, Viella, Roma 2021
A. Romano, Impressioni di Cina. Saperi europei e inglobamento del mondo (secoli XVI-XVII), Roma, Viella 2020.

Further readings:
"Rome et la science moderne : entre Renaissance et Lumières, études réunies par Antonella Romano", Rome, École française de Rome, 2008
"Un mondo di Relazioni. Giovanni Botero e i saperi nella Roma del Cinquecento", a cura di Elisa Andretta, Romain Descendre e Antonella Romano, Viella, Roma 2021
"Tramiti. Figure e strumenti della mediazione culturale nella prima età moderna", a cura di Elisa Andretta, Elena Valeri, Maria Antonietta Visceglia, Paola Volpini, Viella, Roma
"Roma e la scienza (secoli 16.-20.)", a cura di Antonella Romano, Roma: Università degli Studi Roma Tre, CROMA, 1999, a. 3, N. monografico di Roma moderna e contemporanea: n.3 (settembre-dicembre 1999)
"Scienza e poesia scientifica in Arcadia (1690-1870)", a cura di Elisabetta Appetecchi, Maurizio Campanelli, Alessandro Ottaviani e Pietro Petteruti Pellegrino, Roma : Accademia dell'Arcadia, 2022
A. Romano, "La contre-réforme mathématique : constitution et diffusion d'une culture mathématique jésuite à la Renaissance, 1540-1640," Rome : École française de Rome, 1999.
J. Boutier, B. Marin et A. Romano (eds.), "Naples, Rome, Florence : une histoire comparée des milieux intellectuels italiens (17.-18. siécles)", Rome : Ecole française de Rome, 2005

The course encompasses a variety of pedagogical approaches, including lectures (16 hours), group work (10 hours), flipped classes (2 hours), and field teaching experience (2 hours).

It should be noted that attendance at the course is not obligatory.
The lectures will be accompanied by the presentation of slides with images and audio and video materials. All readings provided for the flipped classes, texts that are difficult to find, and all materials generated during the course or necessary for the course will be made available on the course Classroom group, created at the time of the course.
Students who do not attend the lectures are invited to contact the lecturer for any further clarifications regarding the course content.

The assessment for the student includes an oral examination on the main aspects of natural philosophy and mathematical sciences between the 16th and 18th centuries, as well as expositions of topics concerning scientific culture in Rome in the same period.
It is expected that the student will demonstrate that they have acquired adequate knowledge of the topics covered in the course and that they are able to apply this knowledge to the treatment of specific cases. In addition, communication skills will be taken into account in the assessment.
The final assessment will be expressed in thirtieths. For attending students, participation in group discussions and their quality will be taken into account. In-class presentation of the examination texts will be taken into account as an in-progress test, with the chosen text deducted from the final examination. The quality of the examination will be taken into account for the final assessment.
It should be noted that attendance does not constitute a qualification for the final assessment.