562 Search Results
Transcendent Experiences: Phenomena, Ideas, and Judgements
Transcendent experiences can have a strong impact on the lives and thoughts of those experiencing them. They are understood as experiences that transc
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German Scientists, their Observationes, and Ties to the Latin Americas in the Seventeenth Century
In the seventeenth century, the mobility of knowledge arising from contact with the Latin Americas extended beyond Iberia to German scientists. In 162
Coming to their Senses: The Averroist Turn and the Rise of "Empiricism" in the Thirteenth Century
All human knowing is grounded in sense experience. This may sound trivial to us, not least because it appears to be an undisputed principle of our nat
Experiencing Nature through Old and New Epistemes around the Globe
The colonial encounter holds a central place in the global history of early modern science. Missionary explorations and military voyages sponsored by
Experience in the Premodern Sciences of Soul & Body ca. 800–1650
MoreExperience in the Premodern Sciences of Soul & Body ca. 800–1650
No 59
Between ca. 800–1650, the Aristotelian sciences of soul and body and Galenic-Avicennian medicine spread from the Islamic World to Europe, to the Americas, and to East Asia. Most histories propose that the empirical method, encapsulated in the terms “experiment” and “observation,” began later, in the early modern period.
Katja Krause
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Erfahrung in den vormodernen Wissenschaften von Körper und Geist ca. 800–1650
No 59
Von 800 bis 1650 breiteten sich die aristotelischen Wissenschaften von Körper und Geist wie auch die galenisch-avicennische Medizin in der islamischen Welt, in Europa, in Lateinamerika und in Ostasien aus. Zahlreiche Historiographien setzen den Beginn der empirischen Methode, der brennpunktartig in den Begriffen „Experiment“ und „Beobachtung“ seinen Ausdruck findet, in der frühen Neuzeit an.
Katja Krause
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Institute's Colloquium: Know "Thy" Experience
MoreInstitute's Colloquium: Know "Thy" Experience
MoreThe Science of Children
What are the parallels between conceptual development in children and knowledge formation in the sciences? How have ideas of such paral