Richard J. Oosterhoff – författare

In 1503, for the first time, a student in Paris was able to spend his entire university career studying only the printed textbooks of his teacher, thanks to the works of the humanist and university reformer Jacques Lefèvre d''Étaples (c. 1455-1536). As printed books became central to the intellectual habits of following generations, Lefèvre turned especially to mathematics as a way to renovate the medieval university. Making Mathematical Culture argues this was a pivatol moment in the cultural history of Europe and explores how the rise of the printed book contributed to the growing profile of mathematics in the region. Using student manuscripts and annotated books, Making Mathematical Culture offers a new account of printed textbooks, as jointly made by masters and students, and how such collaborative practices informed approaches to mathematics.

In 1503, for the first time, a student in Paris was able to spend his entire university career studying only the printed textbooks of his teacher, thanks to the works of the humanist and university reformer Jacques Lefèvre d''Étaples (c. 1455-1536). As printed books became central to the intellectual habits of following generations, Lefèvre turned especially to mathematics as a way to renovate the medieval university. Making Mathematical Culture argues this was a pivatol moment in the cultural history of Europe and explores how the rise of the printed book contributed to the growing profile of mathematics in the region. Using student manuscripts and annotated books, Making Mathematical Culture offers a new account of printed textbooks, as jointly made by masters and students, and how such collaborative practices informed approaches to mathematics.

In 1503, for the first time, a student in Paris was able to spend his entire university career studying only the printed textbooks of his teacher, thanks to the works of the humanist and university reformer Jacques Lefèvre d'Étaples (c. 1455-1536). As printed books became central to the intellectual habits of following generations, Lefèvre turned especially to mathematics as a way to renovate the medieval university.Making Mathematical Culture argues this was a pivatol moment in the cultural history of Europe and explores how the rise of the printed book contributed to the growing profile of mathematics in the region. Using student manuscripts and annotated books, Making Mathematical Culture offers a new account of printed textbooks, as jointly made by masters and students, and how such collaborative practices informed approaches to mathematics.

Before Romantic genius, there was ingenuity. Early modern ingenuity defined every person—not just exceptional individuals—as having their own attributes and talents, stemming from an “inborn nature” that included many qualities, not just intelligence. Through ingenuity and its family of related terms, early moderns sought to understand and appreciate differences between peoples, places, and things in an attempt to classify their ingenuities and assign professions that were best suited to one’s abilities. Logodaedalus, a prehistory of genius, explores the various ways this language of ingenuity was defined, used, and manipulated between 1470 and 1750. By analyzing printed dictionaries and other lexical works across a range of languages—Latin, Italian, Spanish, French, English, German, and Dutch—the authors reveal the ways in which significant words produced meaning in history and found expression in natural philosophy, medicine, natural history, mathematics, mechanics, poetics, and artistic theory.