History of Astronomy

Education and Intersecting Populations in the History of Astronomy

With complementary goals in the establishment, circulation, and expansion of knowledge, the histories of science and education are strongly interrelated.  While astronomy has long been carried out in connection with educational goals and institutions, in recent centuries education has played an especially important role in mediating the intersection of different populations within astronomy: the public, the professional, the amateur, the enthusiast, the artisan, the worker, the popularizer, etc.  Educational philosophies and pedagogical theories have both influenced and been influenced by new understandings of what science is, what it does, who participates in it, and who it is for.  

Sarah Reynolds will give a brief presentation on her work-in-progress on the interaction between science and education in history, then lead discussion on two articles from a recent book that demonstrate such interactions in the case of Eise Eisinga, the 18th-century Dutch wool manufacturer and merchant who constructed an elaborate functional orrery on the ceiling of his home.  

This month’s readings are all open access, and may be accessed directly through the links below.  

Main readings for discussion: 

1. Dijkstra, Arjen. “Eise Eisinga’s World: The Profile of a Devotee to Astronomy between Enlightenment and Romanticism,” Chapter 3 in Cultivating and Communicating Natural and Technical Knowledge around 1800: Devotees of Science, edited by Nikolaj Bijleveld, Arjen Dijkstra and Samuel Gessner, Amsterdam University Press, 2025, pp. 47-78. https://doi.org/10.1515/9789048556014-003

2. Dijksterhuis, Fokko Jan. “The Third Book of Wisdom: Eisinga, the Planetarium, and Eighteenth-Century Learning,” Chapter 10 in Cultivating and Communicating Natural and Technical Knowledge around 1800: Devotees of Science, pp. 267-290. https://doi.org/10.1515/9789048556014-010

Additional readings and resources: 

3. Bijleveld, Nikolaj, Dijkstra, Arjen and Gessner, Samuel. “Devotees of Science: An Introduction,” Chapter 1 (Introduction) in Cultivating and Communicating Natural and Technical Knowledge around 1800: Devotees of Science, pp. 7-22. https://doi.org/10.1515/9789048556014-001   [This chapter defines and clarifies what the book refers to as “devotees of science” and how such people played an important role in 18th century science and astronomy.] 

4. Sections 1-4 of Mody, C.C.M. “Where Do, and Should, Science and Science Education Happen?”, Science & Education (2025). https://doi.org/10.1007/s11191-025-00651-2.  [Thought-provoking article discussing the hybrid roles and dispersed practice of science and science education, and the consequences of these for contemporary teaching about the nature of science.] 

5. Berkel, Klaas van. “The Changing Landscape of Science in Eighteenth-Century Europe,” Chapter 2 in Cultivating and Communicating Natural and Technical Knowledge around 1800: Devotees of Science, pp. 25-46. https://doi.org/10.1515/9789048556014-002.  [This chapter provides a more extensive background on the changes occurring in educational institutions and the role of various scientific developments in societal interests in education in the eighteenth-century.]  

6. Website of the Koninklijk (Royal) Eise Eisinga Planetarium: https://www.eisinga-planetarium.nl/en/

7. UNESCO World Heritage site for the Eisinga Planetarium in Franeker.  https://whc.unesco.org/en/list/1683/

Narratives on the Marginalization of Astrology

For our first discussion, we will be looking at two articles on the marginalization of astrology. When, how, and why did astrology go from being considered a viable knowledge system to a pseudo-science? Recent work has revisited this question, providing an overview of different factors for astrology’s marginalization and showing how explanations have moved from an emphasis on intellectual factors to social/institutional influences and back again. This will be the first meeting of our working group, so please come prepared to briefly introduce yourself and what brings you to the group! 

Sources to discuss:

Michelle Aroney, “Reassessing the Marginalization of Astrology in the Early Modern World,” The Historical Journal (2023), 66, 1152–1176 https://doi.org/10.1017/S0018246X23000328

H. Darrel Rutkin, “How to Accurately Account for Astrology’s Marginalization in the History of Science and Culture: The Central Importance of an Interpretive Framework,” Early Science and Medicine (2018), 23, 217–243 https://doi.org/10.1163/15733823-00233P02

Further reading:

Rienk Vermij and Hiro Hirai, “The Marginalization of Astrology: Introduction” Early Science and Medicine (2017), 22, 405–409 [intro to special issue] https://doi.org/10.1163/15733823-02256P01

Peter Wright, “Astrology and Science in Seventeenth-Century England,” Social Studies of Science (1995), 5/4, 399–422 https://www.jstor.org/stable/284805

Lynn Thorndike, “The True Place of Astrology in the History of Science,” Isis (1955), 46/3, 273–278 https://www.jstor.org/stable/226346

*Note: While the readings will be temporarily posted here, because access statistics can be valuable for authors, publishers, and libraries, we encourage you to use the citations and links above to access them through your institution if possible.