RETURN TO THIS COMPONENT AFTER DOING COPERNICUS AND GALILEO.
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What was different? In brief: <b>The monopoly on knowledge by the priestly caste was broken</b>
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<ul> <li>
    Developments:
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        of <b>national, secular</b> and <b>centralized</b> states whose structure was legitimized by the appeal to reason (rather than religious belief).
        <li> The growth of <b>commerce and trade empowered a bourgeoisie that needed education [and not dogma] to run its affairs</b>, was more comfortable with "scientific" thinking, and rejected excessive intrusions of religious belief.
       <li> Governments found they could legitimize themselves by supporting secular culture and learning [and be independent of the Church!!]. This led to the foundation of academies of science (very elitist) and eventually (after the French Revolution) to the reorganization of universities and a refocusing of attention on law and science.
       <li> This trend was reinforced by the discovering of Roman law and of scientific treatises (even of the twit Aristotle) of the Greco-Roman period. Such materials were <b>secular</b> in character and, by virtue of their antiquity <b>provided an alternative to church authority.</b>
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<b>Europe did not become "liberal" in our sense of the word</b>
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    Some areas (predominantly those with maritime and commercial establishments, Netherlands, Venice) were more receptive to new ideas than were others (where agriculture dominated and feudalism persisted); scholars like Vesalius moved to where they were valued and their controversial research tolerated.
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    <li>Invention of the printing press gave new meaning to "open/public, sustained self-conscious reflection".
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<b>Higher Education:</b>
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    Many universities were established, but they remained very underfunded and very much under the control of clerics, both protestant and catholic (more in next class).
   <li> Tho there were some exceptions (Padua in the Veneto had both Galileo and Vesalius as professors, and with the Netherlands was a center of publishing), most universities remained under the control of theologians of all faiths.
   <li> But there was competition...
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<b>The Jesuits, the Counter-reformation and Academies</b>
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    <li>Science sponsored by the Church was supported primarily in the new Jesuit stations [like the 
<a href = http://darkwing.uoregon.edu/~klio/sci/collegio-romano.jpg> Collegio Romano  </A> and on this 
<a href = http://darkwing.uoregon.edu/~klio/sci/collegio-romano-enface.jpg> square </A> in Rome]. <a href = http://klio.uoregon.edu/sci/new_venues.html>Jesuits</A> educated for secular success of students, and not necessarily to perpetuate the priestly caste.
    <li> Note the role of Jesuits in education between 1550 and 1615. Wherever the Jesuits went both in Europe and to the East, they stressed education and astronomy. At the end of the 17th Cent the court astronomer of China was a Jesuit.