1 SECOND EXAM STUDY GUIDE The second exam will consist of two sections: an in-class ID section (worth 30%), held in lecture on Thursday, November 15, and a take-home essay (worth 70%), due at the beginning of the in-class ID exam. The in-class ID section will be closed-book and closed-note. The take-home essay should be written on the basis of material you have learned through lectures, sections, and assignments in the Course Reader and textbooks for this class. No outside research is necessary to write a good response; only citations from course material will be evaluated as evidence for your argument. Do not provide merely a summary of events or ideas (such answers will be heavily penalized!) State your thesis clearly, and justify your claims with specific examples. This study guide includes a list of all the terms that may appear in the ID section of the exam. On the exam, you will be asked to choose six (6) terms out of a short list. For each term, give a definition, a brief explanation of its historical significance, and a specific example that illustrates your knowledge of the term (in the case of a person, you can give an example of his ideas or works). A complete identification of a term can be made in 4-5 well-organized sentences. This study guide also includes a list of your essay question options. Write a 1200-word essay (no more than 5 pages) in response to one (1) of the following questions. Your response should be typed and double-spaced. Use 12-point Times New Roman and 1-inch margins. Put the number of the essay question you've chosen at the top of your paper, along with a word count. You may use footnotes, endnotes, or parenthetical citations such as (Lindberg, p. 12) and (Course Reader, p. 36); just be consistent. Be sure to bring your completed essay to the in-class exam. LIST OF TERMS Alexandria Galen Pliny the Elder monasteries Benedictine Rule Charlemagne Alcuin Martianus Capella liberal arts trivium dialectic (logic) quadrivium urban schools rationalism Anselm Peter Abelard naturalism Thierry of Chartres arts faculty the translation movement Islamic Empire Gerard of Cremona William of Moerbeke University of Paris radical Aristotelianism / Latin Averroism Averroes Siger of Brabant doctrine of the double truth the condemnation of 1277 2 creation ex nihilo determinism divine omnipotence Christian Aristotelianism unity of truth <a href="/keyword/thomas-aquinas/" >thomas aquinas</a> Empyrean or Empyreum heaven Middle Ages Renaissance humanism Donation of Constantine Scientific Renaissance sector demonstrator lector Andreas Vesalius realism instrumentalism Planetary hypotheses the 3-orb compromise Alhazen Georg Peurbach New theories of the planets Johannes M ller (Regiomontanus) Epitome of the Almagest (1496) Nicolas Copernicus On the revolutions of the heavenly spheres (1543) homocentrics equant bounded elongation heliocentrism geocentrism the Wittenberg Interpretation Erasmus Reinhold Philip Melanchthon <a href="/keyword/protestant-reformation/" >protestant reformation</a> Andreas Osiander stellar parallax <a href="/keyword/tycho-brahe/" >tycho brahe</a> ESSAY QUESTION OPTIONS (note: #2 and #3 are related but different questions) (1) Using specific examples from the medieval interaction between Greek philosophy and Christian theology AND from the proposal and reception of Copernicus' heliocentric model, construct an argument about how Greek natural philosophy influenced theological debate. You may focus on the influence of a particular approach (such as logic), idea (such as naturalism), cosmic model (such as geocentrism), or field of study (such as cosmology). (2) How does the concept of a 'Scientific Renaissance' help explain sixteenthcentury developments in European medicine and astronomy? Drawing from both the medieval and the post-medieval periods, discuss 3-4 specific examples in making an argument for the usefulness of this label. (3) How has the concept of a 'Scientific Renaissance' mischaracterized medieval developments in European natural philosophy, astronomy, and/or cosmology? Drawing from both the medieval and the post-medieval periods, discuss 3-4 specific examples in arguing for the uselessness of this label. (4) How did Greek natural philosophy survive after the fall of Rome, and did its content and/or character change significantly ? In your response, construct an argument in which you consider the role of educational structures, disciplinary divisions, patronage, churches, and/or the work of specific individuals.