Acute abstracts correcting Copernicus

Setting the history of science right


Keith S. Taber


I recently read a book of essays by Edward Rosen (1995) who (as described by his publisher) was "the editor and translator of Copernicus' complete works, was the leading authority on this most celebrated of Renaissance scientists". Copernicus is indeed, rightly, highly celebrated (for reasons I summarise below *).

The book was edited by Rosen's collaborator, Erna Hilfstein 1, and although the book was an anthology of reprinted journal articles, none of the chapters (articles) had abstracts. This reflects different disciplinary norms. In the natural and social sciences most journals require abstracts – and some even offer a menu of what should be included – but abstracts are not always expected in humanities disciplines.

Read about the abstract in academic articles

A collection of published papers from various journals – all lacking abstracts

It is not unusual for an academic book to be a compilation of published articles – especially when anthologising a single scholar's work. I was a little surprised to find the different chapters in the same book having different formats and typefaces – it had been decided to reproduce the articles as they had originally appeared in a range of journals (perhaps for authenticity – or perhaps to avoid the costs of new typesetting?)

But it was the absence of article abstracts that most felt odd. The potential reader is given a title, but otherwise little idea of the scope of an article before reading. Perhaps it was my awareness of this 'omission' that led me to thinking that for a number of the chapters it would be possible to offer a very minimal abstract (an acute abstract?) that would do the job! Certainly, for some of these chapters, I thought a sentence each might do.

That is not to dismiss the scholarship that has gone into developing the arguments, but Rosen often wrote on a very specific historical point, set out pertinent ideas from previous scholarship, and then argued for a clear position contrary to some earlier scholars.

So, here are my suggestions for 'acute' abstracts

Six summary encapsulations

Chapter 6: on the priest question

Abstract:

Copernicus has often been described as a priest, but Copernicus was never ordained a priest.

Copernicus was a canon in the Roman Catholic church, but this made him an administrator (and he also acted as physician), but he never became a monk or a priest.


Chapter 7: on the notary question

Abstract:

Copernicus has been described as a 'happy notary' but Copernicus was not a notary.

Although Copernicus had various roles as an administrator, even as something of a diplomat, he never took on the role of a legal notary.


Chapter 8: on the disdain question

Abstract:

Copernicus is sometimes said to have had a dismissive attitude to the common people, but there is no evidence that this was so

A comment of Copernicus on not being concerned with the views of certain philosophers seems to have been misinterpreted.


Chapter 11: on the axioms question

Abstract:

It has been claimed that Copernicus misused the term axioms in his work, but his use was perfectly in line with authorities

Today axioms are usually expected to be the self-evident starting points for developing a deductive argument, but Aristotle's definition of axioms did not require them to seem self-evident.


Chapter 16: on the papal question

Abstract:

It has been claimed that Copernicus' 'Revolutions' was approved by the pope before publication, but the manuscript was never shown to the pope

This seems to be a confusion regarding an anecdote concerning a completely different scholar.


Chapter 17: on the Calvin question

Abstract:

It has been suggested that Calvin was highly critical of Copernicus, but it seems unlikely Calvin had ever heard of him

While Calvin's writing strongly suggest he was committed to a stationary earth and a sun that moved around the earth, there is no evidence he had specifically come across Copernicus.


A manifold chapter

Having noticed how so many of Rosen's articles took one claim or historically contentious idea and developed it in the light of various sources to come to a position, I was a little surprised when I reached Chapter 20, 'Galileo's misstatements about Copernicus', to find that Rosen was dealing with 5 distinct (if related) points at once – several of which he had elsewhere made the unitary focus of an article.

Rather than write my own abstract, I could here suggest a couplet of sentences from the text might have done the job,

"According to Galileo, (1) Copernicus was a priest; (2) he was called to Rome; (3) he wrote the Revolutions by order of the pope; (4) his book was never adversely criticised; (5) it was the basis of the Gregorian calendar. Actually, Copernicus was not a priest; he was not called to Rome; he did not write the Revolutions by order of the pope; the book received much adverse criticism, particularly on the ground that it contradicted the Bible; it was not the basis of the Gregorian calendar."

Rosen, 1958/1995, pp.203-204

I noticed that this was the earliest of Rosen's writings that had been included in the compilation – perhaps he had decided to dispense his ideas more sparingly after this paper?

Actually, there's a lot to be said for abstracts that pithily précise the key point of an article, a kind of tag-line perhaps, acting for a reader as an aide-mémoire (useful at least for readers like me who commonly stare at rows of books thinking 'I read something interesting about this, somewhere here…'). I have also read a lot of abstracts in research journals that would benefit from their own (further) abstracts, so perhaps such acute abstraction might catch on?


* Appendix: A scientific giant

Copernicus is indeed 'celebrated', being seen as one of the scientific greats who helped establish modern ways of thinking about the world – part of what is often perceived as a chain that goes Copernicus – Kelper – Galileo – Newton.

Copernicus is most famous for his book known in English as 'On the Revolutions of the Heavenly Spheres', or just 'Revolutions'. The key point of note is that at a time when it was almost universally agreed that the earth was stationary at the centre of 'the world', i.e., the cosmos, and that everything else revolved around the earth, Copernicus proposed a system that put the sun at the centre and had the earth moving around the sun.


The geocentric model of the cosmos was widely accepted for many centuries
(Image by OpenClipart-Vectors from Pixabay)

From our modern worldview, it is difficult to imagine just how, well yes, revolutionary, that move was (even if Copernicus only moved the centre of the universe from earth to the sun, so our solar system still had a very special status in his system). This is clear from how long it took the new view to become the accepted position, and the opposition it attracted. Newton later realised that strictly the centre of revolution was the centre of mass of the solar system not the sun per se. 2

One problem was that there was no absolute observational test to distinguish between the two models and there were well-established reasons to accept the conventional geocentric model (e.g., we do not feel the earth move, or a great wind as it spins beneath its atmosphere; as the most dense element earth would naturally fall to the centre of the world, beneath water, air, fire, and the ether that filled the heavens {although the Earth was not considered a pure form of the element earth, it was earthy, considered mostly earth in composition 3}; and scriptures, if given a literal interpretation, seemed to suggest the earth was fixed and the sun moved.)

Copernicus' model certainly had some advantages. If the earth is still, the distant sphere with all the fixed stars must be moving about it at an incredible rate of rotation. But if the earth spun on its axis, this stellar motion was just an illusion. 4 Moreover, if everything revolves around the earth, some of the planets behave very oddly, first moving one way, then slowing down to reverse direction ('retrograde' motion), before again heading off in their original sense. But, if the planets are orbiting the sun along with the earth (now itself seen as a planet) but at different rates then this motion can be explained as an optical illusion – "these phenomena…happen on account of the single motion of the earth" – the planets only seem to loop because of the motion of the earth.

Despite this clear improvement, Copernicus model did not entirely simplify the system as Copernicus retained the consensus view that the planets moved in circles: the planets' "motions are circular or compounded of several circles,…since only the circle can bring back the past". With such an assumption the observational data can only be made to fit (either to the heliocentric model or its geocentric alternative) by having a complex series of circles rather than one circle per planet. Today when we call the night sky 'the heavens', we are using the term without implying any supernatural association – but the space beyond the moon was once literally considered as heaven. In heaven everything is perfect, and the perfect shape is a circle.

It was only when Kepler later struggled to match the best observational data available (from his employer Tycho Brahe's observatory) to the Copernican model that, after a number of false starts, he decided to see if ellipses would fit – and he discovered how the system could be described in terms of planets each following a single elliptical path that almost repeated indefinitely.

A well-known story is how by the time Copernicus had finished his work and decided to get it printed he was near the end of his life, and he was supposedly only shown a printed copy brought from the printer as he lay on his deathbed (in 1543). In the printed copy of the book an anonymous foreword/preface 5 had been inserted to the effect that readers should consider the model proposed as a useful calculating system for following the paths of heavenly bodies, and not as a proposal for how the world actually was.

Despite this, the book was later added to the Roman Catholic Church's index of banned works awaiting correction. This only occurred much later – in 1616, after Galileo taught that Copernicus' system did describe the actual 'world system'. But, in the text itself Copernicus is clear that he is suggesting a model for how the world is – "to the best of my ability I have discussed the earth's revolution around the sun" – not just a scheme for calculating purposes. Indeed, he goes as far to suggest that where he uses language implying the sun moves this is only to be taken as adopting the everyday way of talking reflecting appearances (we say 'the sun rises'). For Copernicus, it was the earth, not the sun, that moved.


Sources cited:
  • Copernicus, N. (1543/1978). On the Revolutions of the Heavenly Spheres (E. Rosen, Trans.). Prometheus Books.
  • Rosen, E. (1995). Copernicus and his successors (E. Hilfstein, Ed.). The Hambledon Press.

Notes

1 I discovered from some 'internet research' (i.e., Googling) that Erna was a holocaust survivor, "[husband] Max and Erna, along with their families, were sent first to Płaszów, a slave-labor camp, and then on a death march to Auschwitz".

An article in the Jewish Standard reports how Erna's daughter undertook a charity bike ride "from Auschwitz-Birkenau, the Nazi-run death camp in the verdant Polish countryside, to the" Jewish Community Centre of Krakow (the town where her parents lived before being deported by the Nazis).


2 Newton also wrote as if the solar system was the centre of the cosmos, but of course the solar system is itself moving around the galaxy, which is moving away from most other galaxies…


3 These are not the chemical elements recognised today, of course, but were considered the elements for many centuries. Even today, people sometimes refer to the air and water as 'the elements.'


4 Traditionally, the 'heavenly spheres' were not the bodies such as planets, moons and stars but a set of eight conjectured concentric crystalline spheres that supposedly rotated around the earth carrying the distant stars, Saturn, Jupiter, Mars, the Sun, the Moon, Venus and Mercury.


5 A preface is written by the author of a book. A foreword is written by someone else for the author (perhaps saying how wonderful the author and the work are). Technically then this was a foreword, BUT because it was not signed, it would appear to be a preface – something written by Copernicus himself. Perhaps the foreword did actually protect the book from being banned as, until Galileo made it a matter of very public debate, it is likely only other astronomers had actually scrutinised the long and very technical text in any detail!

Climate change – either it is certain OR it is science

Is there a place for absolute certainty in science communication?

Keith S. Taber

I just got around to listening to the podcast of the 10th October episode of Science in Action. This was an episode entitled 'Youngest rock samples from the moon' which led with a story about rock samples collected on the moon and brought to earth by a Chinese mission (Chang'e-5). However, what caused me to, metaphorically at least, prick up my ears was a reference to "absolute certainty".

Now the tag line for Science in Action is "The BBC brings you all the week's science news". I think that phrase reveals something important about science journalism – it may be about science, but it is journalism, not science.

That is not meant as some kind of insult. But science in the media is not intended as science communication between scientists (they have journals and conferences and so forth), but science communicated to the public – which means it has to be represented in a form suitable for a general, non-specialist audience.

Read about science in public discourse and the media

Scientific and journalistic language games

For, surely, "all the week's science news" cannot be covered in one half-hour broadcast/podcast. 1

My point is that "The BBC brings you all the week's science news" is not intended to be understood and treated as a scientific claim, but as something rathere different. As Wittgenstein (1953/2009) famously pointed out, language has to be understood in specific contexts, and there are different 'language games'. So, in the genre of the scientific report there are particular standards and norms that apply to the claims made. Occasionally these norms are deliberately broken – perhaps a claim is made that is supported by fabricated evidence, or for which there is no supporting evidence – but this would be judged as malpractice, academic misconduct or at least incompetence. It is not within the rules of that game

However, the BBC's claim is part of a different 'language game' – no one is going to be accused of professional misconduct because, objectively, Science in Action does not brings a listener all the week's science news. The statement is not intended to be understood as an objective knowledge claim, but more a kind of motto or slogan; it is not to be considered 'false' because it not objectively correct. Rather, it is to be understood in a fuzzy, vague, impressionistic way.

To ask whether "The BBC brings you all the week's science news" through Science in Action is a true or false claim would be a kind of category error. The same kind of category error that occurs if we ask whether or not a scientist believes in the ideal gas law, the periodic table or models of climate change.

Who invented gravity?

This then raises the question of how we understand what professional academic scientists say on a science news programme that is part of the broadcast media in conversation with professional journalists. Are they, as scientists, engaged in 'science speak', or are they as guests on a news show engaged in 'media speak'?

What provoked this thought with was comments by Dr Fredi Otto who appeared on the programme "to discuss the 2021 Nobel Prizes for Science". In particular, I was struck by two specific comments. The second was:

"…you can't believe in climate change or not, that would just be, you believe in gravity, or not…"

Dr Friederike Otto speaking on Science in Action

Which I took to mean that gravity is so much part of our everyday experience that it is taken-for-granted, and it would be bizarre to have a debate on whether it exists. There are phenomena we all experience all the time that we explain in terms of gravity, and although there may be scope for debate about gravity's nature or its mode of action or even its universality, there is little sense in denying gravity. 2

Newton's notion of gravity predominated for a couple of centuries, but when Einstein proposed a completely different understanding, this did not in any sense undermine the common ('life-world' 2) experience labelled as gravity – what happens when we trip over, or drop something, or the tiring experience of climbing too many steps. And, of course, the common misconception that Newton somehow 'discovered' gravity is completely ahistorical as people had been dropping things and tripping over and noticing that fruit falls from trees for a very long time before Newton posited that the moon was in freefall around the earth in a way analogous to a falling apple!

Believing in gravity

Even if, in scientific terms, believing in a Newtonian conceptualisation of gravity as a force acting at a distance would be to believe something that was no longer considered the best scientific account (in a sense the 'force' of gravity becomes a kind of epiphenomenon in a relativistic account of gravity); in everyday day terms, believing in the phenomenon of gravity (as a way of describing a common pattern in experience of being in the world) is just plain common sense.

Dr Otto seemed to be suggesting that just as gravity is a phenomenon that we all take for granted (regardless of how it is operationalised or explained scientifically), so should climate change be. That might be something of a stretch as the phenomena we associate with gravity (e.g., dense objects falling when dropped, ending up on the floor when we fall) are more uniform than those associated with climate change – which is of course why one tends to come across more climate change deniers than gravity deniers. To the best of my knowledge, not even Donald Trump has claimed there is no gravity.

But the first comment that gave me pause for thought was:

"…we now can attribute, with absolute certainty, the increase in global mean temperature to the increase in greenhouse gases because our burning of fossil fuels…"

Dr Friederike Otto speaking on Science in Action
Dr Fredi Otto has a profile page at the The Environmental Change Unit,
University of Oxford

Absolute certainty?

That did not seem to me like a scientific statement – more like the kind of commitment associated with belief in a religious doctrine. Science produces conjectural, theoretical knowledge, but not absolute knowledge?

Surely, absolute certainty is limited to deductive logic, where proofs are possible (as in mathematics, where conclusions can be shown to inevitably follow from statements taken as axioms – as long as one accepts the axioms, then the conclusions must follow). Science deals with evidence, but not proof, and is always open to being revisited in the light of new evidence or new ways of thinking about things.

Read about the nature of scientific knowledge

Science is not about belief

For example, at one time many scientists would have said that the presence of an ether 3 was beyond question (as for example waves of light travelled from the sun to earth, and waves motion requires a medium). Its scientific characterisation -e.g., the precise nature of the ether, its motion relative to the earth – were open to investigation, but its existence seemed pretty secure.

It seemed inconceivable to many that the ether might not exist. We might say it was beyond reasonable doubt. 4 But now the ether has gone the way of caloric and phlogiston and N-rays and cold fusion and the four humours… It may have once been beyond reasonable doubt to some (given the state of the evidence and the available theoretical perspectives), but it can never have been 'absolutely certain'.

To suggest something is certain may open us to look foolish later: as when Wittgenstein himself suggested that we could be certain that "our whole system of physics forbids us to believe" that people could go to the moon.

Science is the best!

Science is the most reliable and trustworthy approach to understanding the natural world, but a large part of that strength comes from it never completely closing a case for good – from never suggesting to have provided absolute certainty. Science can be self-correcting because no scientific idea is 'beyond question'. That is not to say that we abandon, say, conversation of energy at the suggestion of the first eccentric thinker with designs for a perpetual motion machine – but in principle even the principle of conservation of energy should not be considered as absolutely certain. That would be religious faith, not scientific judgement.

So, we should not believe. It should not be considered absolutely certain that "the increase in global mean temperature [is due to] the increase in greenhouse gases because [of] our burning of fossil fuels", as that suggests we should believe it as a doctrine or dogma, rather than believe that the case is strong enough to make acting accordingly sensible. That is, if science is always provisional, technically open to review, then we can never wait for absolute certainty before we act, especially when something seems beyond reasonable doubt.

You should not believe scientific ideas

The point is that certainty and belief are not really the right concepts in science, and we should avoid them in teaching science:

"In brief, the argument to be made is that science education should aim for understanding of scientific ideas, but not for belief in those ideas. To be clear, the argument is not just that science education should not intend to bring about belief in scientific ideas, but rather that good science teaching discourages belief in the scientific ideas being taught."

Taber, 2017: 82

To be clear – to say that we do not want learners to believe in scientific ideas is NOT to say we want them to disbelieve them! Rather, belief/disbelief should be orthogonal to the focus on understanding ideas and their evidence base.

I suggested above that to ask whether "The BBC brings you all the week's science news" through Science in Action is a true or false claim would be a kind of category error. I would suggest it is a category error in the same sense as asking whether or not people should believe in the ideal gas law, the periodic table, or models of climate change.

"If science is not about belief, then having learners come out of science lessons believing in evolution, or for that matter believing that magnetic field lines are more concentrated near the poles of a magnet, or believing that energy is always conserved, or believing that acidic solutions contain solvated hydrogen ions,[5] misses the point. Science education should help students understand scientific ideas, and appreciate why these ideas are found useful, and something of their status (for example when they have a limited range of application). Once students can understand the scientific ideas then they become available as possible ways of thinking about the world, and perhaps as notions under current consideration as useful (but not final) accounts of how the world is."

Taber, 2017: 90

But how do scientists cross the borders from science to science communication?

Of course many scientists who have studied the topic are very convinced that climate change is occurring and that anthropogenic inputs into the atmosphere are a major or the major cause. In an everyday sense, they believe this (and as they have persuaded me, so do I). But in a strictly logical sense they cannot be absolutely certain. And they can never be absolutely certain. And therefore we need to act now, and not wait for certainty.

I do not know if Dr Otto would refer to 'absolute certainty' in a scientific context such as a research paper of a conference presentation. But a radio programme for a general audience – all ages, all levels of technical background, all degrees of sophistication in appreciating the nature of science – is not a professional scientific context, so perhaps a different language game applies. Perhaps scientists have to translate their message into a different kind of discourse to get their ideas across to the wider public?

The double bind

My reaction to Dr Otto's comments derived from a concern with public understanding of the nature of science. Too often learners think scientific models and theories are meant to be realistic absolute descriptions of nature. Too often they think science readily refutes false ideas and proves the true ones. Scientists talking in public about belief and absolute certainty can reinforce these misconceptions.

On the other hand, there is probably nothing more important that science can achieve today than persuade people to act to limit climate change before we might bring about shifts that are (for humanity if not for the planet) devastating. If most people think that science is about producing absolute certain knowledge, then any suggestion that there is uncertainty over whether human activity is causing climate change is likely to offer the deniers grist, and encourage a dangerous 'well let's wait till we know for sure' posture. Even when it is too late and the damage has been done, if there are any scientists left alive, they still will not know absolutely certainly what caused the changes.

"…Lord, here comes the flood
We'll say goodbye to flesh and blood
If again the seas are silent
In any still alive
It'll be those who gave their island to survive
…"

(Peter Gabriel performing on the Kate Bush TV special, 1979: BBC Birmingham)

So, perhaps climate scientists are in a double bind – they can represent the nature of science authentically, and have their scientific claims misunderstood; or they can do what they can to get across the critical significance of their science, but in doing so reinforce misconceptions of the nature of scientific knowledge.

Coda

I started drafting this yesterday: Thursday. By coincidence, this morning, I heard an excellent example of how a heavyweight broadcast journalist tried to downplay a scientific claim because it was couched as not being absolutely certain!

Works cited:

Notes

1 An alternative almost tautological interpretation might be that the BBC decides what is 'science news', and it is what is included in Science in Action, might fit some critics complaints that the BBC can be a very arrogant and self-important organisation – if only because there are stories not covered in Science in Action that do get covered in the BBC's other programmes such as BBC Inside Science.

2 This might be seen as equivalent to saying that the life-world claim that gravity (as is commonly understood and experienced) exists is taken-for-granted Schutz & Luckmann, 1973). A scientific claim would be different as gravity would need to be operationally defined in terms that were considered objective, rather that just assuming that everyone in the same language community shares a meaning for 'gravity'.

3 The 'luminiferous' aether or ether. The ether was the name given to the fifth element in the classical system where sublunary matter was composed of four elements (earth, water, air, fire) and the perfect heavens from a fifth.

(Film  director Luc Besson's sci-fi/fantasy movie 'The Fifth Element' {1997, Gaumont Film Company} borrows from this idea very loosely: Milla Jovovich was cast in the title role as a perfect being who is brought to earth to be reunited with the other four elements in order to save the world.)

4 Arguably the difference between forming an opinion on which to base everyday action (everyday as in whether to wear a rain coat, or to have marmalade on breakfast toast, not as in whether to close down the global fossil fuel industry), and proposing formal research conclusions can be compared to the difference between civil legal proceedings (decided on the balance of probabilities – what seems most likely given the available evidence) and criminal proceedings – where a conviction is supposed to depend upon guilt being judged beyond reasonable doubt given the available evidence (Taber, 2013).

Read about writing-up research

5 Whether acids do contain hydrated hydrogen ions may seem something that can reasonably be determined, at least beyond reasonable doubt, by empirical investigation. But actually not, as what counts as an acid has changed over time as chemists have redefined the concept according to what seemed most useful. (Taber, 2019, Chapter 6: Conceptualising acids: Reimagining a class of substances).

A theory is an idea that can be proven

Keith S. Taber

Adrian was a participant in the Understanding Science project. When I spoke to him during the his first year (Y12) of his 'A level' course he told me he had been studying quantum theory, and I asked him about the name 'quantum theory'.

So why do we call it the quantum theory because that is an unusual name isn't it?

I don't know.

No?

No.

What's a theory?

An idea that can be proven? Yes.

A modern understanding of the nature of science does not considered that theories are the kinds of things that can be proved in any simply and straightforward sense. Widely accepted theories are usually supported by a good deal of evidence, and individual components of them may be subject to experimental testing, but a theory as a whole can not be proved as such.

I wanted to find out what scientific theories Adrian was familiar with:

Give me an example of a theory you are familiar with?

I'm familiar with?

Yes. Apart from the quantum theory what other theories do you know?

Pythagoras's theorem.

Okay.

It's completely different, which is basically is a squared equals b squared plus c squared…What other theories, erm… I'm not sure.

So Adrian's only other suggestion of a theory was actually a mathematical theorem (which could be logically deduced within a particular system of axioms, unlike a scientific theory which refers to some aspect of the natural world).

I suggested the theory of evolution that Adrian should have met during his secondary science course earlier in the school: but Adrian claimed he was "not familiar with it" asking if it was "e=mc²"(Is the theory of evolution e=mc²?). Adrian recognised this as a formula, but thought that counted as a theory,

Tell me about e=mc² then because I am teaching that this afternoon so… I am teaching that subject this afternoon, so tell me about that, I need to know about that.

It's a formula. I am not sure that it works out, I am not sure that I understand it, was it Isaac Newton I think sort of come up with the theory. I have never used it and I don't know what you would use it for. …

You think that might be a theory as well?

Yes.

and the theory is an idea that can be proven?

Yes.

Yes. So do you think the various theories that scientists have come up with over the years have been proven?

Yes, but some would have limitations to where they can be sort of – How they can be used if that makes sense.

So they have got a kind of range of applications?

Yes.