Until this point, medical practice was rooted in the Humoral Theory, a model utilized by Galen. The belief was that the human body was comprised of four parts (or humors): Blood, Phlegm, and Black and Yellow bile. Humors allowed medical surgeons like William Harvey and Edward Tyson to explain how the lungs and circulatory system operated, among other bodily functions. Yet continued use of vivisection and dissection began raising questions about the accuracy of previous theories; and scientists began to pinpoint the similarities and differences among human and animal biology, human and animal anatomy, and the degree to which humans could use body fluids and humors differentiate themselves and claim natural superiority. Though, while these methods of research seem antiquated in the 21st century, they were essential to the advancement of modern medicine and social advancements due to the aforementioned answers unveiled by these examinations. While science and art are often thought to be on opposite ends of the spectrum, with science as absolute thoughts and art showing free-thinking creativity, we have found a means of synthesizing of the two. In our research we have concluded that art and science cannot be treated as separate entities but instead that one lends to the other in that each helped progress the other to become more accurate in both rendering and execution.
Tag Archives: education
During this course, our group focused on these anxieties in Shakespeare’s plays and poems. The dehumanization of women and the attempt to combat female power occurs in works like The Rape of Lucrece, King Lear, and The Taming of the Shrew. Additionally, Othello focuses on issues of a racial Other in a position of power, and the stereotypes that can be used to prove the Other’s inferiority. Each text denotes the “inferiority” of Othered groups, ultimately expressing larger anxieties of white males who utilized dehumanization of women and racial Others to prevent their loss of power and superiority within Renaissance society.
By Gus G., Rebecca H., Jared L., Joe Z.
Throughout the semester, we researched the intersecting development of realism in science and art during the English Renaissance. Specifically, we focused attention to how anatomical dissections caused a shift toward more realistic portrayals of human and animal anatomy in artistic texts. The Renaissance saw the rise of anatomical theaters, which indicated an increased interest in methodological science. Prior to this time, anatomy was theoretical in nature, insofar as professors studying the body had more confidence in their books than in the physical evidence before them. Even if a physical dissected body differed from the text, professors privileged images found in their books over the dissected evidence. Thus, the first public dissections were conducted in this manner: a professor of anatomy sat high above, reading from an aged text, while below an assistant performed the physical dissection, all of which was conducted in front of an audience.
The influential scientist Francis Bacon pioneered the scientific method that influenced later research in the period–and this method shaped continued inquiry today. Following in Bacon’s footsteps, William Harvey, using the same scientific method, discovered that blood circulates through the body. Prior to this moment, no scientists embraced the idea that blood left the heart and then circulated back . These discoveries challenged commonly held beliefs about the connection between animals and humans. Similarities between animals and humans led scholars to doubt the superiority of humans.
During the English Renaissance, curiosity about anatomy led to a greater interest in more realistic portrayals of anatomy in methodological science and paintings. Previously, illustrators were significantly less concerned with an accurate representation of animal anatomy. The representations were more allegorical and less about realistically portraying the actual animal. For example, illustrations of Aesop’s fables might depict a beaver as being indistinguishable from a medium sized dog. The Renaissance saw a rise in accurate artistic representations of both human and animal anatomy.
By Emily G., Adrianna M., Evan P., Melissa S., and Hannah V.
Dr. Miranda Nesler on Using Innovative Instruction and Expanding her Classroom to Larger Communities
In the spring of 2012, English Professor Dr. Miranda Nesler instructed a class called “Performing Humanity in the Renaissance” (Eng 363). In creating the course, Dr. Nesler sought to provide Renaissance content as well as to introduce innovative teaching and learning opportunities. In order to achieve these goals, Dr. Nesler and her class created the blog, Performing Humanity in the Renaissance, which primarily features student posts and which is still active. In the following guest post, Dr. Nesler writes about her pedagogical experiment.
View original post 643 more words