Defining science through history | The Royal Society

Lubaaba Al-Azami welcomes everyone to the virtual Royal Society event, introducing herself as a cultural historian and the editor of Early Modern Orient. She highlights the privilege of hosting Professor Simon Schaffer, who will discuss the global realities of history and science. Lubaaba provides housekeeping rules, including how to submit questions via Slido and the importance of live captions and tweeting using the event's hashtag.

Professor Simon Schaffer expresses gratitude for the event and the Wilkins-Bernal-Medawar Medal. He acknowledges previous winners and the individuals after whom the prize is named. Simon describes his academic journey from natural sciences to the history and philosophy of science, highlighting his time at Cambridge and Harvard. He reflects on the cultural and political debates surrounding science in the 1970s and how these influenced his career path.

Simon discusses the broader societal and political debates on science and technology during the 1970s. He highlights the significance of scientific and technical decisions affecting large groups within society and the importance of public understanding and education in science. Simon emphasizes the enduring relevance of these issues and the necessity of understanding how sciences function and make claims.

Simon connects historic scientific inquiry to the current pandemic, stressing the importance of understanding how scientists reach conclusions and the material techniques they use. He discusses the critical role of trust in information networks and how the pandemic has highlighted issues of trust, deference, skepticism, and critique in science. Simon emphasizes the need for citizens to actively participate in these debates.

Simon addresses the Eurocentric narrative in the history of science, advocating for a more global and interconnected understanding. He discusses his work on 'The Brokered World' and the importance of go-betweens in scientific exchanges. Simon provides examples of scientific knowledge transfer between Europe and Asia, emphasizing the collaborative and interactive nature of these exchanges.

Simon elaborates on the significance of historical scientific exchanges, particularly between British and Indian astral sciences. He highlights the translation of Newton's Principia into Arabic and other languages, countering the narrative that Islamic science declined after Al-Ghazali. Simon underscores the importance of understanding the historical context of scientific developments and the role of historians in challenging Eurocentric perspectives.

Simon discusses the importance of accurately representing historical narratives and their impact on public perception. He critiques the notion that technological and scientific development follows a linear path and highlights the need for historians to revise and challenge these narratives. Simon emphasizes that scientists are also historians, citing the importance of understanding the provenance and lineage of scientific knowledge.

Responding to questions from primary school teachers, Simon underscores the benefits of teaching the history of science to children. He emphasizes how understanding past scientific developments can empower children to participate in current debates about science and technology. Simon advocates for properly rewarding and resourcing teachers to enhance science education.

Simon addresses a question about the historical context of climate change concerns. He explains that notions of climate as an atmospheric condition only emerged in the 19th century. Simon discusses his project 'Making Climate History,' which explores the long history of climate change awareness and human impact on climate. He provides historical examples of climate change debates and their relevance to current discussions.

Simon talks about his book 'Leviathan and the Air-Pump,' co-authored with Steve Shapin. The book explores the historical debates between Robert Boyle and Thomas Hobbes, examining the separation of the social and natural worlds. Simon reflects on the broader implications of these debates for understanding the relationship between scientific knowledge and social context.

Simon highlights the importance of museums, galleries, and collections in communicating the history and significance of science. He emphasizes that these institutions are sites for creating new knowledge and fostering public engagement. Simon discusses his involvement with the Science Museum in South Kensington and the role of these institutions in promoting informed debates and imagining better futures.

Simon addresses the impact of digitalization on science communication and history. He asserts that digital resources are indispensable but cannot replace material engagement. Simon emphasizes the importance of global communication and collaboration, especially in the context of the pandemic. He advocates for understanding the relationship between good and bad forms of global communication.