Editing History of science (section)

===Greek scholarship under Roman rule===
During the rule of Rome, famous historians such as [[Polybius]], [[Livy]] and [[Plutarch]] documented the rise of the [[Roman Republic]], and the organization and histories of other nations, while statesmen like [[Julius Caesar]], Cicero, and others provided examples of the politics of the republic and Rome's empire and wars. The study of politics during this age was oriented toward understanding history, understanding methods of governing, and describing the operation of governments.

The [[Greece in the Roman era|Roman conquest of Greece]] did not diminish learning and culture in the Greek provinces.<ref name= "lindberg2007g">{{cite book | last= Lindberg | first= David C. | year = 2007 | chapter = Roman and early medieval science | title = The Beginnings of Western Science| pages = 132–162 | edition = 2nd | location = Chicago | publisher = University of Chicago Press | isbn= 978-0-226-48205-7}}</ref> On the contrary, the appreciation of Greek achievements in literature, philosophy, politics, and the arts by Rome's [[upper class]] coincided with the increased prosperity of the [[Roman Empire]]. Greek settlements had existed in Italy for centuries and the ability to read and speak Greek was not uncommon in Italian cities such as Rome.<ref name= "lindberg2007g"/> Moreover, the settlement of Greek scholars in Rome, whether voluntarily or as slaves, gave Romans access to teachers of Greek literature and philosophy. Conversely, young Roman scholars also studied abroad in Greece and upon their return to Rome, were able to convey Greek achievements to their Latin leadership.<ref name= "lindberg2007g"/> And despite the translation of a few Greek texts into Latin, Roman scholars who aspired to the highest level did so using the Greek language. The Roman [[Politician|statesman]] and philosopher [[Cicero]] (106 – 43 BCE) was a prime example. He had studied under Greek teachers in Rome and then in Athens and [[Rhodes]]. He mastered considerable portions of Greek philosophy, wrote Latin treatises on several topics, and even wrote Greek commentaries of Plato's ''[[Timaeus (dialogue)|Timaeus]]'' as well as a Latin translation of it, which has not survived.<ref name= "lindberg2007g"/>

In the beginning, support for scholarship in Greek knowledge was almost entirely funded by the Roman upper class.<ref name= "lindberg2007g"/> There were all sorts of arrangements, ranging from a talented scholar being attached to a wealthy household to owning educated Greek-speaking slaves.<ref name= "lindberg2007g"/> In exchange, scholars who succeeded at the highest level had an obligation to provide advice or intellectual companionship to their Roman benefactors, or to even take care of their libraries. The less fortunate or accomplished ones would teach their children or perform menial tasks.<ref name= "lindberg2007g"/> The level of detail and sophistication of Greek knowledge was adjusted to suit the interests of their Roman patrons. That meant popularizing Greek knowledge by presenting information that were of practical value such as medicine or logic (for courts and politics) but excluding subtle details of Greek metaphysics and epistemology. Beyond the basics, the Romans did not value natural philosophy and considered it an amusement for leisure time.<ref name= "lindberg2007g"/>

Commentaries and [[encyclopedia]]s were the means by which Greek knowledge was popularized for Roman audiences.<ref name= "lindberg2007g"/> The Greek scholar [[Posidonius]] (c. 135-c. 51 BCE), a native of Syria, wrote prolifically on history, geography, moral philosophy, and natural philosophy. He greatly influenced Latin writers such as [[Marcus Terentius Varro]] (116-27 BCE), who wrote the encyclopedia ''Nine Books of Disciplines'', which covered nine arts: grammar, rhetoric, logic, arithmetic, geometry, astronomy, musical theory, medicine, and architecture.<ref name= "lindberg2007g"/> The ''Disciplines'' became a model for subsequent Roman encyclopedias and Varro's nine liberal arts were considered suitable education for a Roman gentleman. The first seven of Varro's nine arts would later define the [[Liberal arts education#History|seven liberal arts]] of [[Medieval university|medieval school]]s.<ref name= "lindberg2007g"/> The pinnacle of the popularization movement was the Roman scholar [[Pliny the Elder]] (23/24–79 CE), a native of northern Italy, who wrote several books on the history of Rome and grammar. His most famous work was his voluminous ''[[Natural History (Pliny)|Natural History]]''.<ref name= "lindberg2007g"/>

After the death of the Roman Emperor [[Marcus Aurelius]] in 180 CE, the favorable conditions for scholarship and learning in the Roman Empire were upended by political unrest, civil war, urban decay, and looming economic crisis.<ref name= "lindberg2007g"/> In around 250 CE, [[Barbarian#In classical Greco-Roman contexts|barbarians]] began attacking and invading the Roman frontiers. These combined events led to a general decline in political and economic conditions. The living standards of the Roman upper class was severely impacted, and their loss of [[leisure]] diminished scholarly pursuits.<ref name= "lindberg2007g"/> Moreover, during the 3rd and 4th centuries CE, the Roman Empire was administratively divided into two halves: [[Greek East and Latin West]]. These administrative divisions weakened the intellectual contact between the two regions.<ref name= "lindberg2007g"/> Eventually, both halves went their separate ways, with the Greek East becoming the [[Byzantine Empire]].<ref name= "lindberg2007g"/> [[Christianity]] was also steadily expanding during this time and soon became a major patron of education in the Latin West. Initially, the Christian church adopted some of the reasoning tools of Greek philosophy in the 2nd and 3rd centuries CE to defend its faith against sophisticated opponents.<ref name= "lindberg2007g"/> Nevertheless, Greek philosophy received a mixed reception from leaders and adherents of the Christian faith.<ref name= "lindberg2007g"/> Some such as [[Tertullian]] (c. 155-c. 230 CE) were vehemently opposed to philosophy, denouncing it as [[Heresy|heretic]]. Others such as [[Augustine of Hippo]] (354-430 CE) were ambivalent and defended Greek philosophy and science as the best ways to understand the natural world and therefore treated it as a [[handmaiden]] (or servant) of religion.<ref name= "lindberg2007g"/> Education in the West began its gradual decline, along with the rest of [[Western Roman Empire]], due to invasions by Germanic tribes, civil unrest, and economic collapse. Contact with the classical tradition was lost in specific regions such as [[Roman Britain]] and northern [[Roman Gaul|Gaul]] but continued to exist in Rome, northern Italy, southern Gaul, Spain, and [[Africa (Roman province)|North Africa]].<ref name= "lindberg2007g"/>