Goeing, Anja-Silvia. “Conrad Gessner in Verse: Renaissance Natural History and the Swiss Reformation.” (2022). Publisher's VersionAbstract
Although routinely neglected by scholars, ephemeral poetry can teach us much about social networks and networks of knowledge in the early modern period. Sixteenth-century religious reform and the proliferation of scholarship through the new means of the printing press fostered many sorts of communication between scholars from different fields of knowledge. Here, ephemeral literature in particular reveals otherwise unknown connections between religious reform and the development of general knowledge in the sciences. Such was the case with the obituary poem written by the Genevan reformer Theodore Beza (1519–1605) about his former colleague, the physician and polymath Conrad Gessner (1516–1565). As a close study of this poem illustrates, the text is entangled in a complex network of exchange that revolved around the middlemen who helped memorialize Gessner and proved both cross-confessional and stretched across multiple disciplines of knowledge.
Blair, Ann, and Anja-Silvia Goeing. “Manuscripts as Pedagogical Tools in the Philosophy Teaching of Jean-Robert Chouet (1642-1731).” In Teaching Philosophy in Early Modern Europe. Text and Image, ed. by Susanna Berger and Daniel Garber (Archimedes, vol. 61), 165-203. Cham (Switzerland): Springer Nature, 2022. Publisher's VersionAbstract

This chapter analyzes how the physics courses of Jean-Robert Chouet
(1642–1731) changed across the twenty years of his career as a professor of philosophy,
first at the Academy of Saumur (starting in 1664) then at the Academy of
Geneva (1669–86). We compare eight surviving student manuscripts, noting much
continuity but also some changes in organization, presentation, and content (in particular
a greater attention to the topics of place and extension important to
Cartesianism). Teaching by dictating a coursebook to students allowed the professor
to adjust his course at every iteration. The students also exercised individual choice
in the format, layout, and trappings of their manuscript coursebook, which could
include an alphabetical index or decorative elements. The most famous of Chouet’s
students whose coursebooks survive is Nicolas Fatio de Duillier (1664–1753), who
was later a friend of Newton’s. He studied philosophy with Chouet in 1678–80 and
his coursebook, which unfortunately does not include the section on physics, is
exceptionally beautifully kept and illustrated.


Keywords Student manuscripts · Physics courses · Academy of Geneva ·
Academy of Saumur · Jean-Robert Chouet · Nicolas Fatio de Duillier

Goeing, Anja-Silvia. “Chapter 12: The Genevan Academy: Scrutinizing European Connections in the Time of Theodore Beza.” In Jon Balserak, ed.: A Companion to the Reformation in Geneva, 277-299. Leiden: Brill, 2021. Publisher's Version goeing-genevanacademy-acceptedversion-2021.pdf
Goeing, Anja-Silvia. “Textbooks of Philosophy in the Renaissance.” In Sgarbi, Marco (ed.): Encyclopedia of Renaissance Philosophy. Cham: Springer, 2021. Publisher's VersionAbstract
The textbook is defined by its use in educational environments: in schools of different levels, in tutorials at home, or in universities. Any change in these environments also had an effect on the educational material employed: the fate of religion, the curriculum of Latin schools, the politics of towns, or the death of one teacher were all important for what was taught and how texts were implemented in class. One of the most significant changes, however, took place outside the confines of the learning environment: the advent of the printing press in the second half of the fifteenth century had a massive influence on the production and use of textbooks in all disciplines. From about 1480, five striking innovations in teaching affected the production and use of philosophical textbooks in academic environments. All of them were supported by the advent of the printing press. First, teachers figured more and more as authors and commentators in their own right. Second, new forms of organization created new formats of textbooks. Third, reference books such as compendia and encyclopedias were not only written for every discipline, but they were also enhanced with illustrations. Fourth, students started to comment on and distribute their teachers' lectures, and some of these editions then featured as the next generation of textbooks. Finally, with mathematics and physics branching out into experimental fields from the second half of the sixteenth century, mathematical and mechanical tools and chemical devices were discussed in lectures, creating new sets of illustrated manuals as textbooks.
Goeing, Anja-Silvia. “Church and State Sixteenth Century Higher Education in Zurich and Its Ties to the City-State Government.” In Early Modern Universities Networks of Higher Learning, ed. by. Anja-Silvia Goeing, Glyn Parry, Mordechai Feingold. Scientific and Learned Cultures and Their Institutions, Volume 31, 63-82. Leiden: Brill, 2021. Publisher's VersionAbstract
In the early modern period, the aim of institutions of higher learning to inte-grate into a larger whole, such as the state, a church, or the international intel-lectual world, was an important condition for the development of knowledge and intellectual behavior in Europe.The focus of this study is Zurich, a politically separate part of the Holy Ro-man Empire in the tradition of the free imperial cities with a strong bourgeoi-sie, which was at the same time a full member of the Old Swiss Confedera-tion. Both political connections impacted the direction and development of cultural exchange in Zurich.
Goeing, Anja-Silvia, Glyn Parry, and Mordechai Feingold. “Introduction.” In Early Modern Universities: Networks of Higher Learning, ed. by Anja-Silvia Goeing, Glyn Parry, Mordechai Feingold. Scientific and Learned Cultures and Their Institutions, Volume 31, 1-14. Leiden: Brill, 2021. Publisher's VersionAbstract
Previous discussions of the early modern republic of letters by intellectual historians have tended to use a narrow definition of that republic that ex-cluded institutions of higher education. Informed by recent historiographical discussions that have broadened our interpretation of the “Republic of Let-ters,” this volume uses a framework which enables it to discuss wider devel-opments in the history of knowledge and science.
Goeing, Anja-Silvia, Glyn Parry, and Mordechai Feingold, ed. Early Modern Universities: Networks of Higher Learning. Scientific and Learned Cultures and Their Institutions, Volume 31. Leiden: Brill, 2021. Publisher's VersionAbstract

Table of Content



Editors’ Preface
List of Figures and Tables
Notes on Contributors

Anja- Silvia Goeing, Glyn Parry, and Mordechai Feingold

Part 1
The Political Entanglement of Institutions

1 Colleges and the University of Paris, Professors and Students, Religion and Politics: Some Remarks on the History of Europe in the Late Middle Ages (Thirteenth to Fifteenth Centuries)
Andreas Sohn
2 Structures and Networks of Learning in Early Modern Bologna
David A. Lines
3 Church and State: Sixteenth Century Higher Education in Zurich and Its Ties to the City-State Government
Anja- Silvia Goeing
4 The Beginnings of the German Academia Naturae Curiosorum (1652– 1687) and the Character of German Intellectual Life
Ian Maclean
5 The Academy, the University and Cultural Warfare: The Case of Thomas Digges (1546–1595)
Glyn Parry

Part 2
Locality and Mobility: Institutions, the Migration of Scholars, and Scholarships

6 Domestic Academies
Jane Stevenson
7 The Circulation of Knowledge in Early Colonial New Spain: A Plural Landscape
Yarí Pérez Marín
8 A Multifaceted Educational Landscape: The Dutch and Their Schools in and outside the Dutch Republic
Willem Frijhoff
9 Schemes for Students’ Mobility in Protestant Switzerland during the Sixteenth Century
Karine Crousaz
10 Domestic Grammar Schools and Overseas Colleges in the Formation of Irish Catholic Clergy (1560– 1620)
Thomas O’Connor
11 The Importance of Location: The Eighteenth-Century University and the Intellectual Rendez-Vous
Laurence Brockliss

Part 3
Communication, Collaboration, and the Circulation of Academic Knowledge

12 Performing Networks and Relationships on Stage at the Early Modern Universities: Theater and Ritual at Oxford, Cambridge, and the Inns of Court
Elizabeth Sandis
13 Defacing Euclid: Reading and Annotating the Elements of Geometry in Early Modern Britain
Benjamin Wardhaugh
14 Archibald Pitcairne: Heterodoxy and Its Milieu in Late Seventeenth- and Early Eighteenth- Century Edinburgh
Michael Hunter
15 The Collections of the University of Aberdeen, 1495– 1807: Centers and Peripheries, Networks and Culture
Peter Davidson and Jane Stevenson

Part 4
Cooperative Interregional Worlds: Production, Markets, Travel and Trade

16 The Messengers of the Nations of the University of Paris and the Book Trade (Late Fifteenth and Sixteenth Centuries)
Martina Hacke
17 The Cooperation between Professors and Printers in Basel and Zurich during the Early Modern Period
Urs B. Leu
18 Typologies and Pharmaceutical Markets: The Reception of Pseudo-Mesue’s Schriftencorpus in Print
Iolanda Ventura
19 Traveling Salesmen or Scholarly Travelers?: Early Modern Botanists on the Move Marketing Their Knowledge of Nature
Alette Fleischer
20 “Abroad Colleges,” Print Culture, and Book Collections: The Irish Colleges, Paris, 1676–1794
Liam Chambers

Bibliography of Secondary Literature


Goeing, Anja-Silvia. “Teaching.” In Information: A Historical Companion, ed. by Ann Blair, Paul Duguid, Anja-Silvia Goeing, Anthony Grafton, 800-805. Princeton NJ: Princeton University Press, 2021.Abstract teaching_goeing-acceptedversion.pdf
Goeing, Anja-Silvia. “Learning.” In Information: A Historical Companion, ed. by Ann Blair, Paul Duguid, Anja-Silvia Goeing, Anthony Grafton, 555-559. Princeton NJ: Princeton University Press, 2021.Abstract learning_goeing_manuscript_nov_2020_copy.pdf
Goeing, Anja-Silvia. “Appraising.” In Information: A Historical Companion, ed. by Ann Blair, Paul Duguid, Anja-Silvia Goeing, Anthony Grafton, 304-307. Princeton NJ: Princeton University Press, 2021.Abstract appraising_goeing-acceptedversion.docx
Blair, Ann, Paul Duguid, Anja-Silvia Goeing, and Anthony Grafton, ed. Information: A Historical Companion. Princeton NJ: Princeton University Press, 2021. Publisher's VersionAbstract

A landmark history that traces the creation, management, and sharing of information through six centuries

Price: $65.00 / £54.00
ISBN: 9780691179544
Published: 01/12/2021
Copyright: 2020
Pages: 796
Size: 7 x 10 in.
Illus: 38 b/w illus.
Goeing, Anja-Silvia. “'Buchannotationen der Naturphilosophie in der Renaissance: Wie Conrad Gessners Lehrwerk „De Anima“ (1563) kommentiert und interpretiert wurde'.” In Conrad Gessner (1516-1565), edited by Urs Leu and Peter Opitz, 429-448. Berlin: De Gruyter, 2019. Publisher's Version
Goeing, Anja-Silvia. “"Zwischen Integration und Unabhängigkeit: Das Zürcher Hochschulwesen im 16. Jahrhundert".” In Europa und Memoria: Festschrift für Andreas Sohn/Europe et Memoire: Mélanges offerts à Andreas Sohn à l'occasion de son 60ème anniversaire. edited by Michaela Sohn-Kronthaler and Jacques Verger, 253-272. St. Ottilien/Regensburg: EOS/Pustet, 2019. Publisher's VersionAbstract

Anlässlich des 60. Geburtstages von Andreas Sohn, der als Professor für mittelalterliche Geschichte an der Universität Paris XIII – Sorbonne Paris Cité lehrt und forscht, erscheint diese Festschrift. Damit sollen Person und Werk des in Wissenschaft und Kultur international angesehenen Historikers von Kollegen und Freunden, die in mehreren europäischen Ländern (Deutschland, Frankreich, Italien, Österreich, der Schweiz, Ungarn und dem Vatikanstaat) und den USA tätig sind, geehrt werden. Der für die Festschrift gewählte Titel nimmt Bezug auf die periodenübergreifenden Forschungen von Andreas Sohn zur Kirchen-, Ordens-, Sozial-, Stadt- und Universitätsgeschichte sowie zum Kulturerbe Europas, insbesondere Deutschlands, Frankreichs und Italiens.

Buchpräsentation: Graz, Barocksaal des Priesterseminars, Freitag, 28. Juni 2019, 12.15 Uhr

Goeing, Anja-Silvia. “'Between integration and independence: cultural development in 16th century Zurich higher education' .” In L'Università e la Riforma Protestante, series "Studi e Ricerche sull'Università", edited by Simona Negruzzo, 171-185. Bologna: Il Mulino, 2018.
Goeing, Anja-Silvia. “Science in the Archives: Pasts, Presents, Futures.” Annals of Science 75, no. 3 (2018): 268–270.
Goeing, Anja-Silvia. “Treatise, Renaissance.” In Encyclopedia of Renaissance Philosophy, ed. by Marco Sgarbi. New York City: Springer International Publishing, 2017. Publisher's VersionAbstract

The Renaissance treatise (Latin, tractatus) is an explanatory text presenting descriptions, arguments, and evidence to formulate a valid opinion about an object of knowledge. The variety of topics in this format covers the entire range of scholarly disciplines. Renaissance authors used the notion of tractatus in philosophy, broadly defined, to present the following types of reasoning: encyclopedic overviews of a discipline; interpretations and reorganizations of ancient and medieval texts; mathematical, astrological, and cosmographical descriptions; and logical thinking. Whereas these forms evince different aspects of reasoning and modes of discussion, the term tractatus was also employed merely as an organizational element, in the manner of the late ancient notion of separate essays on the same subject within the same volume.

The notion of a philosophical treatise with which we are nowadays familiar through, for example, the Tractatus Logico-Philosophicus of Ludwig Wittgenstein (1922), was not the sole form that Renaissance philosophical treatises assumed. On the contrary, there were a wealth of forms and formats and different ways of presenting arguments and collecting of evidence, all connected under the headings “philosophy” and tractatus. Authors in this period were highly experimental, trying out new forms for reasoning and explaining.

Goeing, Anja-Silvia. “Reading Books in Natural Philosophy: How Conrad Gessner's Commentary on 'De Anima' (1563) was Annotated and Interpreted.” Bulletin of the John Rylands Library 93, no. 2 (2017): 69–89. Publisher's VersionAbstract
Conrad Gessner (1516–65) was town physician and lecturer at the Zwinglian reformed lectorium in Zurich. His approach towards the world and mankind was centred on his preoccupation with the human soul, an object of study that had challenged classical writers such as Aristotle and Galen, and which remained as important in post-Reformation debate. Writing commentaries on Aristotle's De Anima (On the Soul) was part of early-modern natural philosophy education at university and formed the preparatory step for studying medicine. This article uses the case study of Gessner's commentary on De Anima (1563) to explore how Gessner's readers prioritised De Anima's information. Gessner's intention was to provide the students of philosophy and medicine with the most current and comprehensive thinking. His readers' responses raise questions about evolving discussions in natural philosophy and medicine that concerned the foundations of preventive healthcare on the one hand, and of anatomically specified patho- logical medicine on the other, and Gessner's part in helping these develop.
Goeing, Anja-Silvia. Storing, Archiving, Organizing: The Changing Dynamics of Scholarly Information Management in Post-Reformation Zurich. Library of the Written Word.. Leiden; Boston: Brill, 2017. Publisher's VersionAbstract

Storing, Archiving, Organizing: The Changing Dynamics of Scholarly Information Management in Post-Reformation Zurich is a study of the Lectorium at the Zurich Grossmünster, the earliest of post-Reformation Swiss academies, initiated by the church reformer Huldrych Zwingli in 1523. This institution of higher education was planned in the wake of humanism and according to the demands of the reforming church. Scrutinizing the institutional archival records, Anja-Silvia Goeing shows how the lectorium’s teachers used practices of storing, archiving, and organizing to create an elaborate administrative structure to deal with students and to identify their own didactic and disciplinary methods. She finds techniques developing that we today would consider important to understand the history of information management and knowledge transfer.

Blair, Ann, Anja-Silvia Goeing, and Anthony Grafton. For the sake of learning: essays in honor of Anthony Grafton. Scientific and learned cultures and their institutions, volume 18. Leiden ; Boston: Brill, 2016.Abstract
Scope and content: "In this tribute to Anthony Grafton, a preeminent historian of early modern European intellectual and textual culture and of classical scholarship, fifty-eight contributors present new research across the many areas in which Grafton has been active. The articles span topics from late antiquity to the 20th century, from Europe to North American, and a full spectrum of fields of learning, including art history, the history of science, classics, Jewish and oriental studies, church history and theology, English and German literature, political, social, and book history. Major themes include the communities and dynamics of the Republic of Letters, the reception of classical texts, libraries and book culture, the tools, genres and methods of learning. Contributors are: James S. Amelang, Ann Blair, Christopher S. Celenza, Stuart Clark, Thomas Dandelet, Lorraine Daston, Mordechai Feingold, Paula Findlen, Anja-Silvia Goeing, Robert Goulding, Alastair Hamilton, James Hankins, Nicholas Hardy, Kristine Louise Haugen, Bruce Janacek, Lisa Jardine, Henk Jan de Jonge, Diane Greco Josefowicz, Roland Kany, Thomas DaCosta Kaufmann, Arthur Kiron, Jill Kraye, Urs B. Leu, Scott Mandelbrote, Suzanne Marchand, Margaret Meserve, Paul Michel, Peter N. Miller, Glenn W. Most, Martin Mulsow, Paul Nelles, William R. Newman, C. Philipp E. Nothaft, Laurie Nussdorfer, Jürgen Oelkers, Brian W. Ogilvie, Nicholas Popper, Virginia Reinburg, Daniel Rosenberg, Sarah Gwyneth Ross, Ingrid D. Rowland, David Ruderman, Hester Schadee, Wilhelm Schmidt-Biggemann, Richard Serjeantson, Salvatore Settis, Jonathan Sheehan, William H. Sherman, Nancy Siraisi, Jacob Soll, Peter Stallybrass, Daniel Stolzenberg, N.M. Swerdlow, Dirk van Miert, Kasper van Ommen, Arnoud Visser, Joanna Weinberg and Helmut Zedelmaier"--Provided by publisher.
Goeing, Anja-Silvia. ““Geeignet für Studenten der Philosophie, Medizin und Philologie”: Gessners Unterrichtsmaterialien für das Zürcher Lektorium.” In Facetten eines Universums. Conrad Gessner 1516–2016, ed. Urs B. Leu and Mylène Ruoss, 43-52. Zurich: Verlag der Zürcher Zeitung, 2016. Publisher's Version gessner_goeing_anja-silvia.pdf