Historians have utilized artificial intelligence to examine the spread of astronomical thinking in Europe during the early 1500s, shifting away from the concept of scientific discoveries solely driven by lone geniuses. The study of 359 astronomy textbooks from the late 1400s to the mid-1600s revealed widespread knowledge of stars’ positions, which was used across various disciplines as a shared foundation within an emerging proto-international scientific community. The introduction of geocentric astronomy education, placing Earth at the center, served as a basis for understanding various fields like medicine and language studies. By analyzing these historical texts, researchers found insights into the evolving understanding of the universe among educated individuals.
The team behind the study trained an AI model to recognize and extract data from a vast collection of textbooks that would have been impossible for human historians to analyze comprehensively. With over 76,000 pages of varied content, the AI sorted through numerical tables with different formats and layouts to identify trends and changes in astronomical teaching over 180 years and across Europe. By comparing the numerous tables, the AI highlighted similarities and differences in the content, providing researchers with information to study shifts in astronomical knowledge dissemination.
Contrary to the traditional narrative of singular famous scientists driving major scientific breakthroughs, the study revealed the collaborative and widespread nature of the dissemination of scientific knowledge during the 16th century. Rather than attributing revolutionary ideas solely to individuals like Copernicus, Galileo, and Kepler, researchers emphasized the broad movement and contributions of many individuals throughout Europe during this period. The analysis showed that textbooks originating from Wittenberg in the 1530s significantly influenced astronomical education across Europe, creating a more unified approach to the subject despite the city’s association with the Protestant Reformation.
The use of AI in historical research has opened up new possibilities for studying the evolution of ideas and knowledge dissemination over time. By training the AI to recognize patterns and extract data from complex historical texts, researchers were able to uncover trends and shifts in astronomical education that would have been difficult to discern manually. The study of historical data using AI tools has shown the limitations of this approach, highlighting the need for human historians to interpret the results and account for biases in data selection. Ultimately, AI serves as a valuable tool for historians to gain a broader understanding of human actions and thinking throughout history, complementing traditional research methods.
Overall, the study challenges the conventional narrative of scientific revolutions driven by individual genius in favor of a more nuanced understanding of collaborative knowledge dissemination. By examining historical textbooks, researchers have shed light on the interconnectedness of scientific education across Europe in the early 16th century and the influence of shared astronomical knowledge on various disciplines. The use of AI has facilitated a more comprehensive analysis of historical data, revealing insights into the changing landscape of astronomical education and the broader social, political, and cultural contexts that shaped scientific thought during this period. This research paves the way for future studies that integrate AI tools into historical analysis, offering new perspectives on the development of scientific knowledge over time.
