---
title: "History of science"
chunk: 10/19
source: "https://en.wikipedia.org/wiki/History_of_science"
category: "reference"
tags: "science, encyclopedia"
date_saved: "2026-05-05T03:38:18.549055+00:00"
instance: "kb-cron"
---

==== Preservation of Greek heritage ====
The fall of the Western Roman Empire led to a deterioration of the classical tradition in the western part (or Latin West) of Europe during the 5th century. In contrast, the Byzantine Empire resisted the barbarian attacks and preserved and improved the learning.
While the Byzantine Empire still held learning centers such as Constantinople, Alexandria and Antioch, Western Europe's knowledge was concentrated in monasteries until the development of medieval universities in the 12th centuries. The curriculum of monastic schools included the study of the few available ancient texts and of new works on practical subjects like medicine and timekeeping.
In the sixth century in the Byzantine Empire, Isidore of Miletus compiled Archimedes' mathematical works in the Archimedes Palimpsest, where all Archimedes' mathematical contributions were collected and studied.
John Philoponus, another Byzantine scholar, was the first to question Aristotle's teaching of physics, introducing the theory of impetus. The theory of impetus was an auxiliary or secondary theory of Aristotelian dynamics, put forth initially to explain projectile motion against gravity. It is the intellectual precursor to the concepts of inertia, momentum and acceleration in classical mechanics. The works of John Philoponus inspired Galileo Galilei ten centuries later.

==== Collapse ====
During the Fall of Constantinople in 1453, a number of Greek scholars fled to North Italy in which they fueled the era later commonly known as the "Renaissance" as they brought with them a great deal of classical learning including an understanding of botany, medicine, and zoology. Byzantium also gave the West important inputs: John Philoponus' criticism of Aristotelian physics, and the works of Dioscorides.

=== Islamic world ===

This was the period (8th–14th century CE) of the Islamic Golden Age where commerce thrived, and new ideas and technologies emerged such as the importation of papermaking from China, which made the copying of manuscripts inexpensive.

==== Translations and Hellenization ====
The eastward transmission of Greek heritage to Western Asia was a slow and gradual process that spanned over a thousand years, beginning with the Asian conquests of Alexander the Great in 335 BCE to the founding of Islam in the 7th century CE. The birth and expansion of Islam during the 7th century was quickly followed by its Hellenization. Knowledge of Greek conceptions of the world was preserved and absorbed into Islamic theology, law, culture, and commerce, which were aided by the translations of traditional Greek texts and some Syriac intermediary sources into Arabic during the 8th–9th century.

==== Education and scholarly pursuits ====

Madrasas were centers for many different religious and scientific studies and were the culmination of different institutions such as mosques based around religious studies, housing for out-of-town visitors, and finally educational institutions focused on the natural sciences. Unlike Western universities, students at a madrasa would learn from one specific teacher, who would issue a certificate at the completion of their studies called an Ijazah. An Ijazah differs from a western university degree in many ways one being that it is issued by a single person rather than an institution, and another being that it is not an individual degree declaring adequate knowledge over broad subjects, but rather a license to teach and pass on a very specific set of texts. Women were also allowed to attend madrasas, as both students and teachers, something not seen in high western education until the 1800s. Madrasas were more than just academic centers. The Suleymaniye Mosque, for example, was one of the earliest and most well-known madrasas, which was built by Suleiman the Magnificent in the 16th century. The Suleymaniye Mosque was home to a hospital and medical college, a kitchen, and children's school, as well as serving as a temporary home for travelers.
Higher education at a madrasa (or college) was focused on Islamic law and religious science and students had to engage in self-study for everything else. And despite the occasional theological backlash, many Islamic scholars of science were able to conduct their work in relatively tolerant urban centers (e.g., Baghdad and Cairo) and were protected by powerful patrons. They could also travel freely and exchange ideas as there were no political barriers within the unified Islamic state. Islamic science during this time was primarily focused on the correction, extension, articulation, and application of Greek ideas to new problems.