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7. CONCLUSIONS AND SUGGESTIONS FOR FURTHER RESEARCH<br />

monoreferentiality and transparency. Section 4.2 analyzed the implications of this for the<br />

“scientific revolution.” Changes in methodology, with scientists not only theorizing but<br />

also conducting experiments, as well as changes in the conception of science itself, have<br />

led to some scholars considering this period revolutionary (Koyré 1990 [1966]: 1-2).<br />

However, such a revolution is denied by others (cf. Mikkeli and Marttila 2010: 13). Shapin<br />

(1996) is a strong supporter of the latter view, arguing that a scientific revolution did not<br />

happen at this time due to the lack of a universal scientific method. However, Shapin<br />

himself conceded that scientists at the time, such as Bacon and Galileo, did indeed insist<br />

on the fact that they were doing something completely new, which does hint at the idea of<br />

revolution. Section 4.2.1 analyzed the role of the Royal Society as a key institution in the<br />

homogenization of scientific writing and in the spread of science to a wider community,<br />

including the middle classes. Section 4.2.2 focused on the role of the printing press as a<br />

means of making scientific texts available to a wider public and fostering communication<br />

between scientists. Section 4.3 described the changes in the language of science, from the<br />

use of Latin to the vernacularization of science. Thus, Section 4.3.1 looked specifically at<br />

the role of Latin. It was stated that Latin was the lingua franca of science during the<br />

Middle English period. Latin was at this time the barrier that separated learned from lay<br />

men as well as separating science from popular tradition. However, in the EModE period<br />

the situation changed and scientists came to associate Latin with antiquity and traditional<br />

notions of science. Despite being the key to accessing a vast cultural heritage, Latin lost<br />

ground in favour of the vernacular, which was increasingly used in even the more<br />

prestigious registers. The different problems in the vernacularization of science were<br />

analyzed in Section 4.3.2. As Jones (1953) and Gotti (2006) have both discussed<br />

233

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