Almagest views the history of science both as a history of ideas and as a history of activities that have taken place in institutional and social contexts. In its pages, the journal aims to address not only the philosophical assumptions underpinning scientific ideas and developments, but also the reciprocal influence between historical context and these phenomena.
Almagest holds that an accurate understanding of scientific activity requires a deep appreciation of its situation in time and place, and, consequently, that emphasis should be laid not only on the universal validity of such activity but also on its local particularity. And yet, despite pioneering efforts from the 1930s through the 1950s, as well as important developments in the historiography of science since then, a genuinely interdisciplinary, comparative historical perspective is still in its infancy. Acknowledging this lacuna, and recognizing the potential applications of this approach, we aspire to publish essays on the history of science that take advantage of such a perspective, and contribute to a better understanding of major issues of the present day, such as those concerning cultural conflicts, multiculturalism, cultural fusions and globalization. Given the defining features of Almagest’s approach, the history of science, of scientific ideas, of research priorities and agendas, and of conceptualizations of nature is perceived as being related in reciprocal ways not only to History, broadly construed, but also to various cultural factors, including geo-political, social, economic, religious, and technological.
Thus, the journal invites papers that examine and analyze the relations between scientific activity on the one hand and, on the other, the specific geographic locations, political context, social conditions, religious undercurrents, and the technology of a given era.
Another aim of Almagest is to promote the teaching of history of science by advocating its utilization in science courses at all levels and forms of education (from elementary schools, to universities, to public education). We place particular emphasis on the teaching of history of science in programs dedicated to the preparation of future science teachers. Our editorial board strongly believes that historians of science can contribute substantially to the scientific education of both students and the general public, especially at a time when the answers to the question “What counts as science?” have major implications for several decisions contemporary society has to make. These decisions range from what ought to be available to students in their school curricula to the course of action required for the preservation of our environment. The journal, therefore, also invites papers on the utilization of history of science in science education.
Last but not least, Almagest aims to constitute a forum for historians of science from Southeastern Europe and the Eastern Mediterranean, which will promote their research and make it known to the international community of historians of science.