Ancient Greek and Roman scientists taught us five lessons on misinformation

It is easy to dismiss ancient scientists.

The Greek philosopher Thales was often referred to as the West’s “first scientist” and believed that the Earth was suspended in water. Pliny, the elder Roman encyclopaedist, recommended entrails and chicken brains as topical snakebite remedies.

His contemporaries universally rejected the lone ancient Greek philosopher who believed Earth orbited the Sun, Aristarchus.

It may appear that we can’t learn anything from scientists who are long dead, because their scientific beliefs are so unlike ours. Thinkers of 2,500 years ago faced similar problems today, such as how to distinguish between fact and fiction.

Five lessons from ancient Greeks and Romans science are surprising true today, despite the misinformation.

1. Begin with observations

In almost every ancient text, there is advice on how to observe or collect data before making decisions. In a text from the 1st century CE on astronomy, Marcus Manilius says that his predecessors in science learned by making detailed and long-term observations. He says

They observed the entire night sky and watched each star return to its place […] repeatedly. This helped them build their knowledge.

Manilius claims that ancient astronomers would gather evidence and look around before making any conclusions. Greek and Roman scientists wanted readers to do the exact same thing, and be suspicious of claims that were not supported by data.

2. Think critically

Ancient scientists encouraged us to think critically and analyse what other people say.

Aetna explains volcanoes in an anonymous text. The anonymous author warns the reader about two possible sources of false information: other authors and people.

The book encourages us to examine their claims and consider whether they are in line with our own senses, and ratio.

Even well-meaning sources may not be accurate. Aetna’s author wants us to be skeptical before we accept other people’s claims.

3. Recognize what you do not know

Acknowledging our limitations is another skill ancient scientists encouraged. Even Greek and Roman experts who claimed to know everything often admitted that they did not.

In On Nature of Things the Roman philosopher Lucius offered three different explanations of solar eclipses.

1. The Moon passes in front of Sun
2. Some other opaque body is passing in front the Sun.
3. The Sun’s brightness temporarily dimming for some reason.

Lucretius claims he can’t determine which of the two theories is most likely without more evidence. He says that it is “unscientific”, in fact, to dismiss any of these theories for the sake of being more certain.

We find multiple explanations unsatisfactory because they seem to make the theories of ancient scientists less precise. However, writers such as Lucretius deserve praise for being honest enough to admit that they don’t know all the answers.

Greek and Roman scientists understood that those who asserted they had no doubts could be persuasive. Lucretius shows that a source who acknowledges their limitations may be more reliable.

4. Culture is science

A medical text dating back to the Hippocrates school called On The Sacred Disease attempted to explain epilepsy’s causes. The author, contrary to what its title may suggest, is determined to find the physical causes of epilepsy and other illnesses.

Ancient Greek physicians were divided about the causes of diseases and whether they were caused by supernatural forces. The perspective of the individual who consults a patient can have a huge impact on the advice and answers they receive.

Ancient philosophers understood that science is a part of culture and not separate from it. They also knew that a person’s values and beliefs will influence the information that they present as “true” or “factual”. Greek and Roman scientists want us to remember this, because they want our readers to consider where the information comes from.

5. Everyone can learn science

Manilius, our Roman astronomer, says that the only thing required for science students is “a teachable brain”. The ability to acquire knowledge depends on interest and willingness to study, not on innate skills.

The anonymous Aetna writer says: “Science has no place for genius.”

Ancient scientists knew the value of listening to experts and deferring to their advice. They wanted their readers to know where scientists get their knowledge from and how they can verify scientific facts.

These lessons on how to determine what is true and what is not have helped form the basis of modern scientific knowledge. They can also help us navigate in a world that’s just as slippery with truth as it was back then for the ancient Greeks.

Jemima McChee has received funding through the Australian Government Research Training Program Scholarship (RTP).