Contrary to astronomy, the early modern Chinese State did not systematically sponsor mathematics. However, early in his reign, the Kangxi Emperor studied this subject with the Jesuit missionaries in charge of the calendar. His first teacher, Ferdinand Verbiest relied on textbooks based on Christoph Clavius'. Those who succeeded Verbiest as imperial tutors in the 1690s produced lecture notes in Manchu and Chinese. Newly discovered manuscripts show Antoine Thomas wrote substantial treatises on arithmetic and algebra while teaching those subjects. In 1713, (...) the emperor commissioned a group of scholars and officials to compile a standard survey of mathematics. This work opened with the claim that mathematics had its roots in Chinese Antiquity. However, it can be shown that the Jesuits' lecture notes were the main source of the Shuli jingyun. The reconstruction of mathematics under Kangxi's patronage is thus best characterised as the imperial appropriation of Western learning. (shrink)

En 1713, l’empereur Kangxi ordonne la compilation d’un traité de mathématiques, d’astronomie et d’harmonie musicale. Pour ce projet, il recrute des lettrés par un examen extraordinaire et surveille étroitement leur travail. Seuls deux d’entre eux feront ensuite une carrière de hauts fonctionnaires. Au milieu du XVIIIe siècle, un enseignement de mathématiques est instauré à l’Université impériale. La dynastie Qing a ainsi intégré à la formation de quelques-uns des lettrés, qui visaient à faire carrière dans l’administration, la transmission d’une certaine expertise (...) dans ce domaine. (shrink)

The ArgumentThe circulation of science across cultural boundaries involves the construction of various representations by the various actors, who each account for their involvement in the process. The historiography of the transmission of European science to China in the seventeenth and eighteenth centuries has long been dominated by one particular narrative: that of the Jesuit missionaries who were the main go-betweens for these two centuries. This fact has contributed to shaping Western images of China's history and science up to the (...) present day.To retrieve the multifaceted history of this transmission, more than one discourse needs to be taken into account. Even within the Society of Jesus, representations changed with the evolution of patronage of the mission, and the concomitant building up of state-sponsored science in Europe. Chinese sources yield different pictures, accounting for the reception of Western learning — rather than “European science” — in terms of integration rather than of conversion, and legitimizing it first by the Jesuits' status as scholars, then by the idea that Western learning was of Chinese origin. This shift corresponded to the imperial appropriation of this learning. (shrink)