Astronomy has played a major part in the development of civilisations, not only through conceptual developments, but most importantly through the very practical gains obtained through the observation of Sun, Moon planets and stars. Space sciences, including astronomy, have also played a major rôle in the development of modern societies, as an engine for most subsequent space technology developments. Present trends tend to decrease the rôle of science in space development. This trend should be reversed to give modern “societies” their independence in space-related matters that permeate the lives of all inhabitants of the Earth.

As an ancient and multidisciplinary field, astronomy is an ambassador for all sciences. Astronomy's broad appeal, whether from its cultural interest of our place in the universe, or its practical aims such as sea- or space navigation, is well recorded in history from ancient to modern times, and sky-awareness, more generally, began prehistorically. Astronomy's perceived role and purpose has continually developed over the ages. In all, astronomy is not to be viewed as a narrow subject operating in isolation but one that has contributed comprehensively to the advancement of society.

The traditional cultures of Aboriginal Australians include a significant astronomical component, which is usually reported in terms of songs or stories associated with stars and constellations. Here we argue that the astronomical components extend further, and include a search for meaning in the sky, beyond simply mirroring the earth-bound understanding. In particular, we have found that traditional Aboriginal cultures include a deep understanding of the motion of objects in the sky, and that this knowledge was used for practical purposes such as constructing calendars. We also present evidence that traditional Aboriginal Australians made careful records and measurements of cyclical phenomena, and paid careful attention to unexpected phenomena such as eclipses and meteorite impacts.

The centre of astronomy in Tajikistan is the Institute of Astrophysics of the Academy of Sciences of Tajikistan. This institute carries out scientific research and contributes to the preparation of the astronomical staff and to astronomical education. The reform of education in Tajikistan continues and now astronomy is studied in schools (together with physics) and at universities. The Tajik State Pedagogical University resumed in 2007 the training of teachers in physics and astronomy. Since 1999 the Tajik National University (TNU) offers a a specialty in astronomy. In 2006 is restored the Small Academy of Sciences (SAS) of Tajikistan. There is a planetarium in Khujand and in 2006 the Institute of Astrophysics, TNU and the Astronomical Society of Tajikistan, along with the support IBSP/UNESCO, organised the Training Methodical Center (TMC) “TAJASTRO” at the Hisar astronomical observatory for students, graduate students, young scientists, and teachers at secondary schools.

With over 80 years of existence, Bosscha Observatory in Lembang, West Java, Indonesia, still stands as one of the largest observatories that is registered by International Astronomical Union in the South East Asia region. Since first commissioned by the NISV (Netherlands Indische Sterrenkundige Vereeniging), Bosscha Observatory had played a major role in astronomy, particularly in research and observational activities in the southern hemisphere. But the current development has produced a serious impact on Bosscha Observatory, both tangible and intangible. With the challenges Bosscha Observatory faced the past decades, what can be done in the future to conserve not only the tangible value but most importantly the intangible value it embraces for the scientific development? This paper emphasizes its values, and opens some perspectives and ideas for conserving a (candidate to) Astronomy and World Heritage site. This important issue of how to best preserve the scientific value of this scientific heritage it embodied is discussed in some detail.

Astronomy and Art, two worlds seemingly opposite. One scientific and rigorous, the other perceived as light and whimsical. But if these two worlds were united? If art gave itself to the service of science? If fantasy became a playful pretext to transmit knowledge to young children? I recount here my experience, that of a meeting, and of an adventure. How and why an astronomy book for the very young emerged from the collaboration between a painter and an astronomer of the Observatory of Paris.

Eureka is a “prose poem” published in 1848, where Edgar Allan Poe presents his original cosmology. While starting from metaphysical assumptions, Poe develops an evolving Newtonian model of the Universe which has many and non casual analogies with modern cosmology. Poe was well informed about astronomical and physical discoveries, and he was influenced by both contemporary science and ancient ideas. For these reasons, Eureka is a unique synthesis of metaphysics, art and science.

Peru and France are to conclude an agreement to provide Peru with an astronomical observatory equipped with a 60-cm diameter telescope. The principal aims of this project are to establish and develop research and teaching in astronomy. Since 2004, a team of researchers from Paris Observatory has been working with the University of Cusco (UNSAAC) on the educational, technical and financial aspects of implementing this venture. During an international astronomy conference in Cusco in July 2009, the foundation stone of the future Peruvian Observatory was laid at the top of Pachatusan Mountain. UNSAAC, represented by its Rector, together with the town of Oropesa and the Cusco regional authority, undertook to make the sum of 300,000€ available to the project. An agreement between Paris Observatory and UNSAAC now enables Peruvian students to study astronomy through online teaching.

This is a brief introduction to the ideas behind the art installation Siderea, Homage to Galileo that was created for, and exhibited at the IYA 2009 Opening Ceremony at UNESCO in Paris. The text narrates the attraction that astronomy exercises on the author, who studied Classics before becoming an artist and has always been fascinated by science.

Camille Flammarion's observatory, located in Juvisy-sur-Orge in the suburbs of Paris, has been idle since 1962. Property of the Société Astronomique de France (SAF), it was made available to the city of Juvisy-sur-Orge since 1971, and contains a unique collection of objects and books currently being sorted out. The observatory is being restored by the SAF, thanks to the support of the city of Juvisy-sur-Orge, the French Académie des Sciences and the “Amis de Camille Flammarion” association. In 2006, the Maxime Goury Laffont foundation funded the refurbishment of the 240 mm refractor and in 2007 funds were obtained to restore the dome and central building. The main aim of the project is to make this historical place a popular observatory dedicated to astronomy and the sciences which Camille Flammarion enjoyed and contributed to. It constitutes a unique example in France of synergies linking associations, municipality, regional- and national-level institutions.

We briefly relate the story of the fight against light pollution in France and make a projection into the future. Following the steps of Jean Kovalevsky who was the initiator of the protection of the astronomical sites in France, a few French amateur astronomers began the fight against light pollution in the 1990s. After a first conference for the night environmental protection in 1995 in Rodez, the second conference in 1998 creates the national association which will become in 2007 the National association for the Protection of the Sky and the Night Environment (ANPCEN). In 2008 light pollution is formally identified, by law, as a problem. Since 2005 the LICORNESS association continues to promote research on the impacts of light on the biotopes while protecting the astronomical sites.

This paper examines the transnational migratory process and identity formation of a Japanese astronomer, Mutsumi Ishitkuta (born 1930). He moved to Peru in 1957 to build a solar observatory in the Andes Mountains, and settled there to develop a foundation for basic sciences in Peru. Through life story interviews, I explore the transnational migratory process of this scientist focusing on his profession in relationship to certain people, events, and situations that contributed to his identity formation. Tracing Ishitsuka's story may enable us to deepen our thoughts of scientists' identity and their role for the society.

We discuss the creation of the World's largest homogeneous telescope network. We summarize both the scientific and education programmes, and outline why this organization provides unique opportunities for anyone interested in astronomy, whether they are professionals or amateurs, experienced or novice.

Donati's comet was one of the most spectacular astronomical events of the nineteenth century. Its extended sword-like tail was a spectacular sight that inspired several literary and artistic representations. Traces of Donati's comet are found in popular magazines, children's books, collection cards, and household objects through the beginning of the twentieth century.

The research carried out so far on the identification of constellations in the Inka civilisation is far from exhaustive, as there is both a great difficulty in obtaining the data and much heterogeneity in the information gathered. A brief presentation is given here.

Many astronomical institutions have budgetary constraints that prevent them from spending large amounts on public outreach. This is especially true for smaller organizations, such as the Canada-France-Hawaii Telescope (CFHT), where manpower and funding are at a premium. To maximize our impact, we employ unconventional and affordable outreach techniques that underscore our commitment to astronomy education and our local community. We participate in many unique community interactions, ranging from rodeo calf-dressing tournaments to art gallery exhibitions of CFHT images. Further, we have developed many creative methods to communicate complex astronomical concepts to both children and adults, including the use of a modified webcam to teach infrared astronomy and the production of online newsletter for parents, children, and educators. This presentation will discuss the outreach methods CFHT has found most effective in our local schools and our rural community.

Humans have a need to understand where they fit in the cosmos. Driven by the unlimited possibilities of human imagination the night sky has been and is one of the most powerful stimulators of curiosity. In pre-modern times, farmers, pastoralists, travelers, even city dwellers unhampered by light pollution, had many opportunities to observe and wonder on the mysteries of the starry night. In this, the International Year of Astronomy marking the 400th anniversary of Galileo's telescopic observations (that is also the 200th anniversary of the birth of Charles Darwin) there are many explorations using the advanced and expensive instruments that society provides for satisfying the public curiosity and, of course, that of the astronomers trained to ask and answer the questions. However, it is a truism that scientific answers always raise new questions that could not have been asked raised prior to the preceding answers. The more we know the more we know about what we do not know; the task of scientific inquiry, or, for that matter, inquiry in general, is endless.

Research in Islamic science over the last half century or so has clearly established that such old myths as Islamic science being a preservation of Greek science, or that science was always in conflict with religion in Islamic civilization as it was in Europe, or that the European scientific Renaissance was independent of outside influences –a European phenomenon par excellence– are now all subjects of great dispute if not altogether dead. In what follows I will illustrate the evidence that has put such myths into question with only few examples, since time and space do not allow me to elaborate more.

The Islamic society has great ties to astronomy. Its main religious customs (start of the Islamic month, direction of prayer, and the five daily prayers) are all related to two main celestial objects: the Sun and the Moon. First, the start of any Islamic month is related to the actual seeing of the young crescent after the new Moon. Second, the direction of prayer, i.e., praying towards Mecca, is related to the determination of the zenith point in Mecca. Third, the proper time for the five daily prayers is related to the motion of the Sun. Everyone in the society is directly concerned by these customs. This is to say that the major impetus for the growth of Islamic astronomy came from these three main religious observances which presented an assortment of problems in mathematical astronomy. To observe these three customs, a new set of astronomical observations were needed and this helped the development of the Islamic observatory. There is a claim that it was first in Islam that the astronomical observatory came into real existence. The Islamic observatory was a product of needs and values interwoven into the Islamic society and culture. It is also considered as a true representative and an integral par of the Islamic civilisation. Since astronomy interested not only men of science, but also the rulers of the Islamic empire, several observatories have flourished. The observatories of Baghdad, Cairo, Córdoba, Toledo, Maragha, Samarqand and Istanbul acquired a worldwide reputation throughout the centuries. This paper will discuss the two most important observatories (Maragha and Samarqand) in terms of their instruments and discoveries that contributed to the establishment of these scientific institutions.

One of the most urgent tasks facing society today is to make science more attractive to the younger generation and to foster the continuous improvement of the knowledge and skills. These objectives assume ever greater importance because, firstly, young people are opting less and less for scientific studies, secondly, we need to establish new starting points for them in order that they could better understand and improve our changing world. To achieve these aims, it is necessary to expand innovation in secondary education. In this paper, a few suggestions, which can help assess and prioritize the usefulness of astronomy-related material for improving the educational process, are presented.