SCIENCE, TECHNOLOGY AND SOCIETY

K e v i n L . D e G u z m a n , L P T, M A E d
[email protected]
Intellectual Revolution

Slide Deck Presentation Prepared By

Ke v i n L . D e G u z m a n , L P T, M A E d
UNIT EXPECTED OUTCOMES

• At the end of this unit, the students are

expected to:
• Explain the paradigm shifts through
the history.
• Identify important figures of
Intellectual Revolutions.
• Outline key events in the Intellectual
Revolutions.
SCIENTIFIC REVOLUTION
SCIENTIFIC REVOLUTION
• It has been established that most, if not all, of the
discoveries and inventions in science and
technology during each time period were due to
human needs and wants.
• Brilliant minds responded to the call of the times
and created things that could make life easier for
the people.
• There have also been instances when
advancements in science and technology changed
people’s perceptions and beliefs.
• Much of these events happened in a period now
known as the Intellectual Revolution.
SCIENTIFIC REVOLUTION
• Scientific Revolution is used to refer to the great
intellectual achievements of science from sixteenth to
seventeenth century marking a radical change in the
assumptions attitudes and methods in scientific
inquiry.
• Scientific revolution was the golden age for people
committed to scholarly life in science but it was also a
deeply trying moments to some scientific individuals
that led to their painful death or condemnation from
the religious institutions who tried to preserve their
faith, religion and theological views.
• The Scientific Revolution develops as an offshoot of
the Renaissance. The same questioning spirit that
fueled the Renaissance led scientists to question
traditional beliefs and the Church about the workings
of the universe. It was a new way of thinking about
the natural world.
SCIENTIFIC REVOLUTION
• Before 1500, the Bible and Aristotle were the only
authorities accepted as truth.
• A geocentric model of the universe, in which the
Earth is at the center was supported during the
Middle Ages.
• Until the mid 1500’s, European scholars accepted
and believed the teachings of Ptolemy, an ancient
Greek astronomer.
• Ptolemy taught that the Earth was the center of
the universe.
• People felt this was common sense, and the
geocentric theory was supported by the Church.
SCIENTIFIC REVOLUTION
• It was not until some startling discoveries caused Europeans to change the way they viewed the
physical world.
• Industrial revolution- refers to complex technological innovations from 1750 to 1895 characterized by
the substitutions of machines for human skill and machine power for that of human and animal
bringing a shift from handicraft to manufacture and marking the birth of modern economy.
GENESIS OF THE SCIENTIFIC REVOLUTION
GENESIS OF THE SCIENTIFIC
REVOLUTION
• The remarkable achievements of specific
individuals such as Nicolas Copernicus, Francis
Bacon, Rene Descartes, Andreas Vesalius,
Johannes Kepler, Galileo Galilei, Robert Hooke
and Isaac Newton.
• The philosophy of new science, a new way of
doing science using what is known as the
scientific method advocated by Francis Bacon
and Rene Descartes among others.
• The desire to break away from the ideas of the
feudal middle ages and the Aristotelian view.
GENESIS OF THE SCIENTIFIC
REVOLUTION
• The establishments of the universities from the
12th century which were later engaged in the
critical analysis of the Aristotelean views.
• The Renaissance hopeful period of concerned
with the present life as well as the empirical and
mundane interest in the natural world and
humanity.
• Important inventions such as mechanical clock,
lenses, telescope, microscope etc.
• The combinations and cooperation’s of the skills
of the craftsmen and the intellectual,
computational and logical method of the
scholars.
GENESIS OF THE SCIENTIFIC
REVOLUTION
• Printing press spread new ideas
• Age of Exploration fueled a great
deal of scientific research because
of technology needed for navigation
• Translation of the works of Muslim
scholars opened the minds of
European thinkers to new scientific
knowledge
NICOLAUS COPERNICUS
• Copernicus was a Polish mathematician and
astronomer who studied in Italy.
• In 1543 Copernicus published De
revolutionibus orbium coelestium (On the
Revolutions of the Heavenly Spheres)
• In his book, Copernicus made two
conclusions:
• The universe is heliocentric, or sun-
centered.
• The Earth is merely one of several planets
revolving around the sun.
NICOLAUS COPERNICUS
• Copernicus came to these conclusions using
mathematical formulas.
• The Copernican conception of the universe
marked the start of modern science and
astronomy.
• Up to the time of Copernicus, people thought
that there was a sort of crystal sphere that
kept the planets, moon, and stars in orbit
around the Earth. It was Copernicus that
proposed the idea that the Earth revolved
around the sun, and not vice versa... The
sun was the center of the Universe, not the
Earth.
NICOLAUS COPERNICUS
• Most scholars rejected Copernicus’s theory.
• Most scholars rejected his theory because it
went against Ptolemy, the Church, and
because it called for the Earth to rotate on its
axis.
• Many scientists of the time also felt that if
Ptolemy’s reasoning about the planets was
wrong, then the whole system of human
knowledge could be wrong.
TYCHO
BRAHE
• n the late 1500s, the Danish
astronomer Tycho Brahe provided
evidence that supported
Copernicus’ heliocentric theory.
• Brahe set up an astronomical
observatory.
• Every night for years he carefully
observed the sky, accumulating
data about the movement of the
stars and planets.
JOHANNES KEPLER
• After Brahe’s death, his assistant, the German astronomer and
mathematician Johannes Kepler, used Brahe’s data to
calculate the orbits of the planets revolving around the sun.
• Kepler’s calculations supported Copernicus’ heliocentric
theory.
• His calculations also showed that the planets moved in oval
shaped orbits, and not perfect circles, as Ptolemy and
Copernicus believed.
• Kepler’s finding help explain the paths followed by man-made
satellites today.
GALILEO GALILEI
• Galileo Galilei was an Italian astronomer
who built upon the scientific foundations
laid by Copernicus and Kepler.
• Galileo assembled the first telescope
which allowed him to see mountains on
the moon and fiery spots on the sun.
• He also observed four moons rotating
around Jupiter – exactly the way
Copernicus said the Earth rotated around
the sun.
• Galileo also discovered that objects fall at
the same speed regardless of weight.
GALILEO GALILEI
• The Church punished him for his belief in
this idea. He was questioned by the
Inquisition and forced to confess that his
ideas were wrong.
• The Church came against Galileo
because it claimed that the Earth was
fixed and unmoving.
• When threatened with death before the
Inquisition in 1633, Galileo recanted his
beliefs, even though he knew the Earth
moved.
• Galileo was put under house arrest, and
was not allowed to publish his ideas.
SIR ISAAC NEWTON
• Sir Isaac Newton was an English scholar who
built upon the work of Copernicus and Galileo.
• Newton was the most influential scientist of the
Scientific Revolution.
• He used math to prove the existence of gravity
- a force that kept planets in their orbits around
the sun, and also caused objects to fall
towards the earth.
SIR ISAAC NEWTON
• Newton published his scientific ideas in his book Mathematical Principles of Natural Philosophy.
• He discovered laws of light and color, and formulated the laws of motion:
• A body at rest stays at rest
• Acceleration is caused by force
• For every action there is an equal opposite reaction•
• He invented calculus: a method of mathematical analysis.
ORGANIC EVOLUTION
• the slow and gradual process by which living organisms have changed from the simplest
unicellular form to the most complex multi-cellular forms that are existing today.
CHARLES DARWIN
• Studied medicine at Edinburgh, theology at
Cambridge
• Interest in natural history
• Taught by a freed black slave who told him
exciting tales of the South American
Rainforest
• Darwin developed the biological theory of
evolution that explains how modern
organisms evolved over long periods of time
through descent from common ancestors
• In 1831, he began a 5 year voyage on the
HMS Beagle that would change his life.
CHARLES DARWIN
• Darwin observed that the characteristics of many
animals and plants varied noticeably among the
different Galapagos Islands. Among the tortoises,
the shape of the shell corresponds to different
habitats.
• Darwin thought about the patterns he’d seen on
his voyage
• He realized that there were many similarities
between the animals he’d seen.
• There was evidence that suggested that species
were not fixed and that they could change by
some natural process.
CHARLES DARWIN: ARTIFICIAL
SELECTION
• To find an explanation for change in nature, Darwin
studied the changes produced by plant and animal
breeders
• Some plants bear larger or smaller fruits than others
• Some cows give more or less milk than others in their
herd
• This told Darwin that variation could be passed from
parents to offspring and used to improve crops and
livestock
• In artificial selection, nature provides the variations,
and humans select the ones they find useful
• Darwin knew that variation occurs in wild species as
well as domesticated species
CHARLES DARWIN:
• He realized that that natural variation provided the
raw material for evolution
• Darwin wanted to gather as much evidence as he
could to support his ideas before he made them
public
• n 1858, Darwin read an essay by Alfred Wallace
whose thoughts about evolution were almost
identical to his!
• In order to not get “scooped”, Darwin decided to
present his work at a scientific meeting in 1858
along with some of Wallace’s essay
• The next year, Darwin published his complete
work on evolution: On the Origin of Species
CHARLES DARWIN: STRUGGLE OF
EXISTENCE
• From Malthus’ theory of supply and
demand, Darwin reasoned that if more
individuals are produced than can
survive, they will have to compete for
food, living space and other necessities of
life
• Darwin described this as the struggle for
existence
C H A R L E S DA R W I N : VA R I AT I O N
A N D A DA P TAT I O N
• Individuals have natural
variations among their
inheritable traits
• Some variations are better
suited to life in their
environment than others
• Fast predators capture
prey more efficiently
• Prey that are faster, better
camouflaged or better
protected avoid being
caught.
C H A R L E S DA R W I N : VA R I AT I O N
A N D A DA P TAT I O N
• Any heritable characteristic that increases
an organisms ability to survive and
reproduce in its environment is called an
adaptation
• Examples of Adaptations:
• Tiger’s claws
• Camouflage colors
• Plant structures
• Avoidance behaviors
CHARLES DARWIN: SURVIVAL OF
THE FITTEST
• Darwin felt that there must be a connection
between an animal’s environment and how it
survives
• Ability to survive and reproduce in a specific
environment is called FITNESS
• Fitness depends upon how well an organism is
suited for its environment
• Fitness is a result of ADAPTATION
• Good adaptations allow organisms to survive and
are passed on to their offspring.
CHARLES DARWIN: SURVIVAL OF
THE FITTEST
• Good fitness: Reproduce
• Low Fitness: Few offspring/extinction
• Darwin thought that this seemed very
similar to artificial selection
• He referred to “survival of the fittest” as
Natural Selection
• Survival means more than just staying
alive. It means reproducing and passing
adaptations on to the next generation
CHARLES DARWIN: SURVIVAL OF
THE FITTEST
• Natural Selection: Nature chooses
• Artificial selection: Man chooses
• Favorable characteristics are
inherited over several generations.
• Natural Selection is the process by
which organisms with variations most
suited to their local environment
survive and leave more offspring
• Natural Selection occurs in any
situation in which more individuals
are born than can survive
CHARLES DARWIN: SURVIVAL OF
THE FITTEST
• Over time, natural selection results in
changes in the inherited characteristics
of a population.
• These changes increase a species’
fitness in its environment.
• A single “tree of life” links all living things
• This is known as the principle of common
descent.
• Darwin argued that living things have
been evolving on Earth for millions of
years.
• Today, fields like genetics and molecular
biology support Darwin’s basic ideas
about evolution
DA R W I N ’ S F O U R P O S T U L AT E S
• Individuals within species vary
• Some of these variations are passed on to
offspring
• Individuals vary in their ability to survive and
reproduce
• Individuals with the most favorable adaptations
are more likely to survive and reproduce.
• Natural selection produces organisms with
different structures than their ancestor, different
niches, and new habitats.
• Each living species has descended, with
changes, over time.
LAMARCK’S EVOLUTIONARY
HYPOTHESES
• Proposed that the use or disuse of organs
caused organisms to gain or lose traits over
time.
• These new characteristics could be passed
on to the next generation.
• Suggest that species are not fixed
• Explain that evolution uses natural
processes
• Recognize that there is a link between
an organism’s environment and its body
structures
• Lamarck’s work paved the way for later
biologists, including Darwin.
T H O M A S M A LT H U S
• In 1798, Thomas Malthus noticed
that people were being born faster
than people were dying
• He reasoned that if the human
population grew unchecked, there
would not be enough living space
and food for everyone
• The forces that work against
human population growth are war,
famine and disease
T H O M A S M A LT H U S
• He reasoned that what Malthus proposed for
human populations also applied to all living
things.
• He observed that most organisms produce
many more offspring than survive.
• He wondered which individuals would
survive.
• If all the offspring that were produced did
survive, they would overrun the world.
SIGMUND FREUD
• An Austrian
Neurologist who
became fascinated
with studying hysteria.
• Father of
psychoanalysis.
• Psychology was
considered more of an
art rather than a
science.
• Psychoanalysis- is the
study that explains
human behavior.
LEVELS OF
CONSCIOUSNESS:
ICEBERG THEORY
• Conscious mind – like the top of the
iceberg, only a small portion of our mind is
accessible to us.
• Preconscious mind – material that is
unconscious, but can be easily brought
into awareness. Moves back & forth easily
between conscious & unconscious.
• Unconscious mind – is completely
outside of our awareness (could produce
anxiety if made conscious).
LEVELS OF
CONSCIOUSNESS:
ICEBERG THEORY
STRUCTURE OF PERSONALITY
• Id – “pleasure principle” unconscious impulses that
want to be gratified, without regard to potential
punishment.
• Original Core of an Individual personality
• •Biological Driven
• Primarily Unconscious
• Ego “reality principle” – tries to satisfy id impulses
while minimizing punishment & guilt.-
• Self- Identity which arises out of ID
• It controls voluntary motion and self-
reservation behavior
• Superego – the “moral principle” of our personality
which tells us right from wrong our conscience.
• Developing out of the Ego
• Serves as conscience
REFERENCES
• https:www.britannica.com
• https:en.m.wikipedia.org
• Standford Encylopedia of Philosophy Nicolaus Copernicus. November 30,2004 substantive
revision September 13,2019.plato.standford.edu
• Sulloway, Frank. The Evolution of Charles Darwin. December 2005.Smithsonian Magazine.
www.smithsonianmag.comWalinga Jennifer.. https://opentextbc.ca.Introduction to Psychology
1st Canadian Edition. Psychodynamic Psychology
• Kerry Cherry and Steven Gans,MD. The Preconscious, Conscious and Unconscious Minds.
September 28,2019. Very well mind.https://www.verywellmind.com
• 3 Levels of awareness-Freud: History and Concepts. Freudhistoryand
concepts.blogspot.com.