STS

Scientific Revolution was the emergence of modern science during the early modern period, when
developments in mathematics, physics, astronomy, biology (including human anatomy) and chemistry
transformed societal views about nature.
-began in Europe toward the end of Renaissance period and continued in the late 18th century,
influencing the intellectual social movement known as the Enlightenment.
NICOLAUS COPERNICUS
⁃ The publication in 1543 of Nicolas Copernicus's De revolutionist orbium coelestium (On
the Revolutions of Heavenly Spheres) cited as the beginning of scientific revolution.
GEOCENTRIC- geo means earth and centric means center.
GEOCENTRIC MODEL- in the geocentric model, the Sun and the other six visible objects in the sky
revolve around the Earth.
ARISTOTELIAN- it is the tradition that was still an important intellectual framework in the 17th
century.
THE CHANGE TO THE MEDIEVAL IDEA OF SCIENCE OCCURED FOR FOUR REASONS:
1. Seventeenth century scientists and philosophers were able to collaborate with members of
the mathematical and astronomical communities to effect advances in all fields
2. Scientist realized the inadequacy of medieval experimental methods for their work and so
felt the need to devise new method (some of which we use today)
3. Academics had access to a legacy of European, Greek and Middle Eastern scientific
philosophy that they could use as a starting point (either by disproving or building on the theorems)
4. Institutions (for example: The British Royale) helped validate science as a field by
providing an outlet for the publication of scientists' work
SCIENCE
⁃ is an old as the world itself
⁃ there is no individual that can exactly identify when and where science began
⁃ from the genesis of time, science has existed
⁃ it is always interwoven with the society
Science can be defined:
1. Science as an idea
2. Science as an intellectual activity
3. Science as a body of knowledge
4. Science as a personal and social activity
Human beings have embarked in scientific activities to know and understand everything around them.
They have persistently observed and studied the natural and the physical word to find meanings and seek
answers to many questions.
Scientists in all periods of time is driven by their curiosity, critical thinking, and creativity to explore the
physical and natural world. Their love for science is driven by their deep passion to know and to discover.
1. Creativity....science ideas
2. Curiosity.......science discoveries
3. Critical thinking.......technology
THREE NOTABLE SCIENTISTS
1. NICOLAUS COPERNICUS- POLISH MIKOLAJ KOPERNIK, GERMAN
NIKOLAUS KOPERNIKUS
Born- Feb 19, 1473 (Torun Royal Prussia Poland)
Died- May 24, 1543 (Freudenburg, East Prussia, now also known as Frombork, Poland)
⁃ Polish astronomer who proposed that the planets have the Sun as the fixed point to which
their motions are to be referred, that Earth is a planet which besides orbiting the sun annually, also turns
once a daily on its own axis and that very slow long-term changes in direction of this axis account for the
precession of the equinoxes.
HELIOCENTRIC- SUN CENTERED
⁃ it is derived from the Greek helios means sun
⁃ He- HELIUM
HELIOCENTRIC METHOD- In the heliocentric (Sun-centered) model, the Earth is just one out of
many planets, all of which orbit the sun in elliptical orbits.
Copernicus' s Theory
⁃ it had important consequences for later thinkers of the Scientific Revolution including
major figures such as Galileo Galilei, Johannes Kepler, Rene Descartes, and Isaac Newton.
1508-1514- he wrote a manuscript usually called the COMMENTARIOLUS (LITTLE COMMENTARY)
1543 the year of his death- De revolutionibus orbium coelestium libri vi (Six Books Concerning the
Revolutions of the Heavenly Orbs) did not appear in print.

2. CHARLES DARWIN- CHARLES ROBERT DARWIN

Born- Feb 12, 1809 (Shrewsbury, Shropshire, England)
Died- April 19, 1882 (Downe, Kent)
⁃ Theory of evolution by natural selection
 ⁃ He first shocked religious Victorian Society by suggesting that animals and humans
shared a common ancestry
- He proposed that the organisms arise and evolve through the natural election of slight inherited
variations that improve an individual’s ability to compete, survive and reproduce.
- Morphological characteristics

3. SIGMUND FRUED
Born- May 6, 1856 (Freiberg, Moravia, Austrian Empire, now is known Pribor, Czech Republic
Died- September23, 1939 (London, England)
⁃ His article on psychoanalysis appeared in the 13th century edition of the Encyclopedia
Britannica

COPERNICAN REVOLUTION marked the transition from the belief that the Earth was the center of
the universe to the heliocentric model of the universe where the sun is the center.
The following intellectuals contributed to the gradual shift from geocentric to heliocentric thinking:
a. Tyco Brahe, Danish astronomer, observation of the star in the constellation Cassiopeia
b. Johannes Kepler, German astronomer, stated that the planets move in elliptical orbits and the
sun at the center.
c. Galileo Galilei developed telescope and observed Venus.
d. Isaac Newton’s Law of gravitation
People eventually accepted heliocentrism, which marked the birth of modern astronomy and
resulted in the transformation of society’s thoughts and beliefs.
THE UNCONSCIOUS MIND
The conscious. The small Thoughts
w
amount of mental activity Perceptions
we know about.
Memories
The subconscious. Things Stored knowledge
we could be aware of if we
wanted or tried.
Instincts- Sexual and Aggressive
The unconscious. Things
we are unaware of and Fears
cannot become aware Unacceptable sexual desires
of. Violent motives
Irrational wishes
The id is part of the
w
unconscious mind and
Immoral urges
FREUD COMPARED THE MIND TO AN ICEBERG
comprises the two instincts. Selfish needs
Eros and Thanatos. Shameful experiences
Traumatic experiences
The conscious mind contains all of the thoughts, memories, feelings, and wishes of which we are aware
at any given moment. This is the aspect of our mental processing that we can think and talk about
rationally. This also includes our memory, which is not always part of consciousness but can be retrieved
easily and brought into awareness.
Conscious mind as consisting of all the mental processes of which we are aware, and this is seen as the
tip of the iceberg. For example, you may become aware of feeling thirsty, so you decide to get a drink.
The preconscious consists of anything that could potentially be brought into the conscious mind.
Preconscious: This refers to something that one is not currently aware of but could be brought into
consciousness at any given moment. For example, someone may forget to grab cheese during a
grocery trip until they see a sign that advertises a half-off cheese sale.
The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that are outside of our
conscious awareness. The unconscious contains contents that are unacceptable or unpleasant, such as
feelings of pain, anxiety, or conflict.
Unconscious mind. Sigmund Freud argued that unacceptable thoughts, memories, and motives could be
repressed in the unconscious mind. For example, anger at one's mother, memories of childhood abuse,
and hatred of a family member might be repressed in the unconscious.

ID
According to Freud, the id is the source of all psychic energy, making it the primary component of
personality.
The id is the only component of personality that is present from birth.
The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants,
and needs. If these needs are not satisfied immediately, the result is a state of anxiety or tension. For
example, an increase in hunger or thirst should produce an immediate attempt to eat or drink.
The id is very important early in life because it ensures that an infant's needs are met. If the infant is
hungry or uncomfortable, they will cry until the demands of the id are satisfied. Young infants are
ruled entirely by the id; there is no reasoning with them when these needs demand satisfaction.
Id: Instincts
Example: I want it now.
EGO
According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed
in a manner acceptable in the real world.
The ego functions in the conscious, preconscious, and unconscious mind.
The ego is the personality component responsible for dealing with reality.
Examples of the Ego
Imagine that you are stuck in a long meeting at work. You find yourself growing increasingly
hungry as the meeting drags on. While the id might compel you to jump up from your seat and
rush to the break room for a snack, the ego guides you to sit quietly and wait for the meeting to end.
Instead of acting upon the primal urges of the id, you spend the rest of the meeting imagining
yourself eating a cheeseburger. Once the meeting is finally over, you can seek out the object you
were imagining and satisfy the demands of the id realistically and appropriately.
Ego: Reality
Example: I need to do a planning to set it.
SUPEREGO
According to Freud, the superego begins to emerge at around age five.
The superego holds the internalized moral standards and ideals that we acquire from our parents
and society (our sense of right and wrong).
The superego provides guidelines for making judgments.
Examples: A woman feels an urge to steal office supplies from work. However, her superego
counteracts this urge by focusing on the fact that such behaviors are wrong.
A man realizes that the cashier at the store forgot to charge him for one of the items he had in his
cart. He returns to the store to pay for the item because his internalized sense of right and wrong
urge him to do so.
A student forgot to study for a history test and feels an urge to cheat off of a student sitting nearby.
Even though he feels like the chances of getting caught are low, he knows that cheating is wrong, so
he suppresses the urge.
Superego: Morality
Example: You can’t have it. It’s not right.