REVOLUTIONS IN THE

HISTORY OF SCIENCE

Prepared by: Ms. Mayan :)

 Scientific Revolution
- is th e te rm u s e d to re fe r to
a p e ri o d in
h is to ry w h e n d ra s ti c c h a n g
e s in
s c ie n ti fi c m e th o d to o k p la c
e.
Copernican Revolution
• Polish Mathematician and astronomer Nicolaus Copernicus.

• Copernicus formulated the HELIOCENTRIC model of the

universe.

• He entitled the heliocentric outline

“COMMENTARIOLUS”.

• His model was formalized in the publication of his treatise,

De revolutionibus orbium coelestium (The Revolution of
Celestial Spheres)

• This marked the beginning of modern astronomy.

Copernican Revolution
• Aristotle (384-322 BC)

• The most famous and influential Greek philosopher.

• He founded a school named “Lyceum” near Athens

• He believed that the planets and the sun orbited Earth.

 No sign that the Earth was in motion

 No perpetual wind blew over the surface of the Earth
 And a ball thrown straight up into the air doesn’t land behind the
thrower.
Copernican Revolution
• Aristarchus of Samos
• He boldly proposed that the Earth and the
planets orbited the Sun
Copernican Revolution
• Claudius Ptolemy
• Born in Egypt in 100 AD
• Studied the work of all astronomers who
had lived before him.
Copernican Revolution
“GEOCENTRIC MODEL OF
THE UNIVERSE”

It wasn’t until 1543 that Polish astronomer Nicholas

Copernicus (1473-1543) proposed a revised model putting
the Sun at the center –
Copernican Revolution

Nicolaus Copernicus
Mathematician
Astronomer
Catholic Priest
Born in Poland

Feb. 19, 1473

Heliocentric Model
Copernican Revolution
The Copernican Model of the Universe sparked an avalanche of
ideas from other notable astronomers and scientists. Among were:

Mathematician
• Tycho Brahe Astronomer
Catholic Priest
• Johannes Kepler Born in Poland

• Galileo Galilei Feb. 19, 1473

• Isaac Newton
Copernican Revolution

“The Copernican Revolution was a relatively brief period of

dramatic change in human perception , in which humans went from
thinking about Earth as fixed center of the Universe to realizing that
Earth is just one of a number of planets moving around the Sun.”
Darwinian Revolution
Darwinian Revolution

The core of Darwinian Theory of Revolution

NATURAL SELECTION
 Darwinian Revolution

What is Natural Selection?

 Darwinian Revolution

Charles Darwin’s theory of

evolution states that
evolution happens by
Natural Selection.
 Darwinian Revolution

Individuals in a species show

variation in physical
characteristics. This variation is
because of differences in their
genes.
 Darwinian Revolution

Variation - the differences in the characteristics of the

individuals within a species.

Genes - carry information that makes you who you are and
what you look like.
 Darwinian Revolution
 Individuals with characteristics best suited to their
environment are more likely to survive and more likely to
reproduce and pass their genes on to their children.
 Individuals that are poorly adapted to their environment are
less likely to survive and reproduce. Therefore, their genes
are less likely to be passed on to the next generation.

 As a consequence, those individuals most suited to their

environment survive and given enough time, the species will
gradually evolve.
 Darwinian Revolution
 Darwin’s theory of evolution entails the ff. fundamental ideas:

1) Species change over time and space.

Species – refer to the populations of inter-breeding organisms.
2) All organisms share common ancestors with other organisms.
3) Evolutionary change is gradual and slow in Darwin’s view.

 The primary mechanism of change over time is

natural selection.
This mechanism causes changes in the properties
(traits) of organisms within lineages from
generation to generation.
 The Process of Natural Selection

Four Components of Darwin’s process of

natural selection.

1) Variation
2) Inheritance
3) High-rate of population growth
4) Differential survival and reproduction.
1. VARIATION – organisms exhibit individual variation in
appearance and behavior.
2. Inheritance – some traits are consistently passed on
from parent to offspring.
3. High rate of Population Growth – most of populations
have more offspring each year than local resources can
support leading to a struggle for resources.
4. Differential Survival and Reproduction - individuals
possessing traits well suited for the struggle for local
resources will contribute more offspring to the next
generation.
 Darwinian’s Revolution summary
 Darwin’s theory of evolution fundamentally
changed the direction of the future scientific
thought, though it was built on a growing body of
thought that began to question prior ideas about
the natural world.

 The core of Darwin’s theory is natural selection, a process that

occurs over successive generations and is defined as the
differential reproduction of genotypes.
 Darwinian’s Revolution summary
 Natural selection requires heritable variation in
a given trait, and differential survival and
reproduction associated with possession of that
trait.

 Examples of natural selection are well-

documented both by observation and through
the fossil record.
 Freudian Revolution
SIGMUND FREUD

-Australian neurologist
-1856-1939
Treatment of Mentally Ill
Individuals
Research on treating mental illness was primarily
concerned with discovering exactly which kinds of
changes in the brain led to insanity.
• Everything changed when he developed the Psychoanalytic Theory
of Personality.

PSYCHOLOGY PSYCHIATRY

The difference between sane

and insane was blurred:
everyone, according to Freud,
had an Oedipal crisis, and
everyone could potentially
Started looking become mentally ill.
at psychological
and early
childhood trauma
causes of mental
illness
 PYCHOANALYTIC THEORY

ID
EGO
SUPEREGO This theory, known as
Freud’s structural theory of
personality, places great
emphasis on the role of
unconscious psychological
Their unconscious conflicts in shaping behavior
interactions go through the and personality.
FIVE stages of
psychosexual
 PYCHOANALYTIC THEORY

Pre, ang mga conflict na yan

ng ID, EGO, SUPEREGO

They determine how we

behave and approach the
world.
 PYCHOANALYTIC THEORY

The job of the ego is to balance

the aggressive/pleasure seeking
drives of the id with the moral
control of the superego

• The ID, the most primitive of the

three structures, is concerned with
instant gratification of basic
physical needs and urges. It
operates entirely unconsciously.
 PYCHOANALYTIC THEORY

• ID doesn’t know, or care, that it is rude to take something

belongings to someone else, it would care only that you wanted
the fried chicken.

“It is not aware of what is right land

wrong.”
 SUPEREGO
• Concerned with social rules and morals
• Mostly conscious, partly unconscious
• Similar to what many people call “conscience” or their moral
standards.
• It develops as a child learns what their culture considers right
and wrong.

“If your ID was strong enough to override your superego’s

concern, you would still take the fried chicken, but afterward you
would most likely feel guilt and shame over your actions.”
 EGO

• The EGO is the rational, pragmatic part of our personality. It is

less primitive than the id and is partly conscious and partly
unconscious.

• It’s what Freud considered the “self” and its job is to balance
the demands of the id and superego in the practical reasoning.

• ID, EGO, SUPEREGO – constant internal unconscious conflicts

• A person who has a strong ego has a healthy personality and

that imbalances in this system can lead to neurosis (what we now
think of as anxiety and depression.)
 Childhood is a significant stage in which events that will
influence us throughout our lives take place.
 This influence will happen primarily through the unconscious. We
use models we have internalized but haven’t processed.

 Sexuality also plays an important role in childhood. This idea was

very important to him. We see this, for example, in his Oedipus
and Electra Complexes.
 OEDIPUS COMPLEX
• The Oedipus complex, is a term used by Sigmund Freud in his
theory of psychosexual stages of development to describe a
child’s feelings of desire for his or her opposite-sex parent and
jealousy and anger toward his or her same-sex parent.
• This sexuality is very present and can have consequences. In the
case of boys, for example, competition with the father for the
love of the mother can stimulate them to grow.
• This can make the boy want to imitate the father and try to
overcome him.
• The idealization of the mother can make the boy find people
similar to his mother’s attractiveness, when it comes to
relationships.
 ELECTRA COMPLEX
• The analogous stage for girls is known as the Electra complex in
which girls feel the desire for their fathers and jealousy for
their mothers.
 CRITICISMS

• Narrow Focus
• No scientific basis
• Misogyny
• Not effective
Why is Freud important?

Why is it Revolutionary?
Thank
you