Mr. Janes 9th grade history AIS West

1. The Scientific RevolutionThe Scientific Revolution
Key ConceptsKey Concepts

2. I. The Aristotelian UniverseI. The Aristotelian Universe
 Derived from Ptolemy,Derived from Ptolemy,
Aristotle, and PlatoAristotle, and Plato
 Classical WritingsClassical Writings
““ChristianizedChristianized””
 Components of MedievalComponents of Medieval
CosmologyCosmology
 Medieval PhysicsMedieval Physics
 Belief inBelief in ““MatterMatter”” andand
““FormForm””
 Earth = Living, ProtectedEarth = Living, Protected
SphereSphere

3. II. ScientificII. Scientific ““RevolutionariesRevolutionaries””

4. A. Copernicus (1473-1543)A. Copernicus (1473-1543)
 Aim to glorify GodAim to glorify God
 Sun-centered universeSun-centered universe
 Challenged circular orbitsChallenged circular orbits
 Universe of staggeringUniverse of staggering
sizesize
 Earth no different thanEarth no different than
any other planetany other planet
 On the Revolutions of theOn the Revolutions of the
Heavenly SpheresHeavenly Spheres (1543)(1543)

5. B. Tycho Brahe (1546-1601)B. Tycho Brahe (1546-1601)
 Most sophisticatedMost sophisticated
observatory of his dayobservatory of his day
 Arrogant noblemanArrogant nobleman
 Remained anRemained an
AristotelianAristotelian
 Discovered cometDiscovered comet
shooting right throughshooting right through
crystalline spherescrystalline spheres

6. C. Johannes Kepler (1571-1630)C. Johannes Kepler (1571-1630)
 Student of BraheStudent of Brahe
 Planetary motionPlanetary motion
conforms toconforms to
mathematical formulamathematical formula
 Elliptical orbitsElliptical orbits
 Planets do not movePlanets do not move
at uniform speeds inat uniform speeds in
their orbitstheir orbits

7. D. Galileo Galilei (1564-1642)D. Galileo Galilei (1564-1642)
 Early practitioner of theEarly practitioner of the
experimental methodexperimental method
 Mathematical formula forMathematical formula for
acceleration of fallingacceleration of falling
objectsobjects
 Law of inertiaLaw of inertia
 His discoveries using theHis discoveries using the
telescopetelescope
 Challenges categories ofChallenges categories of
““formform”” andand ““mattermatter””
 End of his lifeEnd of his life

8. E. Isaac Newton (1642-1727)E. Isaac Newton (1642-1727)
 Newton far from theNewton far from the
perfect rationalistperfect rationalist
 A great synthesizerA great synthesizer
 Blends inductive andBlends inductive and
deductive methodsdeductive methods
 Argues for a universeArgues for a universe
governed by natural lawsgoverned by natural laws
 Principia; MathematicalPrincipia; Mathematical
Principles of NaturalPrinciples of Natural
PhilosophyPhilosophy (1687)(1687)

9. F. Francis Bacon (1561-1626)F. Francis Bacon (1561-1626)
 Father of theFather of the
Scientific RevolutionScientific Revolution
 The Inductive MethodThe Inductive Method
 Emphasis onEmphasis on
practical, usefulpractical, useful
knowledgeknowledge
 New attitude towardNew attitude toward
naturenature

10. G. Rene Descartes (1596-G. Rene Descartes (1596-
1650)1650)
 Significance of DoubtSignificance of Doubt
 The DeductiveThe Deductive
MethodMethod
 Spatial relationshipsSpatial relationships
can be expressed incan be expressed in
mathematicalmathematical
formulasformulas
 Father ofFather of ““analyticalanalytical
geometrygeometry””

11. III. Causes of the ScientificIII. Causes of the Scientific
RevolutionRevolution
 Medieval Intellectual LifeMedieval Intellectual Life
and Medieval Universitiesand Medieval Universities
 The Italian RenaissanceThe Italian Renaissance
 Renewed emphasis onRenewed emphasis on
mathematicsmathematics
 Renaissance system ofRenaissance system of
patronagepatronage
 Navigational problems ofNavigational problems of
long sea voyageslong sea voyages
 Better scientificBetter scientific
instrumentsinstruments

12. IV. Consequences of the ScientificIV. Consequences of the Scientific
RevolutionRevolution
 Rise of theRise of the ““ScientificScientific
CommunityCommunity””
--Royal Society of London--Royal Society of London
(1662)(1662)
--Academy of Royal--Academy of Royal
Sciences (1666)Sciences (1666)
 The modern scientificThe modern scientific
methodmethod
 A universe orderedA universe ordered
according to natural lawsaccording to natural laws

13. IV. Consequences of the ScientificIV. Consequences of the Scientific
Revolution (cont)Revolution (cont)
 Laws discovered byLaws discovered by
human reasonhuman reason
 ““De-SpiritualizedDe-Spiritualized”” and de-and de-
mystified the Universemystified the Universe
 Mechanical View of theMechanical View of the
UniverseUniverse
 Deistic View of GodDeistic View of God
--God as the cosmic--God as the cosmic
capitalistcapitalist

14. The EnlightenmentThe Enlightenment
““Siecle de LumiereSiecle de Lumiere””
““The Century of LightThe Century of Light””

15. I. What was it?I. What was it?
 Progressive, Rationalistic,Progressive, Rationalistic,
Humanistic worldviewHumanistic worldview
 Emerged out of theEmerged out of the
Scientific Revolution andScientific Revolution and
culminated in the Frenchculminated in the French
RevolutionRevolution
 Spokesmen = RisingSpokesmen = Rising
Middle ClassMiddle Class
 Paris = Center ofParis = Center of
EnlightenmentEnlightenment
 Optimism aboutOptimism about
mankindmankind’’s abilitiess abilities

16. II. Key IdeasII. Key Ideas
 Distrust of TraditionDistrust of Tradition
and Revealedand Revealed
ReligionReligion
 Scientific methodScientific method
could be applied tocould be applied to
society as wellsociety as well
 Society can get betterSociety can get better
as risks are takenas risks are taken
 Man is naturally goodMan is naturally good
 Good life is on earthGood life is on earth

17. III. An Attack on the OldIII. An Attack on the Old
RegimeRegime

18. A. The World of the Old RegimeA. The World of the Old Regime
 Built on traditionBuilt on tradition
 World of hierarchy,World of hierarchy,
privilege andprivilege and
inequalityinequality
 Allied with the ChurchAllied with the Church
 Challenged by theChallenged by the
reform impulse ofreform impulse of
supporters of thesupporters of the
EnlightenmentEnlightenment

19. B. Conflict with the CapitalisticB. Conflict with the Capitalistic
Middle ClassMiddle Class
 Support for the MiddleSupport for the Middle
Class social order againstClass social order against
the traditional social orderthe traditional social order
 Size and increasingSize and increasing
power of the Middle Classpower of the Middle Class
 New notion of wealthNew notion of wealth
 Tension and discordTension and discord
created by the Middlecreated by the Middle
ClassClass

20. C. Popularization of ScienceC. Popularization of Science
 The popularity of scienceThe popularity of science
in the 17in the 17thth
and 18and 18thth
centuriescenturies
 Conversations on theConversations on the
Plurality of the WorldsPlurality of the Worlds
(1686)—Bernard de(1686)—Bernard de
FontenelleFontenelle
 The Scientific RevolutionThe Scientific Revolution
promised thepromised the
comprehensibility of thecomprehensibility of the
workings of the universeworkings of the universe

21. D. A New World of UncertaintiesD. A New World of Uncertainties
 The Idea of ProgressThe Idea of Progress
 The anti-religiousThe anti-religious
implications of theimplications of the
EnlightenmentEnlightenment
 The relativity of truth andThe relativity of truth and
moralitymorality
 John LockeJohn Locke’’s News New
PsychologyPsychology
----Essay ConcerningEssay Concerning
Human UnderstandingHuman Understanding
(1690)(1690)
---- ““Tabula RasaTabula Rasa””

22. IV. The PhilosophesIV. The Philosophes
 1818thth
century Frenchcentury French
intellectualsintellectuals
 Interest in addressing aInterest in addressing a
broad audiencebroad audience
 Committed to reformCommitted to reform
 Celebrated the scientificCelebrated the scientific
revolutionrevolution
 TheThe ““Mystique of NewtonMystique of Newton””
 Science applied toScience applied to
societysociety

23. V. The Problem of CensorshipV. The Problem of Censorship
 The attempt of the OldThe attempt of the Old
Regime to control newRegime to control new
thinkingthinking
 Publishers and writersPublishers and writers
hounded by censorshounded by censors
 Over 1000 booksellersOver 1000 booksellers
and authors imprisoned inand authors imprisoned in
the Bastille in the earlythe Bastille in the early
17001700’’ss
 Battling censorshipBattling censorship

24. VI. The Role of the SalonVI. The Role of the Salon
 Protection andProtection and
encouragementencouragement
offered by Frenchoffered by French
aristocratic women inaristocratic women in
their private drawingtheir private drawing
roomsrooms
 Feminine influence onFeminine influence on
the Enlightenmentthe Enlightenment
 Madame GeoffrinMadame Geoffrin

25. VII. DiderotVII. Diderot’’ss EncyclopediaEncyclopedia
 Ultimate strength of theUltimate strength of the
philosophes lay in theirphilosophes lay in their
numbers, dedication andnumbers, dedication and
organizationorganization
 Written between 1751-Written between 1751-
17721772
 Attempted to illustrate allAttempted to illustrate all
human knowledgehuman knowledge
 Problems with publicationProblems with publication
 Emphasis on practicalEmphasis on practical
sciencescience

26. VII. DiderotVII. Diderot’’ss EncyclopediaEncyclopedia (cont)(cont)
 Desire to change theDesire to change the
““general way of thinkinggeneral way of thinking””
 Greater knowledge leadsGreater knowledge leads
to human progressto human progress
 Emphasized moderationEmphasized moderation
and toleranceand tolerance
 Human nature can beHuman nature can be
moldedmolded
 Inalienable rights and theInalienable rights and the
social contractsocial contract
 Knowledge improvesKnowledge improves
goodnessgoodness

27. VIII. Famous EnlightenmentVIII. Famous Enlightenment
ThinkersThinkers

28. A. Baron de Montesquieu (1689-A. Baron de Montesquieu (1689-
1755)1755)
 The Spirit of the LawsThe Spirit of the Laws
(1748)(1748)
 Despotism could beDespotism could be
avoided if political poweravoided if political power
were divided and sharedwere divided and shared
by a diversity of classesby a diversity of classes
 Power must check powerPower must check power
 Admires BritishAdmires British
governmentgovernment
 French parlements mustFrench parlements must
be defenders of libertybe defenders of liberty
 Influence in the USInfluence in the US

29. B. Voltaire (1694-1778)B. Voltaire (1694-1778)
 Enthusiasm forEnthusiasm for
English institutionsEnglish institutions
 Reformer not aReformer not a
revolutionaryrevolutionary
 Admirer of Louis XIVAdmirer of Louis XIV
 Relationship withRelationship with
Frederick the GreatFrederick the Great
 ““Ecrasez lEcrasez l’’infameinfame””

30. C. Baron Paul dC. Baron Paul d’’Holbach (1723-Holbach (1723-
1789)1789)
 Deterministic view ofDeterministic view of
human beingshuman beings
 Free will, God andFree will, God and
immortality of the soul areimmortality of the soul are
foolish mythsfoolish myths
 His views dealt the unityHis views dealt the unity
of the Enlightenment aof the Enlightenment a
severe blowsevere blow
 Other thinkers repelled byOther thinkers repelled by
this inflexible atheismthis inflexible atheism

31. D. David Hume (1711-1776)D. David Hume (1711-1776)
 Human mind is nothingHuman mind is nothing
but a bundle ofbut a bundle of
impressionsimpressions
 Reason cannot decipherReason cannot decipher
anything about the originsanything about the origins
of the universe or theof the universe or the
existence of Godexistence of God
 HumeHume’’s rationalistics rationalistic
inquiry results ininquiry results in
undermining theundermining the
Enlightenment confidenceEnlightenment confidence
in reason itselfin reason itself

32. E. Jean-Jacques Rousseau (1712-E. Jean-Jacques Rousseau (1712-
1778)1778)
 His lifeHis life
 Turns his witheringTurns his withering
critique of the Oldcritique of the Old
Regime increasingly onRegime increasingly on
the Enlightenment itselfthe Enlightenment itself
 Rather than liberation,Rather than liberation,
rationalism andrationalism and
civilization destroys thecivilization destroys the
individualindividual
 Man by nature wasMan by nature was
solitary, good and freesolitary, good and free

33. E. Rousseau (cont)E. Rousseau (cont)
 Civilization representsCivilization represents
decay, not progressdecay, not progress
 EmileEmile—protect children—protect children
from too many booksfrom too many books
 The Social ContractThe Social Contract
(1762) and the(1762) and the ““GeneralGeneral
WillWill””
 Civilized man is anCivilized man is an
alienated manalienated man
 Transitional intellectualTransitional intellectual
figurefigure

34. F. Immanuel Kant (1724-1804)F. Immanuel Kant (1724-1804)
 One of few philosophesOne of few philosophes
to live to see the Frenchto live to see the French
RevolutionRevolution
 Enlightenment was aEnlightenment was a
personal process—personal process—
release from immaturityrelease from immaturity
 More optimistic thanMore optimistic than
RousseauRousseau
 ““Dare to KnowDare to Know””——
Enlightenment was an actEnlightenment was an act
of personal courageof personal courage

35. IX. Enlightened DespotismIX. Enlightened Despotism
 The manner of politicalThe manner of political
reformreform
 Frederick the Great ofFrederick the Great of
PrussiaPrussia
 Catherine the Great ofCatherine the Great of
RussiaRussia
 Joseph II of AustriaJoseph II of Austria
 True reform or a cynical,True reform or a cynical,
manipulativemanipulative
consolidation of power?consolidation of power?