unit 2: scientific revolution & the enlightenment

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Unit 2: Scientific Revolution & The Enlightenment

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Page 1: Unit 2: Scientific Revolution & The Enlightenment

Unit 2: Scientific Revolution & The

Enlightenment

Page 2: Unit 2: Scientific Revolution & The Enlightenment

1609 Galileo observes heavens through telescope.

1687 Newton publishes law of gravity.

1690 John Locke defines natural rights.

Enlightenment and Revolution, 1550–178922

CHAPTER

Time Line

1550 1789

HOME

1543

Copernicus publishes heliocentric theory.

1628

William Harvey describes heart function.

1748

Montesquieu describes separation of powers.

1762

Catherine the Great rules Russia.

Page 3: Unit 2: Scientific Revolution & The Enlightenment

The Roots of Modern Science

The Medieval View Most knowledge in

the Middle Ages came from the Bible and Greek/Roman sources.

Supports geocentric theory—moon, sun, planets revolve around Earth

Page 4: Unit 2: Scientific Revolution & The Enlightenment

Why didn’t anyone challenge Aristotle, Ptolemy, & the Church?

During Dark Ages in Europe life was very, very tough (little food, little protection, a lot of disease)

No books to learn from…only the Bible.

Kings didn’t allow for public education…NO KNOWLEDGE.

Page 5: Unit 2: Scientific Revolution & The Enlightenment

The Roots of Modern Science

A New Way of Thinking Renaissance prompts new ways of thinking (1300-

1600) Scientific Revolution—new way of viewing the natural

world—based on observation and inquiry New discoveries, overseas exploration open up

thinking Scholars make new developments in astronomy and

mathematics.Questioned Greco-Roman ideasQuestioned Church teachings Use of scientific method and human intellect.

Page 6: Unit 2: Scientific Revolution & The Enlightenment

A Revolutionary Model of the Universe

The Heliocentric Theory Widely accepted geocentric

theory challenged as inaccurate

Copernicus develops the heliocentric theory—planets revolve around the sun

Later scientists mathematically prove Copernicus to be correctNicolaus

Copernicus

Page 7: Unit 2: Scientific Revolution & The Enlightenment

Johannes Kepler (1571-1630)

Believed in Copernicus’s idea, but he also believed that the planets move in ellipses, or oval paths.

Page 8: Unit 2: Scientific Revolution & The Enlightenment

A Revolutionary Model of the Universe

Galileo’s Discoveries Italian scientist Galileo

Galilei makes key advances in astronomy.

He makes discovery about planet surfaces using telescope

Supports heliocentric theory 4 moons of Jupiter (Jupiter

has 8 moons) Sun spots Catholic clergy members forced

him to recant his findings under threat of excommunication and torture

Church officials placed Galileo under house arrest for the rest of his life in an attempt to silence him

Galileo Galilei

Page 9: Unit 2: Scientific Revolution & The Enlightenment

Isaac Newton

Used math to prove the ideas of Copernicus and Galileo

Called the force gravity, or that all objects fall towards Earth

Said all of nature follows laws.

Motion in space and earth linked by the law of universal gravitation—holds that every object is universe attracts every other object

Newton views the universe as a vast, perfect mechanical clock.

Page 10: Unit 2: Scientific Revolution & The Enlightenment

The Scientific Method

A Logical Approach Revolution in thinking leads to development of

scientific method—a series of steps for forming and testing scientific theories

Bacon and Descartes Thinkers Bacon and Descartes help to create

scientific method Bacon urges scientists to experiment before

drawing conclusions Descartes advocates using logic and math to

reason out basic truths

Page 11: Unit 2: Scientific Revolution & The Enlightenment

The Scientific Method

Francis Bacon (1561-1626) René Descartes (1595-1650)

Page 12: Unit 2: Scientific Revolution & The Enlightenment

The Triumph of Reason

Rene Descartes is the founder of modern rationalism. This is the belief that reason is the chief source of knowledge.

To Descartes, one fact seemed to be beyond doubt—his own existence.

Descartes clarified this idea by the phrase, “I think, therefore I am” or “Cogito ergo sum.”

Page 13: Unit 2: Scientific Revolution & The Enlightenment

Francis Bacon and the Scientific Method

Sir Francis Bacon

Page 14: Unit 2: Scientific Revolution & The Enlightenment

What Does it all Mean?

A. Like the Renaissance and the Protestant Reformation, the Scientific Revolution saw the proposal of many new ideas and techniques that challenged traditional thinking

B. This set the stage for the Enlightenment, a political movement of the 1600s and 1700s which involved political theorists questioning

traditional beliefs about government

Page 15: Unit 2: Scientific Revolution & The Enlightenment

Reflection Question

Do you exist to provide for the government, or does the government exist to provide for you?

Page 16: Unit 2: Scientific Revolution & The Enlightenment

Scientific Revolution influences the Enlightenment

Use of reasonNatural laws govern human behaviorApplication of the scientific method to solving

the problems of societyThe Enlightenment rejected traditional ideas

and supported a belief in human reason

Page 17: Unit 2: Scientific Revolution & The Enlightenment

Definitions…

What are natural/ unalienable rights?

What are natural laws?

What is a philosopher?

Page 18: Unit 2: Scientific Revolution & The Enlightenment

What ideas concerning Government came out of the Enlightenment?

Do Now – Analyze the following quote: “It is true that in democracies, the

people seem to act as they please; but Political Liberty does not consist in an unlimited freedom…we must have continually present to our minds the difference between independence and liberty. Liberty is a right of doing whatever the law permits, and if a citizen could do what the laws forbid he would no longer be in possession of liberty, because all of his fellow citizens would have the same power.”

How does disobeying laws lead to a loss of liberty?

Page 19: Unit 2: Scientific Revolution & The Enlightenment

Philosophers and the “State of Man in Nature”

Man in the State of Nature:Human’s way of thinking, feeling and acting without any influence.

Are we Naturally good or evil? How do we control good or bad behavior?

Page 20: Unit 2: Scientific Revolution & The Enlightenment

Thomas Hobbes (1588–1679)

People are cruel, greedy and selfish

If not strictly controlled they would fight, rob and oppose each other

Supports absolute monarchies.

Emphasized social contract

The state of nature is cruel

The Leviathan – publication

Page 21: Unit 2: Scientific Revolution & The Enlightenment

John Locke

More optimistic view of human nature

All people had natural or unalienable rights

The rights of life, liberty and propertyGov’t’s power comes from the

consent of the people and is therefore limited

Should protect natural rights/ if not had a right to rebel

Two Treatises of GovernmentInfluenced the Declaration of

Independence and the US Constitution

Page 22: Unit 2: Scientific Revolution & The Enlightenment

2 Different Views on Government and People

Thomas Hobbes Felt humans were

naturally selfish and wicked

Believed that w/o government there would be war between man. Felt to escape life one

should give all rights to a strong ruler. In exchange the people gain Law + Order This is the Social

Contract

John Locke More positive outlook

than Hobbes Felt people could learn

from experience Favored Self Government Felt everyone is born with

3 natural rights Life, Liberty and

Property. Believed a governments

power comes from the consent of the people.

Page 23: Unit 2: Scientific Revolution & The Enlightenment

What Was the Enlightenment?

The Enlightenment was an intellectual movement in Europe during the 18th century that led to a whole new world view. New theories about

government, philosophy, economics and religion. It focused mainly on politics and society and involved the writing of many French political writers and philosophers known as the

“Philosophes”

Page 24: Unit 2: Scientific Revolution & The Enlightenment

Enlightenment Principles

• Religion, tradition, and superstition limited independent thought

• Accept knowledge based on observation, logic, and reason, not on faith

• Scientific and academic thought should be secular

A meeting of French Enlightenment thinkers

Page 25: Unit 2: Scientific Revolution & The Enlightenment

According to the 18th- century philosopher Immanuel Kant, the “motto” of the Enlightenment was “Sapere aude! Have courage to use your own intelligence!”

Immanuel Kant

Page 26: Unit 2: Scientific Revolution & The Enlightenment

Baron de Montesquieu

Separation of PowersThree branches of gov’tLegislative, judicial, and executive branchesSystem of checks and balances/each branch

will keep the other from getting too powerful

US Constitution Separation of powers would prevent

tyranny“Power Should be a check to Power”

Page 27: Unit 2: Scientific Revolution & The Enlightenment

Montesquieu’s Spirit of Laws (1748)

In it, Montesquieu described “separation of powers”

He modeled it after England, and said there should be 3 powers of government:

1. The legislative power, which makes laws2. The Executive power, which carries out laws3. The judicial power, which interprets the law

“Power should be a check to power.”

Page 28: Unit 2: Scientific Revolution & The Enlightenment

Jean Jacques Rousseau

“Man is born free and everywhere he is in chains”

Civilization corrupted man’s natural goodness/

‘General will’ of the people creates a society/direct democracy

Wrote the “Social Contract”

Majority should work for the common good

Page 29: Unit 2: Scientific Revolution & The Enlightenment

Voltaire (1694–1778)

• Championed social, political, and religious tolerance

• Freedom of speech, freedom of religion, toleration, use of reason

• “ I do not agree with a word you say but I will defend to the death your right to say it”

• His ideas are found in the US Constitution EXCEPT the abolition of slavery.

Page 30: Unit 2: Scientific Revolution & The Enlightenment

Cesare Bonesana Beccaria

Beliefs Laws existed to preserve

social order, not avenge crime.

Accused should receive speedy trials.

Torture should never be used.

Degree of punishment should match seriousness of crime.

Capital punishment (death penalty) should be abolished.

Page 31: Unit 2: Scientific Revolution & The Enlightenment

The U.S. Constitution

• Separation of powers

• Checks and balances

• Bill of Rights

Painting depicting the Constitutional Convention

Page 32: Unit 2: Scientific Revolution & The Enlightenment
Page 33: Unit 2: Scientific Revolution & The Enlightenment

Mary Wollstonecraft

Women should be equally educated along with men.

Women should enter professions traditionally dominated by men like medicine and politics.

Wrote A Vindication of the Rights of Woman

Page 34: Unit 2: Scientific Revolution & The Enlightenment
Page 35: Unit 2: Scientific Revolution & The Enlightenment

Impact of the Enlightenment

People have confidence that human reason can solve social problems

A more secular outlook emerges as scientific thinking replaces superstition, fear and intolerance

The individual becomes more important as people use their own ability to reason and judge

Page 36: Unit 2: Scientific Revolution & The Enlightenment

Impact of the Enlightenment

Governments and the Church did not like the ideas of the Enlightenment and many books were burned and scholars tortured and killed

Influenced the American, French , and Latin American Revolutions.

Influenced the writing of the Declaration of Independence, the US Constitution, and The French Declaration of the Rights of Man and Citizen

Political impacts such as the Separation of Powers and Enlightened Despots, or rulers who believed in Enlightenment ideals

Page 37: Unit 2: Scientific Revolution & The Enlightenment

“Enlightened Monarchs”Most of Europe ruled by

absolute monarchsReceptive to

Enlightenment ideasInstituted new laws and

practices

Enlightened Monarchs• Frederick II, Prussia• Catherine the Great, Russia• Maria Theresa, Austria• Joseph II, Holy Roman Empire• Gustav III, Sweden• Napoleon I, France

Page 38: Unit 2: Scientific Revolution & The Enlightenment

Enlightened Despots

Some monarchs accepted Enlightenment ideas. They were known as Enlightened Despots.

Maria Theresa of Austria: improved the tax system/ Tax the clergy and the nobles/ made primary education available in her kingdom.

Joseph II: practiced religious toleration, ended censorship and abolished serfdom.

Catherine the Great: asked the nobles for advice, freed some of the peasants, built schools, and hospitals. Practiced religious toleration and promoted education for women.

Page 39: Unit 2: Scientific Revolution & The Enlightenment

How does the Enlightenment affect the American Revolution?

• The Glorious Revolution + Enlightenment prepared grounds for the American Revolution

• They encouraged the idea that the government should be in the interests of the governed rather than the ruler

Page 40: Unit 2: Scientific Revolution & The Enlightenment

Americans Win Independence

The Influence of the Enlightenment Colonial leaders push for independence, rely on

Enlightenment ideas Declaration of Independence—document justifying

colonial rebellion Leader Thomas Jefferson writes Declaration, uses

ideas of John Locke

Page 41: Unit 2: Scientific Revolution & The Enlightenment

Americans Create a Republic

The Federal System Constitution creates three branches of government Provides checks and balances—ensures branches

share power equally Promotes federal system—power divided between

nation and statesThe Bill of Rights

Some fear too much national power, few protections of rights

Leaders win support for Constitution by adding a Bill of Rights Ten amendments to Constitution that protect freedoms

Page 42: Unit 2: Scientific Revolution & The Enlightenment

1. Belief in Progress – actually believing that humanity could solve social problems

2. Secular Outlook – Not looking to the church for all knowledge

3. Importance of the Individual – looking to themselves for knowledge and guidance

LEGACY