Scientific Revolution & Enlightenment Strayer Ch. 16

Scientific Revolution Humanistic emphasis shaped attitudes toward scientific though Based knowledge on direct observation & mathematics Reliance on human reason for understanding scientific phenomena Further weakened the influence of the Catholic Church

Scientific Revolution Methods devised form the basis for science today – mathematical formulation, freedom of inquiry Contrasted with Scholasticism (inquiry based on principles established by the church) Clashes occurred between scientists and religious /political authorities – as a result, findings were not always made public

Scientific Revolution The church accepted the geocentric theories of Ptolemy & Aristotle – the earth remained stationary, the sun, moon, and stars orbited around it. Copernicus – devised heliocentric theory Promoted the view that the earth & planets revolved around the sun Johannes Kepler – elliptical orbits of planets Galileo Galilee – improved telescope Sir Isaac Newton – laws of motion, gravity

Scientific Revolution By this point, educated Europeans began to view the universe differently. Universe functioned according to mathematical principles, “machine of the universe” is self- regulating Deism Knowledge of the universe can be obtained through reason The Catholic Church declared heliocentric theory as heresy; all writings claiming the earth moved on its axis were forbidden. Galileo was forced to renounce his belief that the earth moved around an orbit & rotated on its axis No early scientists rejected Christianity

Meanwhile, in China… In China the approach to science was more practical – interest in science based on its perceived usefulness In Europe thinkers were enthralled with the idea of general laws of nature that could explain broad patterns Similar to Ancient Greek, Roman, and Islamic scholars Overall, scientists convinced it was fully within the reasoning power of humans to understand the workings of the universe

Enlightenment As ideas of the Scientific Revolution reached a wider European audience, the scientific approach was applied to human affairs. Enlightenment thinkers believed that knowledge could transform society. Tended to be satirical, critical, & hostile to established authorities. Attacked government, divine right, aristocratic privilege Many writers advocated education for women.

Enlightenment Thinkers Thomas Hobbes – believed that humans must be controlled by absolute rulers John Locke – sought to understand the impact of laws of nature on human liberties and equality, questioned Hobbes’ theories Second Treatise of Government – social contract, consent of the government Adam Smith – analyzed natural law of supply and demand, Wealth of Nations

Enlightenment Thinkers 18th century France was the center Philosophes (intellectual philosophers) debated – salon culture Baron de Montesquieu – advocated government with three branches sharing power Voltaire – wrote witty criticisms (satire) of French monarchy and Catholic Church Rousseau – Social Contract, man is born free and everywhere he is in chains

Enlightenment Much Enlightenment thought attacked established religion. Many Enlightenment thinkers were deists, believing in a remote deity who created the world but doesn’t intervene (Podcast: Stuff You Missed in History Class – Jefferson’s Bible) Some were pantheists – equated God & nature Some even regarded religion as a fraud Enlightenment thought was influenced by growing global awareness Central theme: the idea of progress

Europe Islamic World China Why did the Scientific Revolution occur in Europe rather than in China or the Islamic world? Europe Islamic World China Europe’s historical development as a reinvigorated and fragmented civilization gave rise to conditions favorable to scientific enterprise. Europeans had evolved including a legal system that guaranteed a measure of independence from the Church, universities, and other professional associations. They didn’t have to operate under the dictates of the Church Western Europe was in a position to draw extensively upon the knowledge of other cultures, especially that of the Islamic world. In the 16th-18th centuries, Europeans had engaged in the Columbian Exchange and found themselves at the center of a massive new exchange of information of lands, peoples, animals, societies, and religions from around the world. These new concepts shook older ways of thinking and opened up a new way of thinking. Science was patronized by a variety of local authorities, but it occurred outside the formal system of higher education. Quranic studies and religious law held the central place, whereas philosophy and natural science were viewed with great suspicion. Chinese education focused on preparing for a rigidly defined set of civil service examinations and emphasized the humanistic and moral texts of classical Confucianism. Scientific subjects were relegated to the margins of the Chinese educational system.