Lesson 1: Overview of the Relationship of Science and Technology PDF

Lesson 1.1: - This paved the way for global travel Overview of the History and commerce, determining the very of the Relationship of way our history unfolded Science and Technology...

Lesson 1.1: - This paved the way for global travel Overview of the History and commerce, determining the very of the Relationship of way our history unfolded Science and Technology 2. CARS - The automobile is one life-sized and Culture example of technological determinism as it led to the creation of roads and the structural paving of the world. TECHNOLOGICAL DETERMINISM 3. GUNS ➔ Advances in technology are the driver - The 19th-century innovation that of change in social values and norms in fundamentally changed humanity society. around the globe. ➔ Associated with the ideas of Thomas - Guns became a crucial part of wartime Veiblen and Karl Marx (base and planning as well as a significant superstructure). symbol in politics and society to this day. 4. CAMERAS - From infinite video content streaming across countless digital platforms to the ability to simply capture life as it passes by, cameras play a pivotal role in our present day-to-day. THE RELATIONSHIP OF TOOL CREATION/NEW TECHNOLOGY WITH THE FORMATION OF NEW SOCIAL ORDER ➔ The role of an individual to their society is related to their standing and class with respect to their societies. ➔ the creation of new tools/technology and how it may have impacted the ➔ The diagram highlights that new tools early social groups of our ancestors. (i.e. means of production) shapes ➔ EXAMPLE: Creation of fire (maintains) how the superstructure is manifested. ➔ The superstructure then as shown i. STONE AGE TO EARLY BRONZE AGE TO below attempts to maintain (shapes) DAWN OF AGRICULTURE the means of production. ➔ The process is seen to behave spirally FIRE IN EARLY HISTORY in that new technology influences the ➔ Man’s earliest conquest involved FIRE. superstructure which in turn influences ➔ Why is fire important? - Provides development of new technology warmth, cooking, food, preservation, moving on and on indefinitely in time. and illumination. ➔ The means of production (technology) shapes the superstructure EXAMPLES: 1. WHEELS - The wheel was invented to revolutionize human mobility, allowing us to travel great distances while carrying many items at the same time. MINING IN EARLY HISTORY SUCCESS OF AGRICULTURE ➔ FLINT is the first mineral that was ➔ gave rise to early city-states and larger mined which was ideal for tools and empire; creation of new roles and weapons (Neolithic Period/New Stone creation of newer social structures to Age: 8000-2000 BCE) regulate the increasing population ➔ Gold and copper were also mined ➔ The need of less people in food during prehistoric times using the production may have resulted in the PANNING method. need to create new roles in our past ◆ uses water to separate heavy societies. gold particles from other lighter particles within a ii. BRONZE AGE AND IRON AGE CITIES medium sized pan AND EMPIRES SOCIAL STRATIFICATION ➔ Advances in agriculture led to social stratification and the emergence of classes whose main task is in the administration of people. ➔ There is a need to control our food supply, maintain order in the society, protect the population from calamities and catastrophes and so on. ➔ New ways of controlling the population (e.g. politics, emerging forms of government) from the rise of development of tools would attempt to maintain the earlier modes of production. SLAVERY SYSTEM ➔ The slavery system seen in large Iron AGRICULTURE IN EARLY HISTORY Age empires (e.g., Rome) may have FERTILE CRESCENT been a means to maintain control of ➔ “Center of agriculture” (8000 B.C.) food production and building creation. ➔ Knowledge of growing food spread to the Mediterranean region and Western CREATION OF LAWS Europe (oats, rye, rice) ➔ The creation of laws resulting in the ➔ Agriculture-stimulated technology creation of soldiers, warriors, (hoe, plow, harrow) administrators, scribes, and politicians can also be ways of maintaining means FOOD DISTRIBUTION of production that are seen to stabilize ➔ Central to the creation of new social existing social order. structure. SKILLED HUNTERS URBAN CENTERS ➔ Likely be assigned to the distribution TEMPLE ECONOMY/KINGDOMS of food in the early social groups; ➔ priests, scholars, monarchs making hunters take on leadership ARTISANS, CRAFTSMEN roles in the early society. ➔ early engineers NEW FOOD PRESERVATION TECHNIQUES SURPLUS OF GOODS ➔ further reinforced the idea of ➔ concentrated around the city ownership of food and the ability of controlling its distribution. MEGASTRUCTURES ◆ Roman philosophers – Marcus ➔ more on the organization (slave labor) Aurelius, Cicero, Seneca, etc. than on machines ADMINISTRATION (LAWS WERE ROMAN EMPIRE (753 BC - AD 476) ESTABLISHED) ➔ One of the largest and most powerful ➔ Code of Hammurabi political, military and cultural powers in ➔ Greek Senate history; founded in ancient Italy ➔ Roman Laws (Etruria and Latium). ➔ Bible, etc. ➔ Started in Italy ARTS IN CITY CENTERS AND PALACES ➔ Divided into 3 periods: Regal, Republican & Imperial. ➔ Caesar Augustus (born Gaius Octavius) – one of ancient Rome’s most successful leaders; first emperor of Rome. OCCUPATIONAL STRATIFICATION ➔ Grouping with respect to occupation ➔ Role of Elites and Wealthy Class --> Philosopher ANCIENT ROMAN SOCIETY AND SOCIAL ORDER ELITE CLASS ➔ The emergence of an elite class in our early societies can also be linked to the establishment of some social order to maintain existing modes of production. ROMAN LAWS OF THE 12 TABLES (449 BCE) GREEKS AND ROMAN PHILOSOPHERS ABSTRACTION OF THOUGHT ➔ Eventually led to the development of formalized way thinking and doing science, thereby significantly shaping our current science and technology ◆ Early Mathematics, proving theorems, early philosophy. ◆ A priori and posterior thinking – a precursor to the scientific method. ◆ Greek philosophers – Aristotle, Plato, Socrates, Heraclitus, etc. OTHER CONTRIBUTION ➔ Focus is on Technological development ➔ Pont di Gard, France for practical purposes (e.g., better ➔ The Colosseum, Rome windmills, watermills vs. advances in ➔ Roman Sarcophagi mathematics, chemistry, and physics; ➔ Rise of Christianity sciences did not develop as much. ➔ Developments in abstract thought and sciences were seen more in the Islamic and Chinese empires in this period. ➔ Technological and scientific advances are more or less spearheaded through the Catholic church by the clergy in the monasteries: EXAMPLE: 1. Roger Bacon (Franciscan Friar) - process of making gunpowder, proposed flying machines, motorized iii. THE MEDIEVAL PERIOD (MIDDLE ships and carriages, invented AGES OR DARK AGES) magnifying glass. 2. Nicolaus Copernicus (Polish monk) ➔ The era in the “middle” of the fall of - put forth the theory that the Sun is at Rome and the rise of the Renaissance. rest near the center of the Universe, ➔ The Fall of Rome may have resulted in and that the Earth, spinning on its axis the fall of administration of a large once daily, revolves annually around part of Europe. the Sun ➔ This also led to the fall of the elite and wealthy class dependent on slave labor RELIGION ON THE MIDDLE AGES in the Roman Empire. ➔ Catholic Church (intellectual and administrative expression) CATHOLIC CHURCH ➔ Cathedral schools and universities ➔ No single state or government united (training of clergy) the people in the European continent, ➔ Monastery is the center of culture instead the Catholic Church became ➔ Elsewhere (Islam flourished in the the most powerful institution of the Middle East) medieval period. ➔ Feudalism emerged within this period and the rise of the Catholic Church in Europe was seen. OTHER CONTRIBUTION ➔ Westminster Abbey, England TECHNOLOGICAL DEVELOPMENT FOR ➔ Basilica of Saint-Denis, France PRACTICAL PURPOSES - Stained glass ➔ The general thinking in this period in ➔ Cathédrale Notre-Dame, France Europe of Science and Technology is - Major styles of the period that the sciences did not develop as include: pre-Romanesque, much. Romanesque, and Gothic.  IMPACT ON ART, ARCHITECTURE, AND SCIENCE Leonardo da Vinci ➔ incorporated scientific principles, such as anatomy; recreate the human body with extraordinary precision. ➔ Mona lisa painting ➔ The missing half theory (PLATO) - According to Greek mythology, humans were originally created with four arms, four legs, and a head with two faces. Fearing their power, Zeus iv. THE RENAISSANCE split them into two separate parts, ➔ Period of European cultural, artistic, condemning them to spend their lives political and economic “rebirth” in search of their other halves. following the Middle Ages - promoted the rediscovery of classical philosophy, literature and art. ➔ Started in Florence, Italy; spread throughout western and northern Europe. ➔ Sea navigation flourished; voyagers launched expeditions to travel the entire globe; discovered new shipping routes to the Americas, India and the Far East and explorers trekked across Filippo Brunelleschi areas that weren’t fully mapped. ➔ studied mathematics to accurately engineer and design immense ADVANCES IN SHIPBUILDING buildings with expansive domes. ➔ in the late Middle Ages, and better trade administration (e.g. emergence of new trade concepts such as bonds, securities, stocks) gave rise to the Italian city states (e.g. Florence, Rome, Pisa, Genoa, etc.). INCREASE IN CONCENTRATION OF WEALTH ➔ The increase in concentration of wealth in these city-states resulted in the Galileo Galilei emergence of a more powerful wealthy ➔ presented a new view of astronomy class that can challenge previous and mathematics dominant social structures (e.g. monarchy and the Catholic Church). ➔ The new wealthy families (e.g. Medicis, Borgias, etc.) with their extreme wealth were able to patronize “Renaissance Men” which led to further developments in arts, sciences, and technology during that time. Nicolas Copernicus Vi. INDUSTRIAL REVOLUTION AND ➔ proposed that the Sun, not the Earth, CULTURE was the center of the solar system (heliocentric theory) ➔ The industrial revolution was a period of rapid production of goods largely driven by advances in science and technology, finance, and politics; transition from creating goods by hand to using machines. ➔ It has brought rapid social change that made the lives of people a little more complex. ➔ The changes set in motion by industrialization ushered Europe, the v. INSTITUTIONALIZATION OF SCIENCE United States of America, and much of AND TOWARDS INDUSTRIALIZATION the world into the modern era. ➔ The institutionalization of science ADVANCEMENTS: would not have been formalized 1. Spinning Jenny without the works of Rene Descartes 2. Water Table and Francis Bacon. 3. Power Loom ➔ The Royal Academy of London and 4. Steam Engine French Royal Academy of Sciences 5. Rocket Locomotive were both established in the 1660s. 6. Telegraph Morse Key ➔ The formalization of the sciences can be argued to have greatly impacted the generation of larger bodies of knowledge culminating in the Industrial Revolution. RENE DESCARTES ➔ formalized deductive reasoning in his works on “Discourse on Methods” ◆ a logical approach where you progress from general ideas to specific conclusions. FRANCIS BACON ➔ emphasized the need of rigorous data collection to prove or disprove a proposition. ➔ Bacon also warned scientists of the four idols (Tribe, Cave, Marketplace, Theater). The sudden change in modes of production ADVANTAGES OF CREATING INSTITUTIONS would be argued to have impacted society: ➔ Formalizing a group and instituting an 1. Labor related issues emerged resulting organization consolidates certain in the need to address worker rights. common goals and vision among its 2. Need for formalized education to members resulting in standardization thrive in a world that becomes more of ideas/concepts. and more industry based. ➔ The group may be exclusive to ➔ The way of looking at capitalism as a outsiders yet at the same time world view which manifested more in promote prestige and eventually gain the industrial revolution also made way authority over their fields of pursuit.  for new ways of thinking in the ➔ CREATE: new machines that are changing social structures. efficient in making new textiles ➔ DESTROY: livelihood of workers EXAMPLES: 1. CARS - More efficient transport than horses; impact on the work of coachmen, stable persons, and horse manure street cleaners 2. DISCOVERY OF KEROSENE - More efficient gas for lighting; less work for whalers that hunt whales for their oil. 3. EMAIL CREATIVE DESTRUCTION & LIFE AND - better and faster way to communicate DEATH OF INDUSTRIES readable material to other people; eventual destruction of the postal CREATIVE DESTRUCTION system. ➔ concept coined by Austrian economist 4. INTERNET AND ONLINE LEARNING Joseph Schumpeter. - more efficient and free way to ➔ “To have innovation and create new disseminate knowledge; possible things, old structures need to be destruction of the current educational destroyed.” system. ➔ This idea could be argued to be first manifested in the case of the Luddites SPREAD OF WESTERN SCIENCES and was recently observed in the case of Blockbuster, CDs to USB to Cloud ➔ The changes experienced by Britain, Storage, etc. Europe, and the United States from ➔ In the lens of creative destruction as a industrialization and from advances philosophy, we can look at how new from the sciences and technology were tools shaped our society and eventually spread by the Western simultaneously look at old structures powers to other parts of the world that were left behind. mostly through their colonies and via ➔ Revisiting our framework in Figure 1, trade. the word “shapes” can be seen both as ➔ George Basalla proposed three phases creating new ways and destroying old in the spread of Western Science to ways. their colonies: ➔ One of the main issues worth CASE OF LUDDITES discussing is whether colonies would ➔ Luddites are members of a movement be better off without the colonizers’ in industrial revolution England in the influence and spread of Western 1800s. Science. ➔ They were textile workers that began burning textile factories. ➔ Their main motivation would be that the new textile machines would replace the workers. THE THREE PHASES: 1. The colonies as a source of scientific knowledge for the colonizers. 2. The colonies are dependent on the colonizers for their scientific training 3. The former colonies have an independent scientific tradition. Case of India and the Philippines in the Basalla Framework of Spread of Western Science  Lesson 1.2: The Spread Of Western Science THE SPREAD OF WESTERN SCIENCE ➔ Any region outside of Western Europe received modern science through direct contact with a Western European country. ➔ Through military conquest, colonization, imperial influence, commercial and political relations, and IMPORTANCE OF THE SILK ROADS missionary activity. I. Towns along the route grew into multicultural cities. SILK ROADS II. The exchange of information gave rise to new technologies and innovations ➔ Western Europe started to scrutinize that would change the world. other nations through their exposure to III. The horses introduced to China them through trading along the silk contributed to the might of the Mongol roads. Empire, while gunpowder from China ➔ Network of routes for exchange of changed the very nature of war in goods and ideas between Europe and Europe and beyond. Asia. IV. Diseases also traveled along the Silk Road (i.e., Black Death - likely spread from Asia along the Silk Road) V. The Age of Exploration gave rise to faster routes between the East and West. GEORGE BASALLA ➔ Proposed three phases in the spread of Western Sciences. ➔ Three-stage model that describes the introduction of modern science provided by Western Europe nations (Italy, France, England, Netherlands, Germany, Austria & Scandinavian countries) into any non -European nation during 16th to 17th centuries. PHASES OF DEVELOPMENT PHASE 1: ➔ Dominated by natural history and the sciences closely related to the exploration of new lands. ➔ European surveys new land and collects its flora and fauna, studies its physical features, and then takes the results of his work back to Europe. ➔ Training and expertise in science will increase the awareness of Western Europe of the value and novelty of his discoveries. ➔ Not limited to uncivilized nations; nations with ancient civilization or PHASE 2: COLONIAL SCIENCE indigenous scientific traditions were ➔ Strengthen native cultures in the also explored. process of nationalization, and to participate thereby in the construction TYPES OF SCIENCES STUDIED DURING THIS of new national identities. PHASE: ➔ Provided the colonies proper milieu I. Botany, zoology, and geology through its contacts with the predominate. established scientific cultures, to II. Astronomy, geophysics, geographical establish its own. sciences (e.g., topography, cartography, hydrography, THE WESTERN EUROPE NATIONS FOUNDED meteorology), secondary. RESEARCH INSTITUTIONS IN THEIR COLONIES: PROFESSIONALS DURING THIS PHASE: 1. SOCIETY OF ARTS AND SCIENCES (est. in 1. JOSEPH BANKS Batavia, 1778) ➔ Naturalist and Botanist ➔ study of the history and archeology of ➔ Uncovered the botanical, zoological, the Dutch East Indies. and ethnological treasures of the Australian continent 2. ASIATIC SOCIETY OF CALCUTTA (1784) ➔ study in all of the societies and 2. ROBERT BROWN countries in Asia. ➔ Botanist ➔ Gathered ~3900 species of Australian 3. ÉCOLE FRANÇAISE D’EXTRÊME -ORIENT plants (est. in Hanoi, 1900) ➔ Published Prodromus florae novae ➔ philological and archeological research Hollandiae et insulae Van -Diemen on Indochina (1810) PHASE 3: INDEPENDENT SCIENCE 3. JOSEPH DALTON HOOKER ➔ The struggle to establish an ➔ Botanist and Explorer independent scientific tradition. ➔ Botanical travels and studies in ➔ The “colonial scientist” is to be Antarctica and India replaced by a scientist whose major ➔ Published Flora Indica, 1855 ties are within the boundaries of the country in which he works 4. ALFRED RUSSEL WALLACE ➔ Naturalist, Geographer, Socialist PREREQUISITES: ➔ Theory of natural selection; botanical I. Resistance to science (from a travels and studies in the Malay philosophical and religious basis) must Archipelago, Wallace Line. be overcome.  II. The social role of the scientist must be established to insure society’s approval of his labors. III. Stable relationship between science and government, science receives state financial aid and encouragement and, at least, the government maintains a neutral position in scientific matters. IV. The teaching of science should be introduced into all levels of the educational system. This entails building, staffing, training of teachers, etc. V. Native scientific organizations should be founded which are specifically dedicated to the promotion of science. VI. Channels must be opened to facilitate formal national and international scientific communication. VII. Establishment of a technological base. Examples in asia