Intellectual Revolutions That Defined Society PDF

II. Intellectual Revolutions that Defined Society PRESENTERS: TILDE, SAMANTHA LOUISE S. DVM 1-C VILLARUEL, CRICKET ENAJ A. DVM 1-C INTENDED LEARNING OUTCOMES After completion of the lesson, you should be able to: 1. Articulate ways by which society is transformed by science and technology; and...

II. Intellectual Revolutions that Defined Society PRESENTERS: TILDE, SAMANTHA LOUISE S. DVM 1-C VILLARUEL, CRICKET ENAJ A. DVM 1-C INTENDED LEARNING OUTCOMES After completion of the lesson, you should be able to: 1. Articulate ways by which society is transformed by science and technology; and 2. Discuss the theories developed by scientists that contributed to the advancement of science, technology, and Society INTELLECTUAL REVOLUTION qAn intellectual revolution refers to a period of significant change in the way people think, view the world, and approach knowledge, often shaping society in profound ways. It typically involves breakthroughs in science, philosophy, or the arts that challenge established norms and lead to new ways of understanding reality. qOne of the most famous examples is the Scientific Revolution of the 16th and 17th centuries, which radically transformed society's perception of the universe. Thinkers like Galileo, Newton, and Copernicus challenged the geocentric worldview, leading to a shift towards scientific inquiry and experimentation. This intellectual shift laid the foundation for modern science, emphasizing reason, observation, and skepticism of dogma. qThese revolutions define society by fostering progress, encouraging critical thinking, and challenging outdated traditions, ultimately leading to advancements in technology, governance, and human rights. They highlight how ideas can reshape social structures and drive humanity toward greater understanding and innovation. COPERNICAN qThe Copernican Theory, also known as the heliocentric theory, was proposed by Nicolaus Copernicus in the 16th century. THEORY qIt fundamentally changed humanity's understanding of the universe by stating that the Sun, not the Earth, is at the center of the solar system. qBefore Copernicus, the dominant view was the geocentric model, supported by ancient Greek philosophers like Ptolemy and backed by the Catholic Church, which held that the Earth was the center of the universe, with all celestial bodies (the Sun, Moon, stars, and planets) revolving around it. qThe Copernican Theory challenged not only the scientific views of the time but also religious and philosophical beliefs. It sparked an intellectual revolution that led to further advancements by astronomers such as Johannes Kepler (who refined the theory with elliptical orbits), Galileo Galilei (who provided observational support through his telescope), and Isaac Newton (who explained gravitational forces). qThe heliocentric model marked the beginning of the Scientific Revolution and fundamentally altered how humanity viewed its place in the cosmos, shifting from an Earth-centered worldview to a more expansive understanding of the universe. DARWINIAN qThe Darwinian Theory, also known as the theory of THEORY evolution by natural selection, was proposed by Charles Darwin in the 19th century. qIt revolutionized the way scientists and society understood the development and diversity of life on Earth. qDarwin presented his ideas in his seminal work "On the Origin of Species" (1859), where he outlined the following key concepts: 1. Natural Selection 2. Variation 3. Struggle for Existence 4. Descent with Modification 5. Common Ancestry  1. Natural Selection: Organisms with traits that are better suited to DARWINIAN their environment have a higher chance of surviving and reproducing. Over time, these advantageous traits become more common in the THEORY population. This process is often summed up as "survival of the fittest.“ 2. Variation: Within any population of organisms, there is variation in traits such as size, color, or speed. These differences are often hereditary, passed from parent to offspring. 3. Struggle for Existence: Since resources such as food, shelter, and mates are limited, individuals must compete to survive and reproduce. Those with traits that give them a competitive edge are more likely to survive and pass on their genes. 4. Descent with Modification: Over generations, species undergo gradual changes in their traits. If populations become isolated and experience different environments, these changes can lead to the formation of new species, a process called speciation. 5. Common Ancestry: All species, both living and extinct, are descended from common ancestors. Darwin’s theory suggested that life on Earth evolved over billions of years from simple organisms to the complex diversity of species we see today. DARWINIAN qDarwin's theory contradicted the prevailing view that species were fixed and unchanging, and it also THEORY challenged literal interpretations of creation in religious texts. Although initially controversial, it became widely accepted after the accumulation of more evidence, particularly from fields like genetics, paleontology, and molecular biology. qThe Darwinian Theory not only reshaped biology but also had broad implications for many disciplines, including philosophy, psychology, and sociology, as it emphasized the natural, rather than divine, origins of species and the role of competition and adaptation in life. FREUDIAN THEORY q The Freudian Theory refers to the ideas and concepts developed by Sigmund Freud, an Austrian neurologist and the founder of psychoanalysis. q His work significantly influenced psychology, psychiatry, and even cultural and social theory. Freud's theories focused on the unconscious mind, human behavior, and the development of personality. Key components of Freudian theory include: 1. The Structure of the Mind Freud proposed that the mind is divided into three parts: The ID The Ego The Superego  The Id: The unconscious, instinctual part of the FREUDIAN mind that seeks immediate gratification of desires, THEORY especially primal ones like hunger, thirst, and sexuality. It operates based on the pleasure principle. The Ego: The rational part of the mind that mediates between the desires of the id and the reality of the external world. It operates on the reality principle, trying to satisfy the id's desires in socially acceptable ways. The Superego: The moral component of the mind, which represents internalized societal norms, values, and ideals. It acts as the conscience, often in conflict with the id.  2. Psychosexual Stages of Development FREUDIAN Freud believed that personality development occurs through a series of stages during childhood, each focused on a different erogenous THEORY zone: q Oral Stage (0-1 years): Pleasure is focused on the mouth (sucking, biting). q Anal Stage (1-3 years): Pleasure is focused on controlling bladder and bowel movements. q Phallic Stage (3-6 years): Children become aware of their own genitals, leading to feelings like the Oedipus complex (boys' desire for their mothers) and the Electra complex (girls' desire for their fathers). q Latency Stage (6-puberty): Sexual impulses are repressed as children focus on developing social skills and friendships. q Genital Stage (puberty onward): Sexual interests mature, and individuals seek romantic relationships. Failure to successfully navigate these stages, Freud argued, could lead to fixations, which manifest in adult behavior (e.g., an oral fixation could lead to overeating or smoking).  q Freud believed that a child's development occurs in a series of fixed stages, each centered around a specific FREUDIAN erogenous zone. Successful completion of each stage THEORY leads to a healthy personality, while failure can result in fixations, which can shape behaviors in adulthood. Here's a deeper dive into each stage with examples: q Oral Stage Key conflict: Weaning off breastfeeding or bottle-feeding. At this stage, the mouth is the primary source of pleasure, and infants explore the world through oral activities like sucking, biting, and breastfeeding. q Example: A baby sucking on a pacifier, breastfeeding, or putting objects in their mouth. If this stage is not handled properly (e.g., if the baby is weaned too early or too late), it could lead to an oral fixation later in life, manifesting as behaviors such as smoking, overeating, nail-biting, or constant chewing on objects like pens. FREUDIAN q Anal Stage Key conflict: Toilet training. During this stage, the child’s pleasure centers around controlling bowel and THEORY bladder movements. Toilet training becomes a central task, and how parents approach it can influence the child's personality. q Example: A toddler learning to use the toilet. If the parents are too strict or too lenient during this stage, it could result in two types of adult personalities: q Anal Retentive: If toilet training is too harsh, the child may develop an obsession with order, cleanliness, and control, leading to overly tidy and rigid behavior in adulthood. q Anal Expulsive: If toilet training is too lenient, the child may develop a more carefree, messy, or rebellious personality as an adult.  q Phallic Stage Key conflict: Oedipus complex (in boys) and FREUDIAN Electra complex (in girls). In this stage, children become aware of their own bodies and the differences between sexes. THEORY Freud believed that boys develop unconscious sexual desires for their mothers and view their fathers as rivals for their mother’s affection (the Oedipus complex). In girls, this takes the form of the Electra complex, where they desire their fathers and see their mothers as competitors. q Example: A child in this stage may experience jealousy or competition with the same-sex parent. For instance, a little boy may become possessive of his mother and feel hostility toward his father, viewing him as a rival. q Proper resolution of these feelings (through identification with the same-sex parent) leads to a stable adult identity. Failure to resolve them may result in problems with authority or unstable sexual relationships in adulthood. FREUDIAN THEORY q Latency Stage Key Activities: During this stage, Freud believed that children suppress their earlier sexual feelings and focus on developing skills, knowledge, friendships, and social relationships outside the family. The libido is latent, or inactive. q Example: A child engaging in activities like sports, learning, or making friends. In this period, the child’s energies are directed toward academic pursuits, hobbies, and forming social bonds, rather than sexual exploration. Any unresolved conflicts from earlier stages could resurface later in life but are typically dormant during this stage.  q Genital Stage Key Activities: This is the stage where FREUDIAN sexual desires and interests reawaken, now directed THEORY towards peers rather than parents. Successful navigation of this stage involves finding a balance between love and work, as well as the development of mature sexual relationships and a sense of responsibility. q Example: Adolescents begin to form romantic relationships with others and explore their sexuality. A teenager starting to date or developing a crush on someone reflects this stage. q If earlier stages were successfully resolved, the individual will form healthy, balanced romantic and sexual relationships in adulthood. If not, unresolved conflicts from earlier stages might lead to difficulties in these areas.  3. Defense Mechanisms FREUDIAN THEORY q Freud introduced the idea of defense mechanisms, unconscious strategies the ego uses to protect itself from anxiety or uncomfortable feelings. Some common defense mechanisms include: q Repression: Pushing painful or disturbing memories into the unconscious. q Denial: Refusing to acknowledge an unpleasant reality. q Projection: Attributing one’s own unacceptable desires or thoughts to someone else. q Displacement: Redirecting emotions or impulses to a less threatening target. q Sublimation: Channeling unacceptable impulses into socially acceptable activities (e.g., aggression into sports). FREUDIAN THEORY q Impact of Freudian Theory Freud's theories, though controversial and often criticized today for their lack of scientific rigor, had a profound impact on the understanding of human psychology. q Concepts like the unconscious mind, the importance of early childhood, and defense mechanisms remain influential in both clinical psychology and popular culture. Psychoanalysis, while less dominant today, laid the groundwork for many modern therapeutic approaches. OTHER SCIENTISTS q These scientists, among others, have deeply influenced how we understand the natural world, each contributing unique insights that helped shape modern science and technology. ALBERT 1. Albert Einstein (1879–1955) – Physics Best known for his theory of relativity, particularly the EINSTEIN equation E = mc², which revolutionized the understanding of energy, mass, and the fabric of space-time. qHis General Theory of Relativity (1915) provided a new description of gravity, leading to new insights into the universe, black holes, and cosmology. qSome inventions and contributions of Einstein are Avogadro's Number, Quantum Theory of Light, General Theory of Relativity, Special Theory of Relativity, The Photoelectric Effect, Wave-Particle Duality, Brownian movement, the relationship between mass and energy, Bose-Einstein Condensate, and many more. MARIE 2. Marie Curie (1867–1934) – Chemistry/Physics The CURIE first woman to win a Nobel Prize and the only person to win Nobel Prizes in two different scientific fields (Physics in 1903, Chemistry in 1911). qPioneered research on radioactivity, discovering the elements polonium and radium. Her work laid the foundation for modern medical treatments using radiation and advanced the understanding of atomic structure. qMarie Curie's discoveries led to many breakthroughs including the discovery of two new elements of polonium and radium, as well as the beginning of radiation therapy as a cancer treatment. Likewise, her inventions such as the portable x-ray machine advanced science medicine. GREGOR 3. Gregor Mendel (1822–1884) – Genetics Known as MENDEL the "father of genetics," Mendel discovered the basic principles of heredity through his experiments with pea plants. qBy experimenting with pea plant breeding, Mendel developed three principles of inheritance that described the transmission of genetic traits, before anyone knew genes existed. Mendel's insight greatly expanded the understanding of genetic inheritance, and led to the development of new experimental methods. qHis work on inheritance patterns (dominant and recessive traits) laid the foundation for modern genetics, though his work was not widely recognized until decades after his death. MICHAEL 4. Michael Faraday (1791–1867) – Chemistry/Physics Made crucial discoveries in electromagnetism and FARADAY electrochemistry, including the principles of electromagnetic induction, diamagnetism, and electrolysis. qHis invention of the electric motor and the Faraday cage (used to block electric fields) were groundbreaking for both physics and electrical engineering. Faraday's work laid the groundwork for the development of modern electrical technology. qHis discovery was the laws of electrolysis, a process where an electrical current run through water or another substance would separate the molecules of the substance into their component atoms. This proved that atoms had an electrical component that could be manipulated. NIELS 5. Niels Bohr (1885–1962) – Physics Made foundational contributions to understanding BOHR atomic structure and quantum mechanics. qDeveloped the Bohr model of the atom, which introduced the idea that electrons orbit the nucleus at set distances and that the energy of an electron is quantized. Bohr’s work helped shape the development of modern physics, particularly quantum theory. qThese scientists, among others, have deeply influenced how we understand the natural world, each contributing unique insights that helped shape modern science and technology.