Ambiguity Of Scientific Ideas In The 1500s

Ptolemy, a Roman astronomer came up with the theory that the universe revolved around Earth and all the creatures inhabiting it (Doc. C). This theory, The Geocentric Universe of Ptolemy, was adjusted by most of the people during The Middle Ages. However, much later on, Nicolaus Copernicus, a Polish astronomer, disagreed with Ptolemy’s theory. With his use of math and reason, he came up with a new theory called The Heliocentric Universe of Copernicus (Doc. C). He said that the universe & Earth itself revolves around the sun. The Church denied this theory because they did not want to be proven wrong. If the Church was wrong about this part of the universe, this would then cause man to wonder what else they could be wrong about, or even lied to them about. This new theory taught men to think for themselves and not to rely on the Church for

In 1612, Galileo published Discourse on Bodies in water. He was refuting the Aristotelian explanation that not all objects float on water and why objects float on water. He said that objects didn’t float because of their flat shape, but the weight of the object along with the water it displaced. In 1613, Galileo published his observations on sunspots, which proved Aristotelian doctrine that the sun had nothing imperfect about it to be wrong. Galileo was soon ordered not to hold, teach, or defend in any way the Copernican theory about the motion of the earth. He obeyed it because he was a devoted

During the Pre-Enlightenment and Enlightenment periods, man began to question that model of the Universe. Copernicus' revolutionary model of the Universe placed the Sun at the centre of the Universe. Though Copernicus' ideas were only allowed to b e published as he was on his deathbed, the Church grudgingly agreed to Copernicus' model of the Universe as it still placed man's solar system in the centre of the Universe. Later, Tycho Brahe and Johannes Kepler adjusted Copernicus' model so that it fit both observation and mathematics. The final Enlightened blow to the Catholic Church came when Isaac Newton proposed-and subsequently proved-that not only is out planet and the solar system not at the centre of the Universe, but that the Universe itself is a machine: it can be governed only be natural and physical laws. This presented a great change in society and proved to be a most fatal blow to the Catholic Church. For, if the Universe is governed by natural and physical laws, how could God possible interfere with events in the Universe? This only proves that the spirit of the Enlightenment was one of changed-and, indeed, such change meant breaking away from the

The Scientific Revolution was a time of improvements in medicine, knowledge of the body, and knowledge of the universe. People questioned nature and what was taught by the Church. Sir Issac Newton developed the laws of gravity when an apple fell from a tree, Robert Boyle distinguished between elements and compounds, and Andreas Vesalius made the first accurate detailed study of human anatomy. The most revolutionary theory is seen in Document C. Greek astronomer Ptolemy said that the universe was geocentric, the earth is at the center of the universe. It agreed with what was taught by the Church and was accepted by all. However Copernicus said the universe was heliocentric, the sun is at the center of the universe and the earth revolved around it. The Church was not happy since it went against its teachings, but Galileo set up an astronomical telescope and proved the universe was

During most of the 16th and 17th centuries, it was not easy for scientists to make new discoveries and present them to the world. The Catholic Church, a dominating force during that period, persecuted anyone who would spread ideas and opinions that contradicted what the Bible stated. Both Copernicus and Galileo believed in the heliocentric theory, also called Copernicus theory, which stated that the sun was at the centre of the universe and the earth revolves around it. However, the Catholic Church did not agree with this idea because the Bible stated that the earth was at the centre of the universe and the sun revolved around it, which is the complete opposite. Due to this disagreement, Copernicus and Galileo were threaded by the Catholic Church and

Aristotle’s model by today’s standards can easily be picked apart, but at the time, it was the best explanation that could be made with so little technology and insight. Although his theories have long since been replaced, they created a base for future scientists to work off of and challenge. Over time many great scientists began to question Aristotle’s theories. Nicolaus Copernicus (1473-1543), for example, contested the absolute significance of the earth, and he did not agree that it should be viewed as the center of the entire universe (Lizhi & Youquan, 1987). He plotted the earth at the center of the universe and created a heliocentric system just as mathematically complicated as the Ptolemaic system (one that also improved on Aristotle’s), but it explained a number of anomalies, including resolving the issue of retrograde motion (Ede, A. & Cormack, L., 2004). The problem was that Aristotle’s physics of ‘natural motion’ fell apart without the earth in the center of everything.

His more relaxed viewpoint on the interpretations of the Bible and scripture allowed him to accept the Copernican theory. He even justified his stance through principals. The first principle was called biblical limitation. “I should judge that the authority of the Bible was designed to persuade men of these articles and propositions which, by science, or by any other means than through the very mouth of the Holy Spirit.” This principle overall explained that the bible could only be understood and interpreted correctly by the Holy Mother Mary. This gave a justification against claims from previous scholars such as St. Aquinas and St. Augustine. These two scholars took ideas for the overall argument from interpretations of the Bible made from either themselves or those before them. Therefore, Galileo believed that the interpretations were false. This allowed for science to not come in conflict with Catholicism as no one truly understood it. Another principle was the priority of physical demonstration. This principle stressed more on the empirical evidence before scriptural evidence. For this principle, Galileo focused primarily on nature and this allowed him to protect the concept of the Copernican theory from the bible. Since he used empirical evidence on nature, it allowed him to determine that the sun was at the center of the universe. Thus, observation, a major part of scientific

Stokstad posits that these ideas have roots in the previous scientific revolution of the century before it, with philosophers such as Francis Bacon and Rene Descartes establishing what we now know as the scientific method based on logical reasoning, educated guesses and controlled experiments to prove them. The astronomer Galileo Galilei confirmed a previous theory by Nicolaus Copernicus that the sun did not revolve around the Earth and that it was the other way around-- the planets revolved around the sun. These theories and practices went against the Church's teachings, and Galileo in particular was forced to take back what he said on his observations. Other scientists made discoveries on smaller scales relating to the animal kingdom and plant life, and artists were used to convey the new-found information by painting or drawing those findings. (p. 756) With the different revolutions and events that took place before the eighteenth century, it could be said that the Enlightenment was just a logical progression and the next step.

The sixteenth and seventeenth centuries were a period of many changes in world of sciences. Usually the philosophes and researchers of the sciences were either supported or reprimanded by many aspects of life in these centuries. The work of scientists was affected by governments promoting, but also preventing, research of the sciences, religious bodies promoting or condemning the outcomes of experiments and theories and even merging outcomes to religious ideas, and also new relationships between scientists across Europe, but also with a neglect of women.

Among these people were Copernicus who believed the sun was at the center of the world and the earth, stars and planets revolved around it. Danish astronomer Brahe helped contribute to this idea by contributing a large mass of data about the universe that he was able to discover. His student Kepler kept his ideas going, as he formulated many laws of planetary motion. He said the orbits around the sun were elliptical, planets don’t move in a uniform speed and the time a planet completes its orbit is related to its distance from the sun. Meanwhile, Florentine Galileo decided to use experiments to find out what happened and not what should happen, and discovered that a uniform force makes a uniform acceleration as well as inertia laws, that an object will be in motion forever unless stopped by another force.

During the 1500s, thinkers applied the scientific method to the pursuit of knowledge, encouraging many others to uncover many unknown features. The heliocentric model of the world was just one important breakthrough that was introduced during

The Scientific Revolution changed society with the birth of “modern science”; it changed the way people thought about the physical world around them. The same spirit of inquiry that fueled the Renaissance, led scientists to question traditional beliefs about the workings of the universe. The conflict all began with Copernicus’ heliocentric model being introduced to the world- going against the Church’s traditional teachings. Nicolaus Copernicus developed the heliocentric model of the universe- stating that the sun is the center, and that other planets revolve around it. Despite his calculations, people disagreed and kept on believing in Ptolemy’s geocentric model.

Nicholas Copernicus was the first to question the universal truths and teachings of the church. He devised a theory that the earth along with the other planets revolved around the sun. This theory disagreed with Aristotle and the old teachings that the universe revolved around the earth, and that man was the center of the universe.

When he was rediscovered later in Western Europe, it was soon established that when there were clear conflicts between his philosophy and Christian faith, the latter should always prevail. There was also theoretical work to improve explanations which gave rise to impetus theory for likes about many topics. One of these being the possible rotation of the earth was later complemented by Copernicus, who said that the sun was the center of the universe. During the Middle Ages, science was studied by university students naturally and listening to a lecturer read and then explain the texts. This lead to the change in judgement of the students and also encouraged them to think differently about the world, and to think critically about what they were taught. Traditional histories of science have tended to ignore the achievements of medieval philosophers, although, historians still cannot agree on how this change occurred. Another thing that had a large impact on scientific thought during the Middle Ages was the rejection of the way that Aristotle viewed the universe. The need for an explanation of an intelligible and rational universe was found throughout scholastic

Galileo’s Dialogue on the Two Chief World Systems uses powerful logic and simply described concepts to overcome the Aristotelian bias of the populous and argue in favor of Copernicus’ heliocentric view of the universe. Copernicus theorized that the earth, along with the other planets in the sky, is in motion around the sun. The Aristotelian’s geocentric worldview, that the earth is the motionless center of the universe, was deeply ingrained into the minds of the people and the teachings of the church. Galileo’s argument had to be not only incisive and logical to have any sway, but it also had to avoid offending or denying the ancient principles of thought proposed by Aristotle. He walked this delicate line between educating the public and