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STS-module-1 - Lecture notes Module 1

Bachelor of Science in Accountancy (University of Southern Philippines Foundation)

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University of Southern Philippines Foundation

Cebu City

College of Teachers Education, Arts and Sciences

GED 123 - Science, Technology and Society

Instructor : Cecilia B. Booc

Module Number and Title: Module 1 – Intellectual Revolutions that Defined Society

Introduction: This lesson will give light to the development of science and scientific ideas in the
heart of the society. It is the goal of this lesson to articulate ways by which society is
transformed by science and technology.

Learning Outcomes:

After completing this module, a student should be able to:

1. discuss how the ideas postulated by Copernicus, Darwin, and Freud contributed to
the spark of scientific revolution; and
2. analyze how scientific revolution is done in various parts of the world like in Latin
America, East Asia, Middle East, and Africa.

Learning Activities:

Lecture Notes/ Discussion

WHAT IS FREUDIAN REVOLUTION

 A relating to the ideas or methods of Sigmund Freud especially his ideas about the way
in which people’s hidden thoughts and feelings influence their behavior especially with
respect to the causes and treatment of neurotic and psychopathic states, the
interpretation of dreams, etc.
 Relating to or influenced by Sigmund Freud and his methods of psychoanalysis,
especially with reference to the importance of sexuality in human behavior.

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THE FREUDIAN THEORY OF PERSONALITY

 Human Personality: The adult personality emerges as a composite of early childhood
experiences are consciously and unconsciously proceed within human development stages, and
how these experiences shape the personality.
 Not every person completes the necessary tasks of every development stage. When they don’t,
the results can be a mental condition requiring psychoanalysis to achieve proper functioning.

STAGES OF DEVELOPMENT

Believing that most human suffering is determined during childhood development, Freud
placed emphasis on the five stages of psychosexual development. As a child passes through these stages
unresolved conflicts between physical drives and social expectation may arise.

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These stages are:

 Oral (0-15 of age): Fixation on all things oral. If not satisfactorily met there is the likelihood of
developing negative oral habits or behavior.
 Anal (1.5 to 3 years of age): As indicated this stage is primarily related to developing healthy
toilet training habits.
 Phallic(3-5 years of age): The development of healthy substitutes for the sexual attraction boys
and girls have towards a parent of the opposite gender.
 Latency(5-12 years of age): The development of healthy domain sexual feelings for the opposite
sex.
 Genital(12- adulthood): All tasks from the previous four stages are integrated into the mind
allowing for the onset of healthy sexual feelings and behaviors.

It is during these stages of development that the experiences are filtered through the three levels of the
human mind. It is from these structures and the inherent conflicts that arise in the mind that personality
is shaped. According to Freud while there is an interdependence among these three levels, each level
also serves a purpose in personality development. Within this theory the ability of a person to resolve
internal conflicts at specific stages of their development determines future coping and functioning ability
as a fully- mature adult.

SUPER EGO
Each stage is processed through Freud’s concept of the human mind as a three tier system consisting of
the super ego, the ego, and the id. The super ego functions at a conscious level. It serves as a type of
screening center for what is going on. It is at this level that society and parental guidance is weighed
against personal pleasure and gain is directed by ones id. Obviously, this puts in motion situation ripe
for conflict.

EGO
Much like a judge in a trial, once experience are processed through the super ego and the id they fall
into the ego to mediate a satisfactory outcome. Originally, Freud used the word ego to mean a sense of
self, but later revised it to mean a set of psychic function such as judgment, tolerance, reality testing,
control, planning, defense, synthesis of information, intellectual functioning, and memory.

ID
The egocentric center of the human universe, Freud believe that within this one level, the id is constantly
fighting to have our way in everything we undertake.

WHAT IS DARWINIAN THEORY

Darwinism is a theory of biological evolution developed by the English naturalist Charles Darwin (1809-
1882) and others, stating that all species of organism arise and develop through the natural selection of
small, inherited variations that increase the individual’s ability to compete, survive, and reproduce.

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WHAT IS AN EVOLUTION
Evolution is change in the heritable characteristics of biological populations over successive generations.
Evolutionary processes give rise to biodiversity at every level of biological organization, including the
levels of species, individual organisms. and molecules.
Repealed formation of new species (speciation), change within species (anagenesis), and loss of species
(extinction) throughout the evolutionary history of life on Earth are demonstrated by shared sets of
morphological and biochemical traits, including shared DNA sequences. These shared traits are more
similar among species that share a more recent common ancestor, and can be used to reconstruct a
biological “tree of life” based on evolutionary relationships (phylogenetic), using both existing species
and fossils. The fossil record includes a progression from early biogenic graphite, to microbial mat fossils,
to fossilized multicellular organisms. Existing patterns.

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NICOLAUS COPERNICUS

 was born on February 19, 1473, in Torun , Poland

 He studied at the University of Cracow from 1491 to 1494. He did not attend any classes
in astronomy, it was during his student years there that Copernicus began to collect
books on mathematics and astronomy (the study of the universe).

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COPERNICUS did not believe that the Earth and

other planets were influenced by or revolved due to
the Sun, instead he believed that the Sun was
located near the center of the universe.

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DEVELOPMENT OF SCIENCE IN MESOAMERICA

 It includes the entire area of Central America from Southern Mexico up to the border of South
America.
 Maya civilization lasted for approx. 2000 years.
 They incorporated their advanced understanding of astronomy into their temples and other
religious structures.

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ASSESSMENT:

Assignment: individually

1. What is the contribution of Copernicus in the philosophy of science?

2. In a tabulated form show the comparison of Feud Sigmund, Charles Darwin and Nicolaus
Copernicus theories in the field of science.
3. How did society shape science and how did science shaped society?

By group:

1. How do the political and cultural landscaped of the society affect the development of scientific
culture, science activities, and science literacy?
2. Considering the current state of our society, do you think science literacy among people has
contributed to the growth of our economy?
3. Review the history of science and make a timeline highlighting the major discoveries and
development in science.

REFERENCES:

Bisht, R. (1982). “Excavation at Banawali: 1974-77.” In Possehl, Gregory L. (Ed.). Harappan Civilazation: A
Contemporary Perspective, New Delhi: Oxford and IBH Publishing Co.

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Bose, M. (1998). Late Classical India. A. Mukherjee & Co.

Clifford, P. (2008). Archimedes to Hawking: Laws of Science and the Great Minds Behind Them.
New York: Oxford University Press.

Craig, B. & Walter, D. ( 2000). “Clinical Pharmacology in the Middle Ages: Principles that Presage the
21st century .” Clinical Pharmacology & Therapeutic. 67 (5): 447-450.

Davies, E. (1995). Inventions. London: Dorling Kindersley.

Derewenda, Z. (2007). “On Wine, Chirality and Crystallography.” Acta Crystallographica Section A,
Foundations of Crystallography. 64(0) 246- 258.

Durant, W. (1980). The Age of Faith. In The Story of Civilization. New York: Simon and Schucter.

Gribbin, J. (2003). Science: A History, London, UK: Penguin Books.

Jacquart, D. (2008). “Islamic Pharmacology in the Middle Ages: Theories and Substances.” Europian
Review. Cambridge: Cambridge University Press. 16: 219-27.

Joseph, G. (1991). The Crest of the Peacock. London: Penguin.

Mayall, N. (1939). The Crab Nebula, a Probable Supernova, Astronomical Society of the
Pacific Leaflets, 3,145.

Needham, J. (1986). “Science and Civilization in China.” In Mathematics and the Science of the Heaven
and the Earth. 3. 208.

Needham, J., Wang, L. & Lu, G. (1971). Science and Civilization in China. Cambridge, UK: Cambridge
University Press.

Rosenfels, P. (1980). “Freud and the Scientific Method.” Accessed February 17, 2017. http:
www.gender.eserver.org/rosenfels/Freud.htm.

Sarma, K. (2008). “ Astronomy in India.” Encyclopedia of the History of Science, Technology, and
Medicine in Non-Western Cultures (2 nd Ed.). Berlin: Springer Science & Business Media.

Warren, J. (2005). “ War and Cultural Heritage of Iraq: A Sadly Mismanaged Affair. “ Third World
Quarterly . 26(4-5): 815-830.

Weiner, E. (2016). The Geography of Genius: Lessons from the World’s Most Creative Places. New York:
Simon & Schuster.

Zhongguo ke xue yuan. (1983). Ancient China’s Technology and Science. Beijing: Foreign Language Press.

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