PUBLISHED BY:
THE TEACHING COMPANY
4151 Lafayette Center Drive, Suite 100
Chantilly, Virginia 20151-1232
1-800-TEACH-12
Fax—703-378-3819
www.teach12.com
Copyright © The Teaching Company, 2007
Printed in the United States of America
This book is in copyright. All rights reserved.
Without limiting the rights under copyright reserved above,
no part of this publication may be reproduced, stored in
or introduced into a retrieval system, or transmitted,
in any form, or by any means
(electronic, mechanical, photocopying, recording, or otherwise),
without the prior written permission of
The Teaching Company.
ISBN 978-1-59803-305-2
Steven L. Goldman, Ph.D.
Departments of Philosophy and History, Lehigh University
Steven Goldman has degrees in physics (B.Sc., Polytechnic University of New York) and philosophy
(M.A., Ph.D., Boston University) and, since 1977, has been the Andrew W. Mellon Distinguished
Professor in the Humanities at Lehigh University. He has a joint appointment in the departments of
philosophy and history because his teaching and research focus on the history, philosophy, and social
relations of modern science and technology. Professor Goldman came to Lehigh from the philosophy
department at the State College campus of Pennsylvania State University, where he was a co-founder of
one of the first U.S. academic programs in science, technology, and society (STS) studies. For 11 years
(1977–1988), he served as director of Lehigh’s STS program and was a co-founder of the National
Association of Science, Technology and Society Studies. Professor Goldman has received the Lindback
Distinguished Teaching Award from Lehigh University and a Book-of-the-Year Award for a book he coauthored
(another book was a finalist and translated into 10 languages). He has been a national lecturer
for Sigma Xi—the scientific research society—and a national program consultant for the National
Endowment for the Humanities. He has served as a board member or as editor/advisory editor for a
number of professional organizations and journals and was a co-founder of Lehigh University Press and,
for many years, co-editor of its Research in Technology Studies series.
Since the early 1960s, Professor Goldman has studied the historical development of the conceptual
framework of modern science in relation to its Western cultural context, tracing its emergence from
medieval and Renaissance approaches to the study of nature through its transformation in the 20th century.
He has published numerous scholarly articles on his social-historical approach to medieval and
Renaissance nature philosophy and to modern science from the 17th to the 20th centuries and has lectured
on these subjects at conferences and universities across the United States, in Europe, and in Asia. In the
late 1970s, the professor began a similar social-historical study of technology and technological
innovation since the Industrial Revolution. In the 1980s, he published a series of articles on innovation as
a socially driven process and on the role played in that process by the knowledge created by scientists and
engineers. These articles led to participation in science and technology policy initiatives of the federal
government, which in turn led to extensive research and numerous article and book publications through
the 1990s on emerging synergies that were transforming relationships among knowledge, innovation, and
global commerce.
Professor Goldman is the author of two previous courses for The Teaching Company, Science in the
Twentieth Century: A Social Intellectual Survey (2004) and Science Wars: What Scientists Know and
How They Know It (2006).
Table of Contents
Great Scientific Ideas That Changed the World
Part I
Professor Biography.................................................................................... i
Course Scope................................................................................................1
Lecture One Knowledge, Know-How, and Social Change .....4
Lecture Two Writing Makes Science Possible ......................13
Lecture Three Inventing Reason and Knowledge....................22
Lecture Four The Birth of Natural Science ............................31
Lecture Five Mathematics as the Order of Nature .................40
Lecture Six The Birth of Techno-Science............................50
Lecture Seven Universities Relaunch
the Idea of Knowledge......................................59
Lecture Eight The Medieval Revolution in Know-How .........69
Lecture Nine Progress Enters into History .............................78
Lecture Ten The Printed Book—Gutenberg to Galileo ........87
Lecture Eleven Renaissance Painting and Techno-Science.......96
Lecture Twelve Copernicus Moves the Earth...........................105
Timeline....................................................................................................114
Glossary....................................................................................................119
Biographical Notes...................................................................................125
Bibliography.............................................................................................137
Great Scientific Ideas That Changed the World
Scope:
It is easy to fall into one of two traps in dealing with ideas: either to dismiss them as abstractions and,
thus, of less consequence than concrete things, such as swords, plowshares, and factories, or to glorify
them as abstractions, as creative inventions of the mind, and thus, praiseworthy independent of any
practical consequences whatsoever. Ideas are, nevertheless, as concrete as swords and plowshares because
they are always tied to a concrete context of values, actions, beliefs, artifacts, and institutions out of
which they arise and on which they may act. The concreteness of ideas derives from their being produced
not only within a particular cultural context but out of that context, and it is because ideas are produced
out of a particular context that ideas are able to influence and even to reshape that context. Treating ideas
out of context, then, treating them as if their existence were, in principle, independent of any particular
context, deeply distorts the reality of ideas and obscures their power to affect the world.
Ideas and their contexts interact in complex, mutually influential ways such that the resultant effect on
society of introducing a new idea is unpredictable. The evolution of the Internet from a modest computer
networking project funded by the U.S. Department of Defense to a global technology transforming
commerce, industry, politics, warfare, communication, education, entertainment, and research illustrates
the unpredictability of the idea-social context interaction. The still-unfolding consequences of a small
number of innovative ideas introduced to solve technical problems posed by enabling different kinds of
computers in different locations to share information in real time continue to surprise, confound, and
disturb us!
Unpredictable though it may be, however, for 200 years now, the interaction of science and technology
with society has been the primary driver of social and cultural change, first in the West, then globally and
at an accelerating rate. During this period, social and personal values and relationships; social, political,
and economic institutions; and cultural values and activities have changed and continue to change almost
beyond recognition by our great-grandparents. What is it that has enabled such deep transformations of
ways of life that have been entrenched for centuries and even millennia?
Certainly, we can identify artifacts—the telephone, the automobile, airplanes, television, the computer—
that appear to be causes of social change. But identifying artifacts does not reach down to the causes of
innovation itself, nor does it expose those features of the sociocultural infrastructure that enable
innovations to be causes of social change. Artifacts, in spite of their high visibility, are symptoms of
causes at work; they are not themselves causes. It is not television or automobiles or the Internet that have
changed society. Instead, forces at work within the network of relationships that we call society are
causing television and automobiles and the Internet to take the changing forms that they take. One of
these forces is ideas, explicitly in the case of new scientific ideas and implicitly in the case of ideas in the
past that have been internalized selectively by society, thereby shaping both the sociocultural
infrastructure and the lines along which it is vulnerable to change.
The objective of this course is to explore scientific ideas that have played a formative role in determining
the infrastructure of modern life through a process of sociocultural selection. But we shall interpret the
term scientific idea broadly. There is, after all, no sharp distinction between ideas that are classified as
scientific and those that are classified as philosophical or mathematical or even between scientific ideas
and political, religious, or aesthetic ideas. Alfred North Whitehead, for example, famously linked the
emergence of modern science in the Christian West to Judaeo-Christian monotheism: to the belief in a
single, law-observing creator of the Universe.
The idea that there are laws of nature at least seems to reflect a political idea, while there can be no doubt
that mathematical and aesthetic ideas were central to the 17th-century Scientific Revolution. Furthermore,
distinguishing science and technology is fuzzy, too, especially since the second half of the 19th centurywhen scientific knowledge and technological innovation were systematically coupled in industrial,
academic, and government research laboratories.
With this in mind, we will begin our discussion of influential scientific ideas with the invention of
writing, which may not seem a scientific idea at all. There is, nevertheless, a profound idea underlying the
invention of writing, and a controversial one, as reflected in Socrates’s argument against writing in
Plato’s dialogue Phaedrus. Writing is also a technology, of course, and thus, serves as an initial example
of how technologies embody ideas that we tend to ignore because our attention is almost always drawn to
what technologies do, to how they do it, and to what the consequences are of what they do.
By the time of the earliest written records that have been discovered so far, humans already had
embodied, through their invention of a breathtaking range of physical, social, and cultural “technologies,”
an equally breathtaking range of ideas implicit in those technologies. Lecture One looks back at what
humans had accomplished in the way of know-how by the 4th millennium B.C.E., while Lecture Two
discusses the invention of writing and the spread of writing systems and texts from about 3500 B.C.E. to
the beginning of classical antiquity, circa 500 B.C.E.
Between approximately 500 B.C.E. and 300 B.C.E., Greek philosophers developed highly specific
concepts of knowledge, reason, truth, nature, mathematics, knowledge of nature, and the mathematical
basis of knowledge of nature in ways that continue to inform the practice of science to the present day.
Lectures Three through Five are devoted to these ideas and their legacy. Lecture Six discusses the first
appearance in Western history, perhaps in world history, of the idea of techno-science, that is, of
technology derived from theoretical knowledge rather than from practical know-how. This was largely a
Greek idea that was applied in the context of the rising Roman Empire, and the lecture describes selected
Roman-era technologies that had an influence on the rise of modern science and engineering.
Bridging the ancient and early modern eras, Lectures Seven through Eleven explore the idea of the
university and its role as a progenitor of modern science; medieval machinery and Europe’s first
“industrial revolution”; and the Renaissance ideas of progress, of the printed book, and of mathematics as
the language of nature. All these ideas are obviously seminal for science as we know it, but they are also,
if less obviously, seminal for the rise of modern engineering and the form of modern technological
innovation.
Lecture Twelve discusses Copernicus’s idea of a moving Earth, the cultural consequences of that idea,
and its subsequent evolution as a modern scientific astronomical theory. This serves as a lead-in to
Lectures Thirteen through Seventeen, which explore foundational ideas of modern science, among them,
the idea of method; new mathematical ideas, such as algebra and the calculus; ideas of conservation and
symmetry; and the invention of new instruments that extended the mind rather than the senses and forced
a new conception of knowledge.
Lectures Eighteen through Twenty-Eight explore 19th-century scientific ideas that remain profound social,
cultural, and intellectual, as well as scientific, influences. These include the idea of time as an active
dimension of reality, not merely a passive measure of change; the chemical atom as an expression of a
generic idea of fundamental units with fixed properties, out of which nature as we experience it is
composed; the ideas of the cell theory of life, the germ theory of disease, and the gene theory of
inheritance, all conceptually allied to the atom idea; the ideas of energy, immaterial force fields, and
structure and, thus, of relationships as elementary features of reality; the idea of systematically coupling
science to technology, of coupling knowing to doing, and of using knowledge to synthesize a new world;
the idea of evolution and its extension from biology to scientific thinking generally; and the idea that
natural phenomena have a fundamentally probable and statistical character.
Lectures Twenty-Nine through Thirty-Five discuss central 20th-century scientific ideas, including the
gene, relativity and quantum theories, the expanding Universe, computer science, information theory,molecular biology, and the idea of systems, especially self-organizing systems and the allied ideas of
ecology and self-maintaining systems.
Appropriately, Lecture Thirty-Six concludes the course by reviewing the ideas that are distinctive of
modern science and technology today and anticipating ideas likely to be drivers of change tomorrow,
focusing in particular on cognitive neuroscience, biotechnology and nanotechnology, and physicists’
search for a theory of everything.
No comments:
Post a Comment