12.0 IDEAS AND THE HUMAN EXPERIENCE 01/11/2017. In this outcome we will:

Transcription

1 Unit 1 Social Studies 2211 October IDEAS AND THE HUMAN EXPERIENCE In this outcome we will: 12.1 describe the worldview of Western Europeans during the mid-to-late Middle Ages 12.2 explain the factors that contributed to a change in worldview at the beginning of the late Middle Ages 12.3 Explain how the Scientific Revolution contributed to a change in worldview in the Modern Era 1

2 12.0 IDEAS AND THE HUMAN EXPERIENCE The purpose of this outcome is to investigate how the development of new ideas led to new ways of thinking about the world and humans role in it. We will also consider the influence of ideas and how they can influence human actions. Our main focus will be on the Scientific Revolution to help illustrate how a change in thinking can lead to new ways of living. We will begin by looking at how medieval people viewed the world and how the following helped change this: Renaissance Printing Press Reformation Overseas Exploration 12.1 IDEAS AND THE HUMAN EXPERIENCE This is where our story of ideas begins: 2

3 12.1 THE MEDIEVAL WORLDVIEW For the majority Europeans in the Middle Ages (500 CE to 1500 CE) life was as it had been for many generations. Most people fit into the following categories: Those who fought nobles, knights, and soldiers Those who prayed bishops, priests, monks, nuns Those who worked peasants Their worldview (understanding of the world and their place in it) was one that was traditional and simple by our standards: It placed the Christian God at the centre to all life and experience. For this reason, understanding of God and religion would help explain man s place in the universe. This was achieved mostly through knowledge of the Bible and ideas traditionally supported by the Catholic Church THE MEDIEVAL WORLDVIEW The importance of this way of thinking can be shown through the widely accepted (at the time) geocentric worldview. First devised by Greek philosopher Aristotle in the 4th century BCE, Earth was thought to be at the centre of the universe, orbited by the other planets. Earth was thought to be heavier than the other heavenly bodies, meaning Earth stood still, while the others were lighter or weightless, allowing them to orbit the Earth. 3

4 12.1 THE MEDIEVAL WORLDVIEW In the 2nd century CE, Ptolemy refined this view, creating what is known as the Ptolemaic Universe: Earth remained at the centre of existence and was orbited by the other heavenly bodies, but beyond the planets he argued there were infinite stars and heaven, where God, the angels and Heaven existed. Humans were believed to be the most important creature on Earth (created in God s image), therefore it made sense they believed they were at the centre of the universe. This was the dominant worldview accepted throughout Europe during the Middle Ages. Video The Ptolemaic Universe ( THE MEDIEVAL WORLDVIEW How would this emphasis on religion affect people s desire to seek knowledge? This worldview reinforced the idea that the best knowledge to pursue was the knowledge of God and the Bible, therefore making study of the natural world less important. There was less curiosity. Traditional Church knowledge was acceptable, while other knowledge that challenges this view was not. The power held by the Church during the Middle Ages was immense. It was a primary player in people s beliefs and how they should live their lives. Not only did the Church influence the average person, but it also held great influence over monarchs and the actions taken by countries as many kings and emperors sought to rule by approval of the Church. 4

5 12.1 THE MEDIEVAL WORLDVIEW Culture in Western Europe during the Middle Ages was less diverse than it is today. The Catholic faith was the only official religion and its head was the Pope in Rome. This common belief bonded people together and provided a sense of security regardless of where they lived or the language one spoke. For the average person, knowledge of the world came through the Church and is teachings. Few people received a formal education. Most people could not read or write. Most people in their lives did not travel more than a few miles from their birthplaces All this together meant that new ideas about nature and the world would spread very slowly THE MEDIEVAL WORLDVIEW View Terry Jones Medieval Lives: The Peasant ( 5

6 12.2 A CHANGING WORLDVIEW Between the mid-1500s to late 1600s a revolution in science would occur to permanently changed how people viewed the physical world. This revolution was characterized by: discoveries in astronomy the appearance of the scientific method and the laws of gravity new scientific instruments advances in medicine the knowledge of the human body 12.2 A CHANGING WORLDVIEW There were several factors that challenged the worldview of Western Europeans in the late Middle Ages and eventually contributed to the Scientific Revolution: The Renaissance (approx CE) Printing press (1452) The Protestant Reformation (1517) Voyages of exploration (1500s) 6

7 12.2 THE RENAISSANCE Between the 14 th 16 th centuries CE, a new age dawned in Western Europe, given expression by remarkable artists and thinkers. This age is called the Renaissance, meaning rebirth, which refers to a rediscovery of ancient wisdom and a focus on the individual. The Renaissance marked the transition from medieval times to the early modern world. Complete Italy: Birthplace of the Renaissance activity and keep it in your folder as part of your portfolio mark THE RENAISSANCE BEGINS IN ITALY The Renaissance (rebirth) began in Italy in the 14 th century. Italy s central location helped make it a center for the trade of goods and ideas. 7

8 12.2 THE RENAISSANCE BEGINS IN ITALY The Medici were the most wealthy family in Renaissance Italy. They were merchants who became bankers, establishing one of the first European banking organizations. They were so powerful they basically ran the city of Florence and even had four members elected pope! 12.2 THE RENAISSANCE The rebirth Italy experiences during the Renaissance refers to learning and knowledge. In particular, artists and academics rediscovered ancient Greek and Roman texts, sculpture, and knowledge that was lost or thought unimportant during the medieval period. The renewed interest in the ancient world led to people rediscovering things that had been forgotten or lost for centuries. To give us some idea of how important the knowledge of the ancients is, here are a couple of videos: 8

9 12.2 RENAISSANCE ARTISTS The Renaissance is important, not because it changed people s daily lives, but because it marked an important shift in worldview of Europeans: Led to far reaching changes in art, learning, and views of the world Artists painted and wrote about subjects that were relevant to people s daily lives, not solely religious or Church-based art. Artists and writers attempted to show humans and their lives as they really were and not idealized (E.g., they used perspective to show distance between the foreground and background in painting). They tried to be more accurate in their depictions of life. Michelangelo s David (1504) 12.2 RENAISSANCE ARTISTS Da Vinci s Mona Lisa (1503) Raphael s The School of Athens (1511) 9

10 12.2 RENAISSANCE WRITERS Boccaccio s Decameron (1353) was a collection of stories about every day lives that was funny, but sometimes off colour. His dialogue was considered very realistic. He, like other Renaissance writers, began writing in their spoken language (vernacular). Machiavelli s The Prince (1532) was a guidebook for leaders advising them on how to get ahead, even if it meant doing things that were questionable or underhanded. This involved success based on individual merit HUMANISM AND THE RENAISSANCE These artists show how human life and human achievement became a central focus for study (previously God and religious had been). Humanism became important. This refers to the intellectual movement that studied classical (Greek and Roman) cultures to increase understanding of their own times. Although most humanists were devoutly religious, they focused on worldly issues rather than religion (secularism). They believed education should stimulate creativity. They emphasized study of the humanities, such as grammar, rhetoric, poetry, and history. Individualism developed as the idea that people were entitled to seek their own fulfillment outside the needs of the community. Humanists studied the works of Greece and Rome to learn about their own culture. 10

11 12.2 LEGACY OF THE RENAISSANCE Paintings and sculptures portrayed individuals and nature in more realistic & lifelike ways. Artists created works that were secular (non-religious) as well as those that were religious. Writers began to use the vernacular (spoken languages) to express their ideas. The arts praised individual achievement. Christian humanists attempt to reform society changed views about how life should be lived. This introduced a curiosity into the way people would think about life THE PRINTING PRESS Gutenburg s 1452 invention allowed for the mass publication of literature. Greater availability of books Increased literacy rates Rediscovering knowledge and spread of new discoveries Published legal proceedings led to an increased understanding of rights Some publications challenged religious authority 11

12 12.2 THE REFORMATION FACT-FINDING MISSION In small groups, use your phone or textbook to find the following: 1. Who was Martin Luther? Find a photo and record five pieces of information about him. 2. Who was Johann Tetzel? Find a photo explain why he and Luther did not get along. 3. What are indulgences? Why did Luther think these were bunk? 4. What is the 95 Theses? 5. What was the name of the movement Luther started? Why was it important? 12.2 THE REFORMATION What different Christian churches exist in your community today? This variety is relatively new in history. During the Middle Ages and the Renaissance there was one dominant church organization in Western Europe Roman Catholicism. These new branches of Christianity would develop when groups began to question the policies and actions of the Catholic Church in late Middle Ages. They would establish their own Christian churches and this movement was called The Reformation. 12

13 12.2 THE REFORMATION To understand why people had problems with the Catholic Church, we need to know how it was organized and the power it had. The person in charge of the Catholic Church was the bishop of Rome The Pope. The pope was seen as God s representative on Earth and spoke for all Christians with God s authority. Below the pope were cardinals, who represented the pope in important matters and elects popes. Archbishops and bishops oversaw a number of churches in a country or region. At the bottom of the structure was the parish priest, who addressed the spiritual concerns of a single parish. 13

14 12.2 THE REFORMATION According to Catholic tradition, all people were born with original sin (from the first disobedience of Adam and Eve), meaning all people were sinners. People needed Gods Grace (approval or favour) to get into Heaven. This gave the Church considerable power in people s lives. Even kings and emperors feared for their souls. Popes used excommunication to force monarchs and nobles to obey the Church. This meant someone would literally be denied communication with God and, therefore, his grace. If one died while excommunicated, one would go to hell THE REFORMATION The Seven Sacraments were ceremonies or rituals that outwardly show the faith of Christians and through their use a connection to the Church and God. There was a sacrament for major moments or events in people s lives (e.g., birth, marriage, death). Performing these sacraments made sure people lived lives in accordance with Church teachings. The average person didn t study the Bible or even understand Church services (these were in Latin), so the seven sacraments were a vital part of what Christians did to be Christian. 14

15 12.2 THE REFORMATION It was common for people to get their knowledge of Christianity through art and architecture (sculpture, stained-glass, etc.). These are photos of Winchester Cathedral in England THE REFORMATION Some people began to think the Church had too much power over people and politics and abused this power. Complete The Printing Press and the Reformation and include it in your folder as part of your portfolio mark. 15

16 12.2 CAUSES OF THE REFORMATION As we have seen The Renaissance emphasized a more secular approach to life and individualism, instead of focusing only on the religious community and social order. This made personal pursuits and interests more valuable. The printing press helped spread these new ideas farther and faster across Europe. Why was The Holy Roman Empire (Germany) the place where the Reformation began? The empire was divided into many smaller states (like kingdoms) that competed for economic and political influence. These were governed by a high ranking noble called an elector. The emperor had difficulty fully controlling the electors. In these states, there were imperial free cities the emperor and pope had difficulty influencing these largely self-sufficient cities CAUSES OF THE REFORMATION Towards the end of the middle ages (14 th & 15 th centuries) some people began to criticize the Catholic Church: Popes were more worldly than many thought they should be. Some had families or were far too involved in politics. Priests were often less educated than they had been in the past, had families, or broke their religious vows by gambling or abusing alcohol. 16

17 12.2 CAUSES OF THE REFORMATION Several reformers tried to point out the problems associated with the Church, but most met with resistance or punishment. John Wycliffe ( ) believed the church should only follow Scripture and not traditional teachings or church policies. He also translated the Bible into English, which allowed more people in England access it. John Hus ( ) had ideas similar to Wycliffe and led a nationalist movement in Bohemia (modernday Czech Republic) and questioned whether the pope should be involved in worldly affairs. He was burned at the stake for his heretical views 12.2 CAUSES OF THE REFORMATION Erasmus ( ) was a well known Christian humanist who advocated for change in the Catholic Church. In his The Praise of Folly, he poked fun at greedy merchants and pompous priests. He believed Christian faith should be personal and real, rather than based on ceremonies and outward appearance. Thomas More ( ) was an English humanist who tried to describe a better or perfect world in his book Utopia. He believed a better society would have no war, greed, or corruption and for this reason believed in a perfect world there would be little use for money. By the early 1500s, many people in the church were ready for change. 17

18 12.2 LUTHER AND THE REFORMATION Martin Luther was a monk, who taught theology (the study of religion and God) at the university in Wittenberg, in Germany. He spent his adult life studying the Bible as a monk and as a university professor. He came to the conclusion that Christians should live by Scripture (what is written in the Bible) and not the policies and practices of the Catholic Church. Crash Course Video - NxE 12.2 LUTHER AND THE REFORMATION Luther developed three key ideas based on humanism and individualism (remember the Renaissance!) that went against traditional Catholic teaching: 1. Justification of Faith: Humans are not saved through their good works (e.g., paid indulgences), but through their deep and honest faith in God. This would become one of the chief teachings of the Protestant Reformation. 2. Authority of Scripture: the Bible, as the word and will of God, is the only source Christians should take as a basis for religious teachings and practices. The word of the Pope and the Catholic Church were not based on Scripture and should therefore be ignored. 3. Priesthood of All Believers: Luther taught that all Christians were equal and could interpret the Bible for themselves. This meant that the work of priests and the authority of the Catholic Church, would be greatly undermined. 18

19 12.2 LUTHER AND THE REFORMATION Luther s ideas were the result of years of studying Scripture and viewing the world around him and would eventually be crucial to the Reformation. But his involvement in public life and challenging the Church began in 1517, when he took issue with the Church s selling of indulgences. An indulgence is a pardon or forgiveness of sins that the Catholic Church sold to Christians. When purchased, the buyer received a certificate indicating the money was paid and the sins would be forgiven. This allowed the Church to raise great sums of money for its own purposes. People who didn t question the church, thought these were necessary for salvation and to reach Heaven LUTHER AND THE REFORMATION In 1517, Johann Tetzel, a friar and the Church s agent for selling indulgences in N. Germany, was collecting money to help the pope rebuild St. Peter s Church in Rome He promised the people that the indulgences he sold would not only relieve their sins, but would relieve them of guilt for future sins As soon as the money in the coffer rings, the soul from purgatory springs. People got the impression that buying indulgences would ensure their salvation and that they could literally buy their way into Heaven. Luther was having none of this, as he saw Tetzel s work, and that of the Church as a scam that took advantage of people. 19

20 12.2 LUTHER AND THE REFORMATION Luther s response was revolutionary at the time: On Oct. 31 st, 1517, Luther nailed a document on the doors of the local church in Wittenberg. The 95 Theses were a set of 95 statements that criticized the Catholic Church and it s practice of selling indulgences. He intended the document to be debated among the Church community and the public. This questioning of Church policy and practice made him an enemy of Pope Leo X LUTHER AND THE REFORMATION The printing press was vital to Luther s success: He knew short documents or pamphlets would be read and circulated quickly among the people and people were more likely to read these. Luther went viral in the 16 th century sense, as within a few years he had become the most published author in Germany and its most famous individual. The 95 Theses and other pamphlets Luther wrote were circulated all across Europe. 20

21 12.2 LUTHER AND THE REFORMATION The debate continued and Luther wrote more criticizing Church policy, all the while gaining more support within Germany. In January, 1521 Luther was excommunicated by the pope. He was summoned before the Emperor of the Holy Roman Emperor, Charles V, at the Diet of Worms. The plan was to force Luther to take back his criticism of the Church and be accepted back into the Catholic community. He refused and was branded a heretic (someone who believes something contrary to Church teachings). He went into hiding, but continued to write and describe his view of that Christianity should look like. He translated the Bible into German, thus allowing the common person to interpret Scripture themselves. The Religious Divisions in Europe, ca Prior to 1520, all of Europe was Roman Catholic 21

22 12.2 LUTHER AND THE REFORMATION Why were Luther s actions and the Protestant Reformation so important to Western Europe? It effectively ended the complete dominance of the Catholic Church in Western Europe and saw the beginning of new branches of Christianity, such as Lutheranism and Anglicanism. The Reformation challenged the authority of the Roman Catholic Church and hence beliefs that people accepted for hundreds of years. This made it possible for academics and scientific thinkers to advance ideas which might have seen them punished, tortured or killed at an earlier date. Protestants (those who believed a version of Christianity other than Catholicism) were much more open to new scientific ideas, because they though that God revealed himself in both the Bible and in nature. So nature should be studied because it helped to better understand God VOYAGES OF EXPLORATION The 15 th century saw an increase in global exploration by Western Europeans. This began not because people wanted to learn about the world, but for economic reasons: They sought spices, silks, and other goods that were not native to Europe, but were found in Asia. Trade routes over land were established with Asia for centuries, but took years to transport goods and wealth. They wanted to find a faster, ocean-based route that would connect Europe and Asia. A world map from

23 12.2 VOYAGES OF EXPLORATION The creation of sturdier boats with multiple masts (carracks), made longer voyages safer and possible. These allowed for greater use of wind while sailing and provided greater storage space for supplies and food. Improvements to the magnetic compass made it more reliable, allowed sailors to navigate the open ocean more safely. Before this, sailors always wanted to stay within sight of land for safer travel VOYAGES OF EXPLORATION These new technologies and the desire to increase trade fueled attempts to find new sea routes to Asia. Some explorers of note include: Christopher Columbus discovered the New World (the Americas) in John Cabot discovered Newfoundland in Ferdinand Magellan captained the first voyage of discovery that circumnavigated (sailed all the way around) the globe in Jacques Cartier explored and mapped the Gulf of St. Lawrence and part of what would be Canada in the 1530s. 23

24 12.2 VOYAGES OF EXPLORATION 12.2 VOYAGES OF EXPLORATION Why were these voyages significant? How did they influence Western European s worldview? Proved the earth was round and not flat because it could be circumnavigated. Continued to question accepted knowledge at the time because the world was proven to be larger than anyone had thought. Opened communication between Europeans and groups of people they did not know existed (e.g., Aboriginals in NL, people of what is now India, etc.) sharing of ideas and culture Video

25 How did discoveries in science lead to a new way of thinking for Europeans? In the mid-1500s, a profound shift in scientific thinking brought the final break with Europe s medieval past. At the heart of this Scientific Revolution was the assumption that mathematical laws governed nature and the universe. Therefore, people could know, manage, and shape the physical world. Until the mid-1500s, Europeans accepted the idea that the Earth was the center of the universe. This geocentric view was developed in ancient times by Aristotle and Ptolemy. By the Renaissance, it had become official Church doctrine. 25

26 Polish astronomer Nicolaus Copernicus challenged this view. In 1543, he proposed a heliocentric theory, or suncentered, model of the solar system. The Earth and other planets revolved around the sun. Copernicus revolutionary theory was rejected. If the classic scholars were questioned, then all knowledge might be called into question. But careful observations of the planets over years by Tycho Brahe supported Copernicus, but he couldn t explain it mathematically. Brahe s assistant, Johannes Kepler, used Brahe s data to calculate the orbits of the planets. Kepler found that the planets don t move in perfect circles as earlier believed, but their motion is governed by mathematical laws. 26

27 In Italy, Galileo Galilei built a telescope and observed several moons in orbit around Jupiter. He said these movements were the same as those of the planets around the sun. This contradicted Church doctrine that the Earth was the center of the universe. Galileo was tried for heresy and forced to recant his theories before the Inquisition. Despite opposition from the Church, a new approach to science emerged during the early 1600s. Scientists rediscovered Greek philosopher Plato, who saw mathematics as the key to learning about the universe. Francis Bacon and René Descartes challenged medieval scholarship that sought only to make the world fit into the teachings of the Church. 27

28 Descartes emphasized human reasoning as the best road to understanding. In his Discourse on Method (1637), he discarded all traditional authorities to search for knowledge that was provable through logic and reason. The only thing he could not question was doubt. Since he could doubt, he had to exist as a rational being. I think, therefore I am. Descartes Bacon and Descartes argued that truth is not known at the beginning of the inquiry, but rather at the end. Bacon stressed observation and experimentation. He wanted science to improve people s lives by developing practical technologies. Over time, scientists developed a step-bystep scientific method. It required the collection of accurate data and the proposal of a logical hypothesis to be tested. 28

29 Medieval chemists, called alchemists, had believed that any substance could be turned into any other and tried to transform ordinary metals into gold. In the 1600s, English chemist Robert Boyle: Explained that all matter is composed of tiny particles that behave in knowable ways Defined the difference between individual elements and compounds Explained the effect of temperature and pressure on gases (Boyle s Law) Isaac Newton linked science and mathematics. Newton theorized that gravity was the force that controls the movements of the planets. He believed that all motion in the universe can be measured and described mathematically. He contributed to the development of calculus, a branch of mathematics, to help explain his laws. 29

30 Advancements in medical knowledge in the 1500s and 1600s: In 1543, Andreas Vesalius published On the Structure of the Human Body, the first accurate and detailed study of human anatomy. In the early 1540s, Ambroise Paré developed new surgical techniques and tools, artificial limbs, and ointments to prevent infection. In 1628, William Harvey described the circulation of blood, showing that the heart was a pump. In the 1670s, Anton van Leeuwenhoek perfected the microscope and became the first person to see cells and microorganisms. In 1714 Gabriel Fahrenheit created the first mercury thermometer (his scale showed water freezing at 32 ). Anders Celsius created another scale in 1742 on which water froze at 0. 30