History Weblecture for Unit 35
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For the interactive timelines, click on an image to bring it into focus and read notes.
Click on the icon to bring up the timeline in a separate browser window. You can then resize the window to make it easier to read the information.
Click here: Timeline PDF to bring up the timeline as a PDF document. You can then click on the individual events to see more information if you want. Exploring this version of the timeline is optional!
Historical study requires us to keep track of when different events occured, so that we can make assumptions about which event was influential on later events.
If the historian trusts historical information in its plain transmitted form and has no clear knowledge of the principles resulting from custom, the fundamental facts of politics, the nature of civilization, or the conditions governing social organization, and if, furthermore, he does not evaluate remote or ancient material through comparison with near or contemporary material, he often cannot avoid deviating from the high road of truth.
In our first year, we started our survey of science and its history with the questions what is science? and what are the topics and methods appropriate to science?
Our focus this term is on the development of modern theories of matter, energy, space and time, the organization of living forms, the origins of life and its diverse forms, and the nature of human consciousness, order to answer the questions of our own time, what are the limits or science? and how are we to best use our scientific knowledge? Many of the key issues facing us are evident in legal battles, movies, literature, and the popular press:
All of these issues have an impact on how we live, treat each other, and relieve poverty and disease in the world, so a basic understanding of the underlying science is necessary to help us make decisions wisely as stewards of God's creation.
Besides the issues that result from scientific research into different areas of nature, we also need to investigate how science itself is done. Here we consider the issues of
Consider each of these points at greater length by working through this presentation on Science Issues. (Click on the link, then use the controls at the bottom of the screen to page through the slides).
Read the material in the box carefully, remembering the suggestions in the previous unit's discussion of "Reading for Meaning". Even though this section is short, you may want to take notes, look up terms, and write down your own reflections as you read.
For example, the US department of Education sets standards for scientific "literacy" to achieve these
The goals for school science that underlie the National Science Education Standards are to educate students who are able to
These goals define a scientifically literate society. The standards for content define what the scientifically literate person should know, understand, and be able to do after 13 years of school science. The separate standards for assessment, teaching, program, and system describe the conditions necessary to achieve the goal of scientific literacy for all students that is described in the content standards.
As we study the efforts of philosophers, scientists, and engineers for the last four centuries, and look at the modern theories to which they contributed key concepts, you may find the roots of some of these issues.
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