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Science History DOCUMENT RESUME ED 245 770 JC 840 392 TITLE Interdisciplinary Studies Program. Teacher's Guide: Part II'. INSTITUTION Valencia Community Coll., Orlando, Fla. SPONS AGENCY National Endowment for'the Humanities (NFAH), Washington, D.C. PUB DATE 31 May 84 GRANT EH-20175-82 NOTE 189p.; For related documents, see JC 840 390-394. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Christianity; Community Colleges; Course Content; Course Objectives; European History; General Education; Humanism; *Interdisciplinary Approach; Philosophy; Political Science; Science History; Two Year Colleges; *Western Civilization ABSTRACT This teacher's guide was developed for the second of four courses in Valencia Community College's Interdisciplinary Studies Program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's topic (i.e., the foundations of modern thought laid in the Medieval period, Renaissance, Reformation and Counter-Reformation); introduces each unit; discusses each topic within each unit, including information on methodolcgy and main points to be stressed; and provides student papers showing the work in each unit. The units of the course are: (2) Theological World View, which includes an introduction to Judeo Christian religion and its influenceon Western culture during the Medieval period; (2) Theological Humanism, which traces the birth and development of the Renaissance; (3) Religious Backlash--Scientific Progress, which looks at the Protestant Reformation through the eyes of Martin Luther and the Catholic' Counter-Reformation through the eyes of St. Teresa de Avila and St. Ignatius Loyola, and considers the scientific discoveries of the day; (4) The Old State vs. The New State, during which the study of the complete texts of "The Prince," by Machiavelli; "Macbeth," by Shakespeare; "Candide," by Voltaire; and "Second Treatise on Government," by John Locke introduce students to various aspects of government; and (5) Science Creates a New World, which includes the philosphy and discoveries of Descartes, Bacon, and Newton. (AYC) ***********************************;r*********************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** TEACHER'SGUIDE PARTII Interdisciplinary Studies Program Valencia Community College Orlando, Florida U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY J. L. Schlegel TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERICI." ) Chairman: J. Louis Schlegel, III Prepared with a grant from the National Endowment for the Humanities EH-20175-82 May 31, 1984 TYi1ESTER II CONTENT The theme of Semester II the second it,..,,:0Iution in '.,,,stern consciousness--the scientific zel:p_ution of t;!,.,? 16tt-arAd 17.t e2turies when the foundations of moArn tntl.hhtwere 2.4e, Se7.r.:.:st6r hegins by examining the theological worlcJ of the :'7iP.;,dieval pe!rir)d that students may understand the 1::;)at the Rez.,iE:sance had thought. After examining an. he rebirth _4.Greek idealism, students study movement::,t&e.' ReforffntIon and Counter-Reformation. th.7, that the refor71 movements rejecting many of the Renais..i.avze;.ci:es, scienti are inquiriqg inta the unknown, moving knowledge fiLrwar6 t accordance those Fossance ideals. Students examine v.1,!: of sta" onarchy, compare it to the new concept of e-eiwcracy. Firizl:y students stuf.ty the full fruition of this early work in the ritciples physics laid down by Sir Isaac Net,7c-n, ,,Fwtonian syCrA::-!s ri:,7-both 15,;..is up the scientific revol,Aion of 1,!. and 17th ceu' i ar,. pr3pels man forward into a new age supplau r0..ifian as Eurrpe's well-spring of vales. This content is divided into units. Unit 1_, "to.e.)1.4...,:41 World View," looks at the Medieval Students a::e ,J;;!;!Qd4icarl first to the idea of an omniscient and omnipoLei:.z. :.;d through 1"-.r'om "The Book of Job." This is followed by excerpts fr(-!::; t6 "a. he Romans" which introduces them to the Christiancont, from St. Augustine's City of God move them from the early.Ch1,-.7fol to a Medieval view of god. A lecture on the economics the feu,:.,; jstem emphasizes how this system contributed to god's exaltedposition and man's -debased one. This view is, in turn, re-emphasized b;a s14de lecture on Medieval religious art and listening to examples ofMedieval music. The topics covered in Unit I are: Theological World View (Introduction) The Book of Job The Apostle Paul The Epistle of Paul to the Romans Religion and Western Culture Saint Augustine The City of God Early Christian and Medieval Art Te Deum Laudamus Unit II, "Theological Humanism," traces the birth and developmentof the Renaissance. It begins by examining Peter Abelard's emphasison reason and St. Thomas Aquinas' attempt to synthesize faith andreason. A lecture on the development of European capitalism underscores the idea thateconomic changes produce intellectual changes and explains why people felt theneed to from faith to reason. Devcio-ments i i Renaissance architecure an 'Aire, cr:7 when they are , 1 .(,: Medieval examp rats. this shift of empk),' on the Dignity of el1a Mirandola present lissance world view, the( ,Ygical 206 humanism. The influence of this work is then traced through the painting of Botticelli, Leonardo da Vinci and Michelangelo.The birth of science in the time is examined in the work of Nicolas Copernicus (De Revolutionibus) and da Vinci. The topics covered in Unit II are: Peter Abelard Abelard and Heloise Summa Contra rntiles The Renaissa: An Overview Mathematics and Painting in the Renaissance Giovanni Pico della Mirandola "Oration on the Dignity of Man" Michelangelo:The Last Giant (film) The Sistine Chapel Ceiling Sonnets by Michelangelo Nicolaus Copernicus De Revolutionibus Orbium Caelestium Leonardo da Vinci Tell Me If Anything Was Ever Done (film) Unit III, "ReligiousBacklash--ScientificProgress," looks at the Protestant Reformation through the eyes of Martin Luther, and at the Catholic Counter-Reformation through the eyes of St. Teresa de Avila and St. Ignatius Loyola. The Protestant emphasis on music, culminating in the work of Bach, is contrasted to the Catholic emphasis on architecture, sculpture and painting which culminates in.St. Peter's basilica. At the same time that students study the religious backlash, they also study the scientific discoveries of the day and see how intimately the two are related historically, while they are, at the same time, so diametrically opposed. They studycthe three laws of planetary motion discovered by Johannes Kepler, and lean . that he was persecuted by the Protestant reformers and then study ,alileo's famous work in early physics and learn of his persecution by the Inquisition.The topics covered in Unit III are: The Reformation;! Martin Luther i "Ninety-Five Theses" "The Freedom of a Christian" Johannes Kepler Kepler's Science "The Harmony of the Spheres" ("Cosmos" episode) The Counter-Reformation "Spiritual Exercises" Autobiography of St. Teresa of Avila "Grandeur and Obedience" (Program 7 of "Civilization") Galileo Galilei "Letter to the Grand Duchess Christina" Galileo's Science Galileo by Bertold Brecht (film) Unit IV, "The -1d State vs. The New State," introduces students to the j. _omplete works. First, hP\' -ad Machiavelli's The Prince ideals of *.he :anent, monarchy. Then they h" by Shakespc:Are to ^ns to a prince who rules 207 unwisely. They also see Roman Polanski's filmed version of introduces them to film as an artistic medium. Next they read "Candide" by Voltaire which shows the decadence of the old state and Voltaire'scontempt for it compared to the democratic theories emanating from England. Lastly, students examine -John Locke's "Second Treatise on Government"as the birth of the nev, democratic concept of state. The topics covered in Unit IV are: "The Princes and the Powers of the Italian Renaissance" The Prince "Macbeth" by Shakespeare Candide by Voltaire Candide (videocassette) John Locke "An Essay Concerning the True and Original Extent and End of CiVil Government" Unit V, "Science Creates a New World View," covers the philosophy and mathematic discoveries of Rene Descartes, the emphasison empiricism fostered by Sir Francis Bacon and the culmination of classical science in the work of Newton.The topics covered in Unit V are: Introduction:Rene Descartes "Discourse on Method" Sir Francis Bacon Novum Organum Perspectives:Newtonian Synthesis Newton's Preface to the First Edition of the Principia Mathematica General Scholium of the Principia Scholium of the Principia Newton's Science SKILLS AND COMPETENCIES Semester II continues to emphasize all of the competencies emphasized in Semester I. However, this semester_ students are expected to demonstrate a higher level of mastery than in Semester I. To this end, students are introduced to longer and more difficult readings. Several works are examined in their entirety.Students are asked to master more complicated writing skills. They now write essays in which they must formulate and state clearly complicated theses which they support with examples drawn from an interdisciplinary spectrum. They must write conclusions which demonstrate their ability to analyze and draw logical inferences.They write one lengthy paper in which they must critically analyze four complete works and compare and contrast them (Unit IV, "The Old State vs. The New State.") During this semester, more emphasis is placed on interpreting the visual arts than was placed in Semester I. Students learn to observe carefully painting, sculpture, architecture and film and to draw inferences from tLeir observations. 208 Also, more emphasis is placed on developingan awareness of a historical continuum between past and present andon learning to see history as an economic-social-cultural pattern. None of thisis new to the students since all of these ideaswere introducedin Semester I. However,in Semester II these skills are emphasized and refined.
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