STS3 - Cradles of Early Science
STS3 - Cradles of Early Science
STS3 - Cradles of Early Science
Pedral
PUP- CSDPS
Science
Asian
• Brahmagupta defined zero as
a result from subtracting a
number from itself, gave
arithmetical rules on positive
and negative numbers,
described the methods of
multiplication using the place-
value system, presented
algorithms in the calculation
of square roots and
presented numerous
astronomical works. Brahmagupta
Asian
• Kerala came up with different mathematical infinite
series leading to the convergent expression of the
“pi”. The mathematical influence of India is very wide
that it also incorporates trigonometric functions, some
ideas in calculus and geometry including a belief that
Pythagorean Theorem somehow originated from
them.
Asian
• India also had a long history of medicine. The medical
practice, advocates a system of human over divine
intervention, is still being used in India and is now known as
“Ayurveda”. This medical procedure uses herbs and drugs
from animal and mineral origins which lead to researches
of potential naturally occurring substances. In addition to
this, India also practiced vaccination, rhinoplasty and eye
surgery before they were introduced to the Western culture.
Egyptian science
• Toothpaste was made of rock
salt, mint, dried iris petals,
and pepper. Another recipe
contains ox hooves and ash,
which, mixed with one's
saliva, created a cleansing
paste for the teeth. To aide
one’s breath, tablets were
created from spices like
cinnamon and frankincense
heated in a honey mixture,
which became the world's
rst breath mints.
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
fi
Egyptian Engineering & Construction
• The quarrying and transport of
obelisks are well documented
(though how the immense
monuments were raised is not)
and shows a strict adherence
to a standard procedure.
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
Egyptian Astronomy
• Astronomy was important to the ancient Egyptians on
two levels: the spiritual and the practical. The stars
told the stories of the gods' accomplishments and
trials but also indicated the passage of time and the
seasons.
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
Egyptian Astronomy
• Astronomical observations led to astrological
interpretations which may have been adopted from
Mesopotamian sources via trade. Strictly astronomical
examination of the night skies, however, were
interpreted in terms of pragmatism and recorded in
mathematical calculations measuring weeks, months,
and years.
Egyptian Mathematics
• Rosalie David, an egyptologist said that,
"Mathematics served basically utilitarian purposes in
Egypt and does not seem to have been regarded as
a theoretical science.
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
Egyptian Mathematics
• Plato regarded the study of geometry necessary for
clarity of mind and it is thought he took this concept
from Pythagoras who rst learned it from the priests
in Egypt.
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
fi
Egyptian Medicine
• The three best-known works dealing with medical
issues are the Ebers Papyrus (c. 1550 BCE), the
Edwin Smith Papyrus (c. 1600 BCE), and the London
Medical Papyrus (c. 1629 BCE).
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
fi
Egyptian Medicine
• The Ebers Papyrus is a text of 110 pages treating ailments
such as trauma, cancer, heart disease, depression,
dermatology, gastrointestinal distress, and many others.
Egyptian Dentistry
• Dentistry does not seem to have evolved at the same
pace as other branches of medicine but still was more
advanced and showed a greater knowledge of dealing with
oral pain than later remedies practiced by other cultures.
Arab Revolution
Arab Revolution
Arab Revolution
Arab Revolution
References
Aikenhead, G. (2003). STS Education: A Rose by Any Other Name. Routledge Press. Retrieved from https://education.usask.ca/documents/
profiles/aikenhead/stsed.pdf
Avery, J. (2017). Science and society. New Jersey: World Scientific. Retrieved from https://doi.org/10.1142/10227
Amory Starr & Jason Adams (2003) Anti-globalization: The Global Fight for Local Autonomy, New Political
Science, 25:1, 19-42, DOI: 10.1080/0739314032000071217
Bryant, C. D., & Peck, D. L. (2007). 21st century sociology: A reference handbook. Thousand Oaks: SAGE Publications.
Casadevall A, Fang FC. 2016. Revolutionary science. mBio 7(2):e00158-16. doi:10.1128/mBio.00158-16.
Active/Cooperative Learning.(n.d.). Retrieved from http://fc.civil.tamu.edu/home/keycomponents/collaborative_learning.html
Culture and Civilization (2006). Springer, Berlin, Heidelberg. Arts, Sciences, and Economics, 1-7. doi:10.1007/3-540-34424-1_1
Hall, J., & Watson, W. H. (1970). The effects of a normative intervention on group decision-making performance. Human Relations, 23, 299–317.
https://www.worldhistory.org/article/967/ancient-egyptian-science--technology/
Kagan, S., & Kagan, M. (2015). Kagan Cooperative Learning: Dr. Spencer Kagan and Miguel Kagan. San Clemente, CA: Kagan Publishing.
Keith, L. (2005). Cultural Universals and Particulars. International Studies in Philosophy,37(4), 175-178. doi:10.5840/intstudphil200537440.
Kuhn, Thomas S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
Larson, G., Piperno, D. R., Allaby, R. G., Purugganan, M. D., Andersson, L., Arroyo-Kalin, M., … Fuller, D. Q. (2014). Current perspectives and
the future of domestication studies. Proceedings of the National Academy of Sciences of the United States of America, 111(17), 6139–
6146. http://doi.org/10.1073/pnas.1323964111.
Longino, Helen, "The Social Dimensions of Scientific Knowledge", The Stanford Encyclopedia of Philosophy (Spring 2016 Edition), Edward N.
Zalta (ed.), retrieved from <https://plato.stanford.edu/archives/spr2016/entries/scientific-knowledge-social/>.
Lonner, W. J. (2013). Universals. The Encyclopedia of Cross-Cultural Psychology,1308-1311. doi:10.1002/9781118339893.wbeccp553.
References
Mansour, N. (2009). Science-Technology-Society (STS): A New Paradigm in Science Education. Bulletin of Science, Technology & Society, 29(4),
287–297. https://doi.org/10.1177/0270467609336307.
Massey, D. S. (2002). A Brief History of Human Society: The Origin and Role of Emotion in Social Life: 2001 Presidential Address. American
Sociological Review,67(1), 1. doi:10.2307/3088931.
Meslec, N., & Curşeu, P. L. (2013). Too close or too far hurts cognitive distance and group cognitive synergy. Small Group Research, 44, 471–497.
Pedretti, E. (2005). STSE education: Principles and practices. In: Aslop, S., Bencze, L., Pedretti, E. Eds. Analysing Exemplary Science Teaching:
Theoretical Lenses and a Spectrum of Possibilities for Practice, Open University Press, McGraw-Hill Education.
Pimentel, D., Berger, B., Filiberto, D., Newton, M., Wolfe, B., Karabinakis, E., Clark, S., Poon, E., Abbett, E., Nandagopal, S.; Water Resources:
Agricultural and Environmental Issues, BioScience, Volume 54(10), 1 October 2004, Pages 909–918, https://doi.org/
10.1641/0006-3568(2004)054[0909:WRAAEI]2.0.CO;2.
Rundell, J. (n.d.). Introduction: Civilization, Culture and the Human Self-Image. Classical Readings in Culture and Civilization,1-35.
doi:10.4324/9781351227025-1.
Scupin, Raymond & DeCorse, Christopher. (2016). Anthropology: A Global Perspective, 8th edition.
Usher, A. P. 1988. A history of mechanical inventions. New York: Dover Publications.
UNESCO Universal Declaration on Cultural Diversity (2002).UNESCO.
Viergever, M. (1999). Indigenous Knowledge: An Interpretation of Views from Indigenous Peoples. In L. M. Semali & J. L. Kincheloe (Eds.), What
is indigenous knowledge? : Voices from the Academy / edited by Ladislaus M. Semali and Joe L. Kincheloe (pp. 333 - 359): Garland Pub.
Wagner, P. (2008). Modernity as experience and interpretation: A new sociology of modernity. Cambridge: Polity Press.