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The Scientific Revolution Issues - Essay Example

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The essay "The Scientific Revolution Issues" focuses on the main leaders of the scientific revolution, their contributions, and their consequences. Nicolaus Copernicus is the first major figure in the scientific revolution who developed Ptolemaic astronomy within Aristotelian physics…
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The Scientific Revolution Issues
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He also refuted the Aristotelian system that brought about his censorship by the catholic church until his death.

Isaac Newtown (1642-1727) advanced the existent theories of astronomy and formulated a comprehensive model of the workings of the universe based on gravitational law (Hatch, Para 6). He is also accredited to have developed calculus through his theories. Newton advanced Copernicus’ hypothesis of the earth is a planet, and that interplanetary space is empty.

Johannes Keppler (1571-1630) developed the cosmographic mystery accounting for planetary orbits. Keplerian astronomy was also credited with the heliocentric Copernican with uniform circular motion (Barrow, 56). Keppler defined the orbital characteristics of planets, and he thought he had exhausted the structural reality of the cosmos that he sought new celestial physics. He also had various contributions to mathematics (Hatch, Para 3).

The scientific revolution had profound impacts on both religious and educational beliefs. One of its consequences was the rise of skepticism such that a figure like Descartes even doubted its existence. He later realized that his thinking proved his existence.

Another consequence of the scientific revolution was the challenge to religion where science proposed that the universe worked within mechanical laws, thus without God’s intervention. The friction between science and religion led to the suffering of some of the pioneers of this revolution such as Galileo in the hands of the catholic church. The new science also led to a decline in the belief in natural and demonic magic. Since there had been an established religious culture, science brought about the divide between the learned and the popular culture (Brian et. al, Chapter 16).

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