Unit rationale, description and aim
Set against the backdrop of the accumulated scientific knowledge of the ancient and medieval worlds, this unit will explore the origins, development and impact of modern science from the Scientific Revolution of the sixteenth and seventeenth centuries through to the Einsteinian revolution of the early twentieth century, and beyond. Through engagement with exemplary scientific works such as Copernicus' On the Revolutions of the Heavenly Spheres, Bacon's New Organon and Darwin's Origins of the Species, students will consider how, why and with what consequences western understanding of the natural world has changed over the last 500 years, and the ways science has interacted with and influenced society, culture and religion the world over. Students will also engage with other traditions that have informed the development of scientific thinking in western culture, including Islamic scientific advances of the medieval period and after.
The aim of this unit is to deepen students' understanding of the centrality of science to the development of western society and culture since the early modern era.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify key developments in, and major debates su...
Learning Outcome 01
Analyse, evaluate and contextualise major scientif...
Learning Outcome 02
Locate, interrogate and synthesise information fro...
Learning Outcome 03
Apply knowledge and skills to formulate intellectu...
Learning Outcome 04
Content
Topics will normally include:
- Scientific knowledge in the ancient and medieval worlds
- The origins and nature of the Scientific Revolution in Western Europe
- Debating the Scientific Revolution
- Scientific advances in the 18th and 19th centuries
- The Einsteinian Revolution
- Modern medicine in the twentieth century
- Science and religion
- Science, race and empire
- Science and art
- Non-western and Indigenous knowledge of the natural world
- Science and women
- Climate science and social debate
Assessment strategy and rationale
To help students to understand the importance of science to the development of western society and culture since c. 1500, it is essential that they acquire a knowledge of key developments in, and major debates surrounding, its history. The Knowledge Development Task allows students to develop, apply and demonstrate such foundational knowledge.
Third-year students are expected to be able to apply high-level undergraduate skills in their work. The Research Task gives students the opportunity to demonstrate their independent research skills, including locating, analysing, contextualising and synthesising a range of primary and secondary sources, presented as an evidence-based argument on a particular aspect of the history of science since c. 1500.
The BA (Western Civilisation) aims to encourage students to think flexibly and creatively, transferring and applying learning from one context to another. Students at the end of this unit should have the knowledge and skills to be able to connect themes, debates and events discussed over the course of the unit. The Summative Task gives students the opportunity to apply such knowledge and skills in answering a question, or questions, relating to the unit as a whole.
The assessment tasks for this unit have been designed to contribute to high quality student learning by both helping students learn (assessment for learning), and by measuring explicit evidence of their learning (assessment of learning). Assessments have been developed to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. These have been designed so that they use a variety of tasks to measure the different learning outcomes at a level suitable for third-year studies of Western Civilisation.
Overview of assessments
Knowledge Development Task. This task requires st...
Knowledge Development Task. This task requires students to read and discuss a selection of texts relating to the history of science since c. 1500.
25%
Research Task. This task requires students to use...
Research Task. This task requires students to use a range of primary and secondary sources to construct an evidence-based written response to a set question relating to a particular aspect of the history of science since c. 1500.
40%
Summative Task. This task requires students to us...
Summative Task. This task requires students to use knowledge and skills acquired or developed over the course of the unit to answer a question or series of questions relating to the unit as a whole.
35%
Learning and teaching strategy and rationale
This unit will be taught face-to-face in small groups with a Socratic method of teaching that encourages participatory learning and discussion. The unit will employ two formal methods of learning and teaching: lectures and seminars. Lectures are designed to introduce students to key developments, themes, interpretations and debates relating to the history of science, and to the great scientific works that lie at the heart of the unit. In this way, lectures will also establish a framework appropriate for independent student learning. Seminars are intended to provide students with a supportive peer-to-peer learning environment in which they can engage meaningfully with the textual case studies chosen for the unit. Students consolidate their understanding, knowledge, analytical and communication skills through rigorous debate with other students and staff. Seminars may take a variety of forms, all of which provide different learning opportunities, including: working in pairs to share ideas; working in small groups for quick analysis, debate and identification of the most relevant and salient information; opportunities to brainstorm; opportunities to participate in whole group discussions; opportunities to learn through informal presentations.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit. The learning and teaching and assessment strategies include a range of approaches to support learning such as reading, reflection, discussion, webinars, podcasts, video etc.