|
|||||||
---|---|---|---|---|---|---|---|
When | Dates | ||||||
|
|||||||
Who | Significant | ||||||
Terms | and | People | |||||
What |
|
||||||
How | |||||||
Prologue The origins of how we observe, know, and teach about the world lies in the substratum of the late middle ages when people's credulous and frightened characteristics were faced with challenges to authority, civil unrest, famine and incessant warfare. Added to these unsettling personal and social dislocations were a series of discoveries about the earth and celestial bodies all traveling amid material forces shattered old beliefs about order. Such ideas when combined altered the way people would think about the places, the planet and the diverse peoples of the earth. Stability was, if it ever existed, submerged in a sea of contesting beliefs, methods and such different assumptions that to safeguard their wealth and status humans sacrificed their rivals and killed in the name of heaven for fleeting power on earth. |
|||||||
Where | Outline | Japanese garden, 2006. | |||||
1 | background | Renaissance and nationalism: fostered a break-up of ecclesiastical property and translations of the Bible into national languages, | |||||
2 | underlying | Finance and commercial revolution and the fracturing of principalities | |||||
3 | immediate | Hundred Years Wars and the Hapsburg responses | |||||
4 | climax | Protestant Reformation and the wars of religious fanaticism | |||||
5 | conclusion | A challenge to tradition & authority ecclesiastical & temporal revolts Emergence of a methodology |
|||||
Sources | |||||||