In her visit to Colby, Professor Aronova touched on the three various intertwined origin stories, the Origins of Science, Idea of Scientific Revolution, and Origins of the discussion of the history of sciences. Centering on the scientific revolution as a basis of scientific discovery and exploration, was it a transitionary period or single event? We can further question the definitions of the scientific revolutions and origins by looking at such feats and their origins in modern times. A number of changes that occurred during the Scientific Revolution are unlikely to be recognized as non-scientific now given what has been established scientifically, however the origins of any scientific revolution could be placed upon any numbers of years, ranging back to Aristotle’s relevance in 350BC to Roger Bacon’s in the 1800’s. Would the science that was considered to be modern at the time, be considered modern now? Should we alter what we call The Scientific Revolution” to A Scientific Revolution?  We must look at the accomplishments and societal transformations of the last several centuries in relativity, as it is truly impossible to singularly define “modern science” without comparing it to the past.

 

How heavily does history play into The Scientific Revolution? Professor Aronova touched on the study of historiography, defined as the study of history and what historians said about that past. So when does the historiography of science start? While this idea and name is relatively recent, the actual practice could seemingly be stretched back as far as philosophy and science go, as every scientific study automatically has its implications and associated history attached. Why is this history of science important, though? Does it really even matter to know this information? I would argue yes, that is entirely critical to scientific study. As an STS major, I look to history not only as an interest, but a necessity of having context. STS is an extremely intersectional major, and not only relies on science and its effects, but understanding the study in a broader lens, as these multidisciplinary studies are what truly inform scientific discovery and progress. Developing far-reaching conclusions and multiply angled views is dependent on defining both what is being sought to be achieved, alongside what has been achieved historically. Using past learning supplements growth, coupling fact with fiction and producing new knowledge. Additionally, history provides context in advancement, showing origins and new origins, particularly underscoring the difference between the two and recognizing the “new origins” dependence on the past.