Man is allegedly the fulcrum around which every living subsistence revolves.

At every
stage of human civilization, man has been attempting to develop how to use his enormous
potentialities and further his intellectual pursuits to utilize the resources of nature for more
desirable living conditions. As human society progressed, man’s inquiry spirits, the advanced
lifestyle made him become conscious and curious learner. Learning and teaching as continuous
processes led the emergence of academic disciplines – philosophy, grammar, history, natural
sciences and etc. developed as intellectual pursuits continues (Ijah, 2013).
Science and history has no single universally accepted definition; the former is because
of its complex nature and the latter is affiliated to its abstracted aspects. Philosophers, educators
and scientists view the discipline from their various perspectives (Ijah, 2013). But both schools
of thoughts function together and established a relationship which took the human civilization on
another level. Studying the history of science allows human beings to have a glimpse into the
history of the world (Bistol, 2014). This relationship can further be examined during the rise of
mechanistic materialism in the seventeenth century when the concept of (w)holistic and
organismic movement focuses human attention on organisms, populations and even the
ecosystems, referring it as wholes and not as machines atomized into separable components. This
thinking was presumably apparent in the Naturphilosophie movement in Germany in the late 18th
and early 19th centuries, which emphasized the importance of perceiving organisms whose
properties were more than just a sum of its individual parts. Historian Anne Harrington
emphasized that holism in biology grew out of not only reaction to various biological
mechanisms of Roux, Loeb, and other scientist, but also as a reaction to cultural fragmentation
known associated with modernism. The fragmentation was most painfully obvious and
experience by Germany following the Versailles Treaty (Glennan and Illlari, n.d.).
Noted archaeologists like Collingwood, Taylor and Schiller in 1922 argued that history
and science are both different kinds of knowledge. Published in their book entitled, “Are History
and Science Different Kinds of Knowledge?”- that from the point of view of the theory of logic a
distinction be drawn between two schools of thoughts called respectively as History and Science.
A generally accepted fact and became a common property for centuries is history as a knowledge
of particulars and science as a knowledge of universal (Collingwood, Taylor and Schiller, n.d.).
The misconceptions on the shape of the earth is one argument battled by historians and scientists
even before Columbus set sail on the Atlantic Sea. During Dark Ages a popular perception was
developed, people believed that the Earth was flat and, if not for the Heroic bravery of the
voyager Christopher Columbus such ignorance (as referred by the scientists) will remain up until
the present era. The millennium of Columbus was called the Middle Ages where people do not
have a unified understanding of the size and geographical composition of the earthly sphere, but
they were then united by their conviction that it was a sphere and not until later the Hellenistic
astronomy and Aristotle has proven the claim. But with the evidence laid down and astronomical
explorations conducted the misconception of the spherical earth persisted even in the popular
consciousness (Cormack, 1994). Thus, science and history are different kinds of knowledge but
taking a grapple of how it works and what it is in the society is a step to the future of human
civilization.

REFERENCES:
Bistol, J.(2014, April 15). 10 Reasons the History of Science Matters. Retrieved
from: https://geekdad.com/2014/04/10-reasons-history-of-science/
Collingwood, R.G., Taylor, A.E. & Schiller, F.C.S.(n.d.). Are History and Science Different
Kinds of Knowledge? Retrieved from: https://www.jstor.org/stable/2249766?seq=1

Cormack, L.B. (1994, October 1). Flat Earth or Round Sphere: Misconceptions of the Shape of
the Earth and the Fifteenth-Century Transformation of the World. Retrieved from:
https://journals.sagepub.com/doi/abs/10.1177/147447409400100404?journalCode=cgja

Glennan, S. & Illari, P.(n.d.). The Routledge Handbook of Mechanism and Mechanical
Philosophy.Retrieved from: https://books.google.com.ph/
Ijah, A.(2013, July). The Unity of Knowledge: History as Arts and Science.
Retrieved from: https://www.ajol.info/index.php/ijah/article/view/106468