Educational Scientific Revolution: Dr Pratik Mungekar

Scientific Revolution is the name given to a period of drastic change in scientific thought that took place during the 16th and 17th centuries. The Scientific Revolution was characterized by an emphasis on abstract reasoning, quantitative thought, an understanding of how nature works, the view of nature as a machine, and the development of an experimental scientific method.

Broader access to improved education acts as a major catalyst for empowerment, sustained economic growth, overcoming inequality and reducing conflict. We need an education system fit for the digital revolution.

In schools and institutions across the world, questions are being asked about how to make education fit for purpose, from both a supply and a demand perspective. On the supply side, the problem is around quality and quantity; there is a global shortage of qualified teachers and those who are in the profession are often obliged to deliver an inflexible curriculum with an over-dependency on exams not fit for purpose.

On the demand side, students are often underqualified in the core social skills required for later life and ill-prepared to adapt to a more flexible and analytical professional environment. The shift from factual learning to learning how to work on projects and better meet the future business environment is an issue frequently raised, providing both a challenge and an opportunity for change.

It is no surprise that getting every school, and ideally every child, connected to the online resource is a high-profile ambition for many. Whether via technology firms like Google and Facebook (using balloons and other solutions to provide connectivity to remote areas), or governments investing in fixed and mobile broadband infrastructures, the ability for every child to have access to the world’s information is pivotal and potentially transformational shift. Yes, some will get left behind at first, but the digital divide will, it is argued, be reduced and sometime in the next decade every school should be connected.

While Internet connectivity has a major role, many are also focused on fixing some of the basics, believing that although technology can help improve education it is not a silver bullet. It should be integrated with traditional education techniques which allow young people to develop holistically and become responsible citizens. Moreover, to achieve widespread success all teaching approaches have to be sustainable, replicable and scalable.

Foremost in terms of global impact is tackling the access challenge and improving quality and access to education seen as a common need in many countries and not just developing ones. In several Western countries, the imperative to engage more students in better education is seen as pivotal in mitigating the risk of a disenfranchised next generation. Not surprisingly, the universal support for enhancing female education is growing and getting input from the UN and governments through to foundations and NGOs.

The social, economic and political benefits of making sure girls get the same opportunities as boys are driving a host of initiatives. Some are addressing basic needs (making sure that girls make it through secondary education) and this means not just supporting the cultural shift of valuing daughters as much as sons but also providing sanitation – the lack of toilets is still highlighted as a reason why so many girls stop going to school when they reach puberty. In other areas, the net benefit of reducing population growth by delaying the age of having children is seen as a direct linkage to supporting girls in education for longer.


The early or foundational achievements in modern science were monumental. In magnetics, a credible account of the compass and of «mother earth» as a huge lodestone was given by Gilbert. In astronomy, the heliocentric theory of the solar system was articulated and defended by Galileo, with enormous mathematical and observational skills the elliptic path of planets was described by Kepler, and comets were identified as commonplace celestial objects and their regular orbits were calculated by Newton and hisfollowers. In mechanics, the long-standing problems of free fall and projectile motion were solved by Galileo and Huygens, the laws of motion formulated, and Newton’sgreat synthesis of terrestrial and celestial mechanics was achieved. In optics, the composite nature of white light was revealed and basic properties of reflection andrefraction were understood by Newton and Huygens.

Harvey understood the circulation ofblood and the role of the heart in physiology. In pneumatics the existence of blood, the vacuum and the operation of air pressure were understood by Torricelli and Pascal. In chemistry, the break with alchemy was initiated and the idea of elements was and refraction established by Boyle and others. In horology, timekeeping was perfected by Huygens’utilisation of the pendulum regulator, and the principle of the chronological method for solving his endeavours in the Natural Philosophy plant the longitude problem was accepted. In microscopy, the cellular structure ofplants, the profusion of micro-organisms in water and the existence of sperm cells‘animalcules’ were demonstrated by Van Leeuwenhoek and Hooke. These endeavours in Natural Philosophy were institutionalised with the establishment of The Royal Society in England (1660) and the Académie Royal des Sciences in France (1666)


When students study science in schools they are being initiated into a tradition of scientific thinking, language, competencies and knowledge claims. This initiation should be conscious rather than unconscious, critical rather than uncritical, historical rather than ahistorical, rich and engaging rather than barren and alienating. Inadequate understanding of traditions is one of the things that give rise to fundamentalisms of allsorts – religious, political and scientific. Where curricula encourage students to learn about science as well as learn the content of science, then a suitable introduction to the personalities, achievements and methodologies of the Scientific Revolution is an ideal way for this to be realised.

About Dr Pratik Mungekar

1) He is the first Indian to be appointed as the planetary Minister of Sustainable Development of Newly emerging The Kingdom of Atlantis (a Decentralized Sovereign kingdom)

2) He is the first youngest Indian whose book Introduction to sustainable Development Goals (Non-Academic) is now part of the Atlantean Education program.

3) He is the first youngest Indian to receive 250+ Honorary Doctorates from all over the world.

4)He is the first youngest Indian professor who taught more than 8000+ Students & Career guided 4000+ Students to date & the count is still on.

5) He is the first Indian who has 700+ International, National & State Awards at the age of 28 for his contribution to the field of Teaching & Research.

6) He is the youngest Indian to receive 125+ Honorary High Degrees across the Globe.

7) He is the first Indian to be appointed by 35+ International organisations in various High-positions at the same time.

8) He is the first youngest Indian to be appointed as an Ambassador by 36 organizations of many countries in almost all disciplines.

9) He is the first Indian youngest professor to start teaching at the age of sixteen, the age of twenty Seven He has completed twelve years of Teaching.

10) He is the first Youngest Indian to receive Royal &Prestigious Titles such as 1)Lecturus Magnificus (L.M.), 2) H.R.H. 5* Duke.

11) First Youngest Indian to receive Mendeleev’s Fellowship ( United Kingdom’s Highest Academic Honour).

12)First Indian to receive the distinguished title “Professor Wisdom” from Institución Cultural Colombiana Casa Poética Magia y Plumas ,Colombia South America.

Today, the name of Prof. Dr Pratik Rajan Mungekar is no longer common but is emerging as a distinguished Scientist, Professor, World Educationist, Published Writer, Counsellor, Social Worker and an International Speaker

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