In the first part of this course we explore what science is, what its goals are, what it does, how it works, what its limits are, and what are its basic assumptions about knowledge, methods, the world, etc. We take a closer look at the processes involved in developing scientific knowledge/models; we follow the path from the phenomenon of interest, via the processes of observation, measuring, interpreting data, applying statistical methods, forming hypotheses, constructing scientific models/theories, making predictions and experimental designs, and finally “manipulating” the phenomenon of interest in an experiment (or simulation). These knowledge processes are reflected from the perspective of your respective discipline and research questions. We will discover that it is not really clear what the epistemological status of the resulting (scientific) knowledge is and—as a consequence—we will have to question classical concepts of science, such as that science gives us a true and objective picture of the world, that science is independent of observer and cultural influences, etc. Alternative concepts, such as Kuhn’s scientific paradigms, the constructivist perspective, and others will be discussed as possible ways out.

Detailed program

group	topic	reference	chapter/page	remark	duration
1	Foundations: Science, theories, models, causality, and explanations				2h
		Godfrey-Smith, P. (2003). Theory and reality. An introduction to the philosophy of science. Chicago; London: University of Chicago Press.	pp 2–13	science and philosophy of science
		Okasha, S. (2002). Philosophy of science. Oxford: Oxford University Press.	chapters 1–3	science, scientific reasoning, and explanation
		Kosso, P. (1992). Reading the book of nature. An introduction to the philosophy of science. Cambridge, MA: Cambridge University Press.	pp 8–26 (optional)	theories
2	Scientific knowledge and reality. From reality to theory (and back)				2h
		Chalmers, A.F. (1999). What is this thing called science? (third ed.). Berkshire, GB: Open University Press.	chapters 2–3	observation & experiment
		Popper, K.R. (1959). The logic of scientific discovery. London: Hutchinson.	(optional)	Popper & falsificationism
		Chalmers, A.F. (1999). What is this thing called science? (third ed.). Berkshire, GB: Open University Press.	chapters 5–6 (7)	Popper & falsificationism
		Okasha, S. (2002). Philosophy of science. Oxford: Oxford University Press.	chapter 4	realism & antirealism
		Godfrey-Smith, P. (2003). Theory and reality. An introduction to the philosophy of science. Chicago; London: University of Chicago Press.	pp 155–162 (optional)	theory-ladenness of observation
		Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.	pp 20–38	learning, erxperience, knowledge, and science
3	Science as process: dynamics of scientific knowledge and its social embedding				2h
		Kuhn, T.S. (1970). The structure of scientific revolutions (second ed.). Chicago: The University of Chicago Press.		Kuhn and scientific revolutions
		Okasha, S. (2002). Philosophy of science. Oxford: Oxford University Press.	chapter 5	Kuhn and scientific revolutions
		Chalmers, A.F. (1999). What is this thing called science? (third ed.). Berkshire, GB: Open University Press.	chapter 8	Kuhn and scientific revolutions
		Godfrey-Smith, P. (2003). Theory and reality. An introduction to the philosophy of science. Chicago; London: University of Chicago Press.	chapters 5 & 6 (optional)	critical review of Kuhn
		Godfrey-Smith, P. (2003). Theory and reality. An introduction to the philosophy of science. Chicago; London: University of Chicago Press.	chapter 8	sociology of science

Requirements

Each group is responsible for designing a didactically demanding and appealing session in which the basic concepts and questions are presented and collaboratively worked on. Each session/group has to stick to its allocated time slots (see table above). This time includes all activities.

Your are supposed to present your work to the instructor(s) in advance (see schedule).

Requirements for presentation of above groups:

Use these texts as starting point for your presentation
You may use other texts as well—they have to cover the same concepts, however (but they may originate from another perspective/discipline)
Compare the texts where appropriate and develop an overall picture including different perspectives
Put and transfer the concepts being discussed in the text in the context of your own scientific work
Relate these concepts to your own questions where appropriate
Find examples from your discipline illustrating these concepts
Create a didactically appealing and challenging presentation
- This presentation should not be a sequence of isolated presentations, which do have almost nothing in common—rather this presentation should be a single presentation which is coherent (and may consist of "sub-presentations" which are closely related to each other)
- The whole group is responsible for the each part of the presentation
- Make use of different media and didactical elements
- Use elements for collaboratively/interactively creating knowledge
- Pose (your) questions and your personal remarks on the concepts/texts
- Schedule time for discussions, questions, breaks
- Stick to the schedule
- Plan some time for feedback

© M.F.Peschl

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units: A3 Philosophy of science

units: B knowledge creation/pesencing

B0: Questions

B1: Emergent Fields

B2: Co-Initiating

B3: Negotiating Observation

B4: Deep Observation

B5: Creating Collective Sense Organs

B6: Presencing

B7: Crystallizing & Prototyping

B8: Creating New Realities

B9: Reflection & Theory

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TBA