Philosophy of Science
| Module title | Philosophy of Science |
|---|---|
| Module code | SOCM945 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Dr Adam Toon (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 5 |
|---|
Module description
To provide a thorough and rigorous discussion of the main issues in contemporary philosophy of science.
To foster techniques of analytical and critical inquiry.
Module aims - intentions of the module
To provide a thorough and rigorous discussion of the main issues in contemporary philosophy of science.
To foster techniques of analytical and critical inquiry.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a thorough understanding of the main realist and anti-realist arguments on the epistemological status of scientific theories;
- 2. alternative accounts of the nature of scientific theories;
- 3. the problem of continuity vs. revolutionary change in the history of science,
- 4. and its philosophical consequences; the main philosophical theories of confirmation and induction;
- 5. the role of laboratory experimentation in the production of scientific knowledge.
- 6. Locate all these issues in the wider debate on philosophical theories of knowledge.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. Demonstrate detailed awareness of the methods used by natural and social scientists, and their philosophical 'explication'/justification by philosophers of science.
- 8. Criticise and evaluate philosophical theories of knowledge-production from a purely logical viewpoint
- 9. Use empirical and historical case-studies to enrich and criticise philosophical theories.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. Construct and evaluate ideas.
- 11. Formulate and express ideas at different levels of abstraction.
- 12. Assess and criticise the views of others.
Syllabus plan
Introduction
Popper
Kuhn
The Sociology of Scientific Knowledge
Social epistemology
Science and values
Theories and models
Scientific representation
Understanding
Experiment
Practice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 278 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 22 | 11 x 2 hour seminars |
| Guided independent study | 278 | Independent study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Seminar presentations | Throughout term | 1-12 | Verbal feedback |
| Compulsory readings | Throughout term | 1-12 | N/A |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay 1 | 50 | 4,000-5,000 words | 1-12 | Written feedback |
| Essay 2 | 50 | 4,000-5,000 words | 1-12 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay 1 | Essay 1 (4,000-5,000 words) | 1-12 | Next reassessment period |
| Essay 2 | Essay 2 (4,000-5,000 words) | 1-12 | Next reassessment period |
Indicative learning resources - Basic reading
Barnes, B., Bloor, D., & Henry, J. (1996) Scientific Knowledge: A Sociological Analysis. Chicago: University of Chicago Press.
Cartwright, N. (1983) How the Laws of Physics Lie. Oxford: Clarendon.
Curd, M., Cover, J.A. and Pincock (Eds.) (2012) Philosophy of Science: The Central Issues. New York: Norton.
Godfrey-Smith, P. (2003) Theory and Reality: An Introduction to the Philosophy of Science, Chicago: University of Chicago Press.
Goodman, N. (1954) Fact, Fiction, and Forecast. Cambridge, MA: Harvard University Press.
Kuhn, T. (1970) The Structure of Scientific Revolutions. Chicago: Chicago University Press.
Latour, B. (1987) Science in Action: How to Follow Scientists and Engineers through Society. Cambridge, MA: Harvard University Press.
Lipton, P. (1991) Inference to the Best Explanation. New York: Routledge.
Okasha, S. (2002) Philosophy of Science: A Very Short Introduction, Oxford: OUP.
Popper, K. (1959) The Logic of Scientific Discovery. London: Routledge.
Psillos, S. (1999) Scientific Realism: How Science Tracks Truth. London: Routledge.
Van Frassen, B. (1980) The Scientific Image. Oxford: Clarendon.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/10/2008 |
| Last revision date | 16/10/2012 |
