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Code PHIL 300
Term 201301
Title Philosophy of Science
Faculty Faculty of Arts and Social Sciences
Subject Philosophy(PHIL)
SU Credit 3
ECTS Credit 6.00 / 6.00 ECTS (for students admitted in the 2013-14 Academic Year or following years)
Instructor(s) Gurol Irz?k irzik@sabanciuniv.edu,
Detailed Syllabus
Language of Instruction English
Level of Course Undergraduate
Type of Course Click here to view.
Prerequisites
(only for SU students)
SPS102 SPS101
Mode of Delivery Interactive lecture
Planned Learning Activities Interactive,Communicative,Discussion based learning
Content

This course is an introduction to the main issues and approaches in the philosophy of science. Topics to be covered are the origins, the nature and the aims of science; the problem of demarcation; the problem of induction; the nature of scientific explanation; the rationality of science and scientific objectivity; scientific method, theories and their testing; scientific revolutions; realism/anti-realism debate; and science and values.

Objective

See the course outline.

Learning Outcome

Learning the nature of science and how it differs from non-scientific endeavors.
Acquiring the key concepts for scientific inquiry such as hypothesis, theory, model, method, prediction, explanation, observation, experiment, and evidence.
Developing an ability to analyze scientific texts (identifying the hypothesis or theory under test, identifying initial conditions and auxiliary assumptions required for testing, specifying the prediction, assessing the outcome of the testing.)
Understanding science not only as an cognitive-epistemic system of thought and practice, but also as a social institution in its relation to the broader social context.

Programme Outcomes
 
Common Outcomes For All Programs
1 Understand the world, their country, their society, as well as themselves and have awareness of ethical problems, social rights, values and responsibility to the self and to others. 2
2 Understand different disciplines from natural and social sciences to mathematics and art, and develop interdisciplinary approaches in thinking and practice. 5
3 Think critically, follow innovations and developments in science and technology, demonstrate personal and organizational entrepreneurship and engage in life-long learning in various subjects. 4
4 Communicate effectively by oral, written, graphical and technological means and have competency in English. 5
5 Take individual and team responsibility, function effectively and respectively as an individual and a member or a leader of a team. 3
Common Outcomes ForFaculty of Arts & Social Sci.
1 Develop a thorough knowledge of theories, concepts, and research methods in the field and apply them in research design and data analysis. 3
2 Assess the impact of the economic, social, and political environment from a global, national and regional level. 1
3 Know how to access written and visual, primary and secondary sources of information, interpret concepts and data from a variety of sources in developing disciplinary and interdisciplinary analyses. 4
Assessment Methods and Criteria
  Percentage (%)
Final 25
Midterm 50
Assignment 15
Participation 10
Recommended or Required Reading
Readings


D. Lindberg, ?Science and its origins?, in The Beginnings of Western Science, The University of Chicago Press, 1992.

?History of Science?, Wikipedia. http://en.wikipedia.org/wiki/History_of_science#cite_note-49.

A. F. Chalmers, ?Inductivism: science as knowledge derived from the facts of experience? in What is this thing called Science??, 2nd ed. University of Queensland Press, Open University Press, 1982.

K. Popper, ?Science: conjectures and refutations?, in Conjectures and Refutations, Harper and Torch books, 1963.

A. F. Chalmers, ?Theory Dependence of Observation? in What is this thing called Science??, 2nd ed. University of Queensland Press, Open University Press, 1982.

K. Popper, ?Science: conjectures and refutations?, in Conjectures and Refutations, Harper and Torch books, 1963.

R. Nola and G. Irz?k, ?Hypothetico-deductivism as a methodology in science?, Chapter 8, in Philosophy, Science, Education, and Culture, Springer, 2005.

P. Godfrey-Smith, ?Explanation?, in Theory and Reality, The University of Chicago Press, 1977.

?Evolution and the nature of science?, National Academy of Sciences, in Darwin (ed.) P. Appleman, 3rd ed. Norton, 2001.

?Frequently asked questions about evolution and the nature of science?, National Academy of Sciences, in Darwin (ed.) P. Appleman, 3rd ed. Norton, 2001. (Highly recommended but not required.)

E. Sober, ?What is wrong with intelligent design??, The Quarterly Review of Biology 82: 3-8, 2007.

H. Brown, ?Scientific revolutions?, in Perception, Theory and Commitment, The University of Chicago Press, 1977.

T. Kuhn, The Structure of Scientific Revolutions, in Philosophy of Science (eds) T. McGrew, M. Alspector-Kelly and F. Allhoff, Wiley-Blackwell, 2009.

G. Irz?k, ?Cognitive/epistemic and social values in science?. Unpublished manuscript.

?Lysenkoism? in Wikipedia. http://en.wikipedia.org/wiki/Lysenkoism
Read upto the section ?Repercussions?.

J. Kourany, ?What Feminist Science Studies can Offer?, in Philosophy of Science After feminism. Oxford: Oxford University Press, 2010.

D. Resnik, ?Ethics of science?, in Routledge Companion to Philosophy of Science (eds.) S. Psillos and M. Curd, Routledge, 2008.

G. Irz?k, ?A Family Resemblance Approach to Science?. Unpublished manuscript.

Optional Readings

A. Chalmers, What is this Thing Called Science? 3rd ed. Indianapolis; Cambridge: Hackett, 1999.

The Routledge companion to philosophy of science. (Eds.) S. Psillos and M. Curd. New York: Routledge, 2010.