ࡱ> xzw@ 55bjbjצצ 1n$V H  ////L/ GD0000(0111;;;;7&<AFG$ JR[LXjGr411,5|5@jG00GP8P8P85R00;P8r4;P8P88["80~0 仞/589<G0G8L7*L8 L6 81?2|P82d3S111jGjG D *:8 * Philosophy of Science PHIL 173 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course examines the nature of scientific knowledge and its claim to possess a distinctive method of inquiry. Outcome Statement: Students will be able to demonstrate understanding of the mode of inquiry which is the scientific method. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Scientific Literacy, Philosophical KnowledgeSkill(s) Developed:Critical Thinking Skills and DispositionsValues Requirement(s) satisfied: CORE LEARNING OBJECTIVES  First Knowledge Area (Scientific Literacy): Loyola graduates should be able to: (a) Perceive the basic philosophical and historical foundations of contemporary science. (Besides the obvious focus on the "philosophical" foundations of contemporary science, this course will also discuss actual "historical" cases of inquiry from one or more of the natural and social sciences, such as the development of astronomy from Copernicus through Newton, or Dalton's atomic theory, or Darwinian theory.) (b) Demonstrate an understanding of the fundamental principles, concepts, and knowledge of the sciences. (In order to examine the methodological issues that are the focus of this course, actual cases of scientific inquiry will be utilized.) (c) Use cognitive and mathematical skills employed by scientists. (These "cognitive skills" include the types of reasoning employed in the exercise of the "scientific method," such as in testing hypotheses, evaluating the results of such tests and adjusting the hypotheses in response to them, the judicious use of ad hoc hypotheses, etc.) (d) Develop both a critical attitude toward narrow and simplistic characterizations of scientific reasoning, and an appreciation of the diversity of methodological approaches for which "the scientific method" is a general umbrella. Section Knowledge Area (Philosophical Knowledge): Loyola graduates should also be able to: (a) Demonstrate an understanding of major philosophical questions with careful attention to the historical and conceptual development of these questions and to the contributions they make to human understanding. (This course will provide an historical overview of the development of various positions in the philosophy of science, as well as some acquaintance with how practicing scientists of the past have themselves employed a "method" of inquiry.) (b) Articulate some of the major problems and responses central to philosophical inquiry, including questions concerning truth and knowledge, reality, and moral values and social justice. (This course focuses on "questions concerning truth and knowledge," namely, the nature of scientific knowledge itself.) (c) Demonstrate an understanding of the importance of philosophical inquiry for examining and assessing the theoretical foundations and assumptions underlying major disciplines of knowledge (such as, for example, in the areas of philosophy of science, philosophy of religion, and social and political philosophy). (d) Demonstrate the ability to provide reasoned argument in support of their ideas, to assess judiciously the underlying assumptions of their positions, and to provide fair and reasonable evaluations of alternative positions. (This competency is also described in the "critical thinking skills" section below.) The following outcomes are common to both knowledge areas. Students will be able to: (a) identify and distinguish the principal differences between deductive and inductive reasoning (b) explain why there are difficulties in establishing the validity of inductive reasoning (c) describe the different roles assigned to empirical observations in relation to theoretical hypotheses, e.g., confirmation, falsification, generation ("discovery") (d) identify the function of these components of scientific method in actual historical cases drawn from one or more of the natural or social sciences (e) explain what some of the major approaches are to characterizing a general "scientific method" and why this is still a controversial matter (f) evaluate and criticize these approaches in a balanced way while defending their own point of view (that is, to "think critically" about this scientific embodiment of critical thinking). Skills (Critical Thinking Skills and Dispositions): Students will be able to: (a) read and interpret philosophical texts, demonstrating their comprehension by their ability to explain them when asked to do so, either in examinations, essays or other format (b) analyze relationships among concepts and claims made in these philosophical texts (or among philosophical ideas and positions developed in class) and distinguish among even subtly differing philosophical positions (c) evaluate the strengths and weaknesses among the varying points of view they will encounter. It is of the essence of philosophical inquiry, of course, that such diversity of viewpoint be developed within the context of every philosophy course and be presented to students precisely as a means of enhancing their ability to evaluate in this way (d) not only grasp the concepts, positions and arguments of the viewpoints they encounter, but to develop their own points of viewa process that encourages the exercise of their own imagination, resources and creativity by requiring them to strike out on their own (e) examine both their own philosophical positions and those of others with balance and a critical eye, weighing reasons for and against, examining them and defending them with arguments of their own devising. (f) examine not only the arguments they put forward in this way, but also be aware of the motivation behind those arguments through critical self-reflection. PROCEDURES  Full Course Description: Examines the nature of scientific knowledge and its claim to possess a distinctive method of inquiry. Considers issues relating to inductive and deductive reasoning, the nature of explanation, theory, observation, evidence and the confirmation and falsification of hypotheses. Will examine actual, historical cases of inquiry from one or more of the natural and social sciences. Will also treat such issues as: the cultural context of scientific inquiry, the logic of discovery debate, the value-implications of scientific and technological knowledge, and the status of scientific knowledge in our understanding of natural processes, social institutions and human well-being. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all. The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the objectives for the first knowledge area, you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  See previous comment.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site.  Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities .  Many teachers circulate their course calendars separately from the syllabus. 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