Course Objectives
Explainand interpret recent topics and perspectives in contemporary Philosophy of Science.Recognize the central role of Models and Representation in science and the philosophical implications.
Analyze the redefinition of the classical concepts of the philosophy of science that incorporate the issue of values and recognize the contextual nature of knowledge, avoiding the rejection of its regulatory function.
Summarize and evaluate the arguments in favor of the democratization of science. Democracy in content, in their practices and setting goals and objectives.
Contents
Topics and perspectives in Contemporary Philosophy of Science. Models and Representation.
Epistemological aspects of the practice of science. The redefinition of the concepts of objectivity and rationality. The social nature of scientific knowledge.
Naturalistic approaches in Philosophy of Science. The "political" turn of the Philosophy of Science.
Democracy and Scientific Communities. The commitment to democratic participation within scientific communities.
Democracy and content, goals and objectives of science.
Conditions for the possibility of a sustainable and Democratic Science. Social Epistemology and revitalization of Pragmatism.
Science and Gender. The inclusion of gender perspective in research and innovation.
Basic and complementary bibliography
1. Dieguez, A., (2011), La evolución del conocimiento. Biblioteca Nueva, Madrid.
2. Fricker, M. (2007), Epistemic Injustice. Oxford University Press
3. Giere, R. (2006), Scientific Perspectivism. University of Chicago Press.
4. Koertge, N. (1998), A House Built on Sand. Exposing Postmodernist Myths About Science. Oxford U.P.
5. Longino, H., (1990), Science as social Knowledge. Princeton University Press.
6. Longino, H., (2001), The Fate of Knowledge. Princeton UniversityPress.
7. Marcos, A., (2010), Ciencia y acción. Una filosofía práctica de la ciencia. FCE.
8. Kitcher, P., (2001), Science, Truth and Democracy. Oxford University Press, New York.
9. Kitcher, P., (2003), “What kinds of Science should be done?”, in Lightman, A., et al,
Living with the Genie. Island Press, Washington, pp. 201-224.
10. Kitcher, P. (2011), Science in a Democratic Society. PrometheusBooks, N.Y.
11. Perdomo, I., y Sánchez, J, (2003) Hacia un nuevo empirismo. Biblioteca Nueva, Madrid.
12. Perdomo, I., y Puy, A. (eds.), (2012), Género, Conocimiento e Investigación. Plaza y Valdés, Madrid.
13. Solomon, M., (2001), Social Empiricism. The MIT Press, Cambridge.
14. Schiebinger, L, (1999) Has Feminism Changed Science?, Harvard University Press.
15. Schiebinger, L. (2008) Gendered Innovations in Science and Technology.
16. Van Fraassen, (2002), The Empirical Stance. Yale University Press, New Haven y London.
17. Van Fraassen, (2008), Scientific Representation. Oxford University Press.
Skills
Basic skills
BS6. To have a strong knowledge base that allows them to innovate in the development and/or implementation of ideas, especially for research purposes.
BS7. The ability to apply the knowledge they have acquired and their ability to solve problems in new or little known areas within wider (or multidisciplinary) contexts related to their field of study.
BS8. The ability to integrate knowledge and deal with the complexities of forming opinions based on incomplete or limited information, including reflections on social responsibilities and ethics.
BS9. The ability to clearly and unambiguously communicate conclusions and the knowledge and reasons behind them to specialized and non-specialized audiences.
BS10. Learning skills to carry out further studies and research in a self-directed and autonomous way.
General skills
GS1. Students should be able to produce readable, detailed and technically correct documents and research work that meets the current international standards for the disciplines.
Specific skills
SS1. The ability to identify traditional and current knowledge specific to the field of logic and philosophy of science, as well as the different trends of thought and tradition involved.
SS2. Mastery of the analytical tools provided by philosophy to facilitate the clear identification of the semantic, logical, epistemological, ontological, axiological and ethical factors that are present in science and technology.
SS3. The ability to assess disputes, considering and overviewing alternatives to decide upon the better justified and reasoned parts.
SS4. To be able to identify arguments as they appear in texts, dialogues and discussions, assessing their accuracy, acceptability and persuasiveness.
TeachingMethodology
-Theoretical-classes: Explanation of philosophical issues, concerns, and questions
- Practical work. Participation in class discussions about the articles or book chapters recommended
-GuidedWork. Research and writing essays on the topics or problems selected.
- Tutored online work.
AssessmentSystem
Attendance and class participation: 20%
Monitored or guided course work: 40%
Final Essay: 40%
Study time and individual work
Total hours: 125hours
Total on-site lessons: 10hours
Total on-site theoretical lessons: 10hours
Total hours individual work: 115 hours
Tutorials: 10hours
Tasks to be done along the semester: 73hours
Final exam or final essay supervised by the teacher: 32hours
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