Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Karola Stotz
Contact via karola.stotz@mq.edu.au
Rel
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(12cp at 100 level or above) or admission to GDipArts
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
How does science work? Should scientific method be privileged over other ways of knowing? How do scientific theories change over time? Should the history of science be seen as an unfolding tale of intellectual and technological progress, or as a messier and ambivalent process? This unit introduces central issues in the philosophy of science, including: the nature of observation and experiment; the question of scientific realism; the rationality or irrationality of scientific revolutions; the relation between science and values; and the nature of explanation. This unit presumes no particular background in science – it is suitable for students with a background in arts disciplines as well as for students in the social, behavioural, biological, and physical sciences.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
All tasks will be assessed using the criteria and learning outcome listed under the description of each task, such as: understanding, critical evalution, written expression (etc). Each assessment will be graded using a rubric that will be available in gradebook.
Name | Weighting | Hurdle | Due |
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Participation | 20% | No | Weekly |
Weekly blog and reflection | 20% | No | Weekly |
Research Essay Plan | 10% | No | Week 10 |
Short persuasive writing task | 15% | No | Week 6 |
Research Essay | 35% | No | Week 13 |
Due: Weekly
Weighting: 20%
The unit is held as a weekly 2-hour seminar, without tutorials. Internal students are required to attend 70% of all seminars o participate in discussion of required readings for each seminar.. Each week there will be required readings posted on iLearn. To each of these readings there will be some questions that are posted on the iLearn site.
Class participation marking criteria:
(Adapted from Tyler, J. (2004) Class Participation Assessment Guide. Department of Education, Brown University).
External students should provide courteous and relevant feedback on the blog posts of at least two other students in 7 weeks of the semester. The marking criteria are the same as for internal students.
Submission: Weekly in-class (internal students), Weekly on iLearn (external students)
Grading: Students will receive a grade out of 10 for participation each week averaged over 10 best (an interim report on participation will be provided to all students at mid-semester)
Due: Weekly
Weighting: 20%
All students are expected to complete a short weekly reflective blog post (100-200 words) on the reading material. These posts should be critical reflections on the reading (rather than summaries). The completion of at least 7 weekly blog posts is a requirement for this assessment. At the mid of the semester (week 6) students will select three of these posts on which to write a 750 word reflection which will be assessed.
This assessment task will be assessed by the following criteria set out in the following learning outcomes:
1. A working knowledge of some of the current major issues connecting philosophy and science 2. The ability to understand and critically evaluate the theories and arguments studied, identify their strengths and weaknesses, and develop an appreciation of the ways in which these positions have developed in response to identification of problems in other views 3. An ability to understand and critically evaluate theories and arguments in the philosophy of science. 4. An ability to express and expound the positions studied clearly and lucidly 5. Students should start to develop their own philosophically informed views on the issues studied and defend their views, clearly and courteously in response to critical evaluation from others in discussion and in writing
Submission: iLearn
Grading: Grading: Pass/10 for each submitted blog, fail/0 for not submitted Final grade: Pass (70 for 7 - 100 for 10) or fail
Due: Week 10
Weighting: 10%
Students will produce a detailed plan of the research paper for peer review. An planning worksheet will be provided on iLearn.
This assessment task will be assessed by the following criteria set out in the following learning outcomes:
1. A working knowledge of some of the current major issues connecting philosophy and science 2. The ability to understand and critically evaluate the theories and arguments studied, identify their strengths and weaknesses, and develop an appreciation of the ways in which these positions have developed in response to identification of problems in other views 3. An ability to understand and critically evaluate theories and arguments in the philosophy of science. 4. An ability to express and expound the positions studied clearly and lucidly 5. Students should start to develop their own philosophically informed views on the issues studied and defend their views, clearly and courteously in response to critical evaluation from others in discussion and in writing
Submission Instructions for Internal Students: Students will bring their plan to tutorial in week 10 for peer feedback and discussion.
Submission Instructions for External Students: External students will post their essay plans to the external students forum and provide feedback on at least one other plan.
Feedback from convenor, some peer feedback .
Grading: Pass/Fail.
Due: Week 6
Weighting: 15%
All students will complete a 750 word persuasive writing piece on three of the weekly reflective posts. There will be instruction on how to complete such a task at the iLearn site.
This assessment task will be assessed by the following criteria set out in the following learning outcomes:
1. A working knowledge of some of the current major issues connecting philosophy and science 2. The ability to understand and critically evaluate the theories and arguments studied, identify their strengths and weaknesses, and develop an appreciation of the ways in which these positions have developed in response to identification of problems in other views 3. An ability to understand and critically evaluate theories and arguments in the philosophy of science. 4. An ability to express and expound the positions studied clearly and lucidly 5. Students should start to develop their own philosophically informed views on the issues studied and defend their views, clearly and courteously in response to critical evaluation from others in discussion and in writing
Submission: iLearn
Grading: Students will receive a grade out of 100 for the paper.
Due: Week 13
Weighting: 35%
Students will write a research paper of 2000 words which provides a careful critical examination, based on reasons, argumentation and evidence, of a set topic. A list of topics will be made available on iLearn in week 7, and the research paper must answer one of these set questions.
Submission: Turnitin submission on iLearn
Grading: Students will receive a grade out of 100 for the paper.
The lecture are held weekly on Fridays from 10-11am at W5C 335, and from 11-12 at E5A 130.
Tutorials will be held weekly, with the exception of Week 1 and Week 3. Time and place will be announced shortly.
The Readings will be listed on iLearn:
The main readings will be chapters from: • Peter Godfrey-Smith, Theory and Reality: An Introduction to the Philosophy of Science (Science and Its Conceptual Foundations series), University of Chicago Press
Additional Readings will be distributed prior to class: o Oppenheim, P., & Putnam, H. (1958). The Unity of Science as a Working Hypothesis. In H. Feigl, M. Scriven & G. Maxwell (Eds.), Minnesota Studies in the Philosophy of Science (Vol. II, pp. 3-36). Minneapolis: University of Minnesota Press. o Fodor, J. A. (1974). Special sciences, Or the Disunity of Science as a Working Hypothesis. Synthese, 28, 77-115. o Bechtel, W., & Abrahamsen, A. (2005). Explanation: A Mechanistic Alternative. Studies in History and Philosophy of the Biological and Biomedical Sciences, 36, 421-441. o Weber, M. (2005). Philosophy of Experimental Biology. Cambridge, New York: Cambridge University Press. (Chapter 2) o Woodward, J. (2001) "Law and Explanation in Biology: Invariance Is the Kind of Stability That Matters." Philosophy of Science 68 (1): 1-20 o Woodward, J (2010) “Causation in biology: stability, specificity, and the choice of levels of explanation”. Biol Philos 25:287–318
Useful additional reading: • Chalmers, A. F. What Is This Thing Called Science (Third Edition). Queensland: University of Queensland Press, 1999. • M. H. Salmon, J. Earman, C. Glymor and J. Lennox (eds), Introduction to the Philosophy of Science, Hackett Pub Co Inc; 1 edition (1999) • Hacking, Ian. An Introduction to Probability and Inductive Logic. Cambridge and New York: Cambridge University Press, 2001.
Date and Topic |
Subtopics and Readings
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Week 1: Background (Karola Stotz) |
1.1 Chapter 1 Introduction
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Week 2: Evidence and Testing
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2.1 Chapter 2 Logic plus Empiricism 2.2 Chapter 3 Induction and Confirmation |
Week 3: Popper; Causation (Karola Stotz) |
3.1 Chapter 4 Popper: Conjecture& Refutation 3.2 Woodward 2010 Causation in Biology |
Week 4: Scientific Change
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4.1 Chapter 5 Kuhn and Normal Science 4.2 Chapter 6 Kuhn and Revolutions |
Week 5: Theory Choice
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Chapter 10 Naturalistic Philosophy in Theory and Praxis
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Week 6: Social Organization of Science 1 |
6.1 Chapter 7 Lacatos, Laudon, Feyerabend … 6.2 Chapter 8 The Challenge from Sociology of Science |
Week 7: Social Organization of Science 2
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7.1 Chapter 9 Feminism and Science Studies 7.2 Chapter 11 Naturalism and the Social Structure of Science |
Week 8: Scientific debates: Reductionism, Unity and Autonomy of Science (Karola Stotz) |
8.1 Oppenheim & Putnam 1958: The Unity of Science 8.2 Fodor 1974 Reductionism and the Autonomy of Science |
Week 9: Scientific debates: Reductionism, Mechanisms and Emergence (Karola Stotz) |
9.1 Mechanistic explanations (B&A 2005) 9.2 Reductionism, Laws and Mechanisms (Weber 2005) |
Week 10: Explanations & Causal Explanations (Karola Stotz |
10.1 Chapter 13 Explanations 10.2 Woodward 2001 Causal Explanations |
Week 11: Theory Choice 2
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11.1 Hacking chs 11-19 The Theory of Probability 11.2 Chapter 14 Baysianism and Modern Theories of Evidence |
Week 12: Metaphysics and Philosophy of Science
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12.1 Chapter 12 Scientific Realism 12.2 Chapter 15 Empiricism, Naturalism and Scientific Realism |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Macquarie University provides a range of Student Support Services. Details of these services can be accessed at:
http://www.deanofstudents.mq.edu.au/
Or
http://www.campuslife.mq.edu.au/campuswellbeing
Another useful support service is provided by the Learning Skills unit which you can find at: http://www.mq.edu.au/learningskills/.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Extensions and special consideration |
Requests for extensions must be submitted in writing to the convenor at least 3 days prior to the final submission date accompanied by supporting documentation. Note, other study commitments will not be considered as an acceptable reason for requesting an extension. Email requests should include the unit code in the subject heading.
Where no extension has been granted, up to 5% of the total mark for that assessment may be deducted for each day the assignment is late, including weekends and public holidays.
http://www.mq.edu.au/policy/docs/special_consideration/policy.html
Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consideration form and all supporting documentation.
The online Special Consideration application is found at: http://www.arts.mq.edu.au/current_students/undergraduate/admin_central/special_consideration.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
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Date | Description |
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26/06/2017 | Changed from lecture to seminar without tutorials. |