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:What is a (scientific) model
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Reading: D.C.Stove, ''[http://ontology.buffalo.edu/stove/500-600.htm Popper and After:Four Modern Irrationalists]''
Reading: D.C.Stove, ''[http://ontology.buffalo.edu/stove/500-600.htm Popper and After: Four Modern Irrationalists]''


==September 5: Labor Day Observed==
==September 5: Labor Day Observed==

Revision as of 13:11, 10 July 2022

Philosophy of Science

Fall Semester 2022, Monday 1-3:40pm. Special weekend session on November 12-13.

(PHI 420/520) Registration

Undergraduate 23577
Graduate 23578

Venue: Park 141

Instructors:

Barry Smith
Jobst Landgrebe

Prerequisites: Open to all persons with an undergraduate degree and some knowledge of philosophy.

Office hours: By appointment via email at phismith@buffalo.edu

The Course

Course Description: What are the essential features of a scientific discipline, and how are the different scientific disciplines related to each other and to the world which they seek to represent? This course will provide an introduction to questions such as this, beginning with a treatment of the role of models in different types of science, and of the truthmakers for different kinds of scientific proposition. We then attempt to create a synoptic and non-reductionist view of science in its entirety, aiming to do justice to each of the sciences from a realist point of view, and at the same time throw light on the interplay between the natural sciences and mathematics, and between the sciences in general and the world of common-sense experience.

Course Structure: This is a three credit hour graduate seminar.

The final session will be structured around powerpoint presentations by the students in the class. These presentations will be recorded.

Target Audience: The course is open to all interested students with an undergraduate degree and some knowledge of philosophy.

Sample Topics

What is a scientific model?
Descriptions, Explanations, Interpretations, Predictions
Classifying sciences
Science as a habit
Simple and complex systems
The reproducibility crisis
The applicability of mathematics
Philosophy of explicit and implicit mathematics
Carl Stumpf: Philosopher in the Lab
Do the mathematical entities mathematicians use exist independently of the mathematicians who use them?
Popper and after: Four modern irrationalists
Can we discover new scientific theories using AI?
The role of ontology in information-driven science
Nancy Cartwright
The Metaphysics Research Lab
Powers and dispositions
Singular dispositions (chemistry and interpersonal attraction, charisma, intersubjectivity ...)
Philosophy of mathematics
Explicit vs. implicit mathematics
Structural, patterns, Wesenszusammenhänge
Units of measure, measurement results, equations

August 29: Introduction to the Philosophy of Science

Aristotle
Bolzano
The Vienna Circle
Popper
Lakatos
Kuhn
Feyerabend
Stove

Some questions:

What is science?
What is logic?
What is mathematics?
What is a (scientific) model

Reading: D.C.Stove, Popper and After: Four Modern Irrationalists

September 5: Labor Day Observed

September 12: Darwin, Genes, and Units of Measure

From Aristotle to Darwin

From the Vienna Circle to the Gene Ontology

Ontology of units of measure

Video: Quantities (units of measure) as fiat universals

Reading: Alan Code, Searle, Aristotle, and the mind-body problem (1994)

September 19: Scientific and Commonsensical Realism

Aristotle, Scotus, Peirce and the Metaphysics of Science
An introduction to truthmaking
The metaphysical realism of Duns Scotus
Peirce's metaphysical realism
Peirce and chemical diagrams
Peirce on the continuum
Peirce and mereology

Slides

Video

Boler, Peirce and the Medievals
Campbell, The Chemistry of Relations
Pihlström, "Truthmaking And Pragmatist Conceptions Of Truth And Reality".
Smith, "Characteristica Universalis"
Stjernfelt, Diagrammatology
Stjernelt, "Mereology and Semiotics"

September 26: Biological Sciences

Ontology of Niches, Affordances, Settings, Places, Habitats: From Aristotle to Gibson and Barker and the Hutchinsonian Niche

Slides
Video

October 3: Medical Sciences

October 10: Psychological Sciences

Behavior settings as emergent relational structures in everyday life

Slides
Video

Readings:

Heft, "Perceptual Information of 'An Entirely Different Order'"
Heft, "Places: Widening the Scope of an Ecological Approach to Perception"
Heft, Ecological Psychology in Context
Smith, "Toward a Realistic Science of Environments"
Smith, "Objects and Their Environments: From Aristotle to Ecological Psychology"

October 17: Science as a Historical Phenomenon

October 24: Science as a Social Phenomenon

October 31: Science and the Replication Problem

November 12-13: Philosophy of Physics with Jobst Landgrebe (weekend session)

Saturday (To save time, the lunchbreaks are short; it is recommended that you bring your lunch with you when you arrive each morning)

09:00
10:15 Break
10:30
12:00 Lunch
12:30
13:45 Break
14:00
15:15 Break
15:30
17:00 Close

Sunday

09:00
10:15 Break
10:30
12:00 Lunch
12:30
13:45 Break
14:00
15:15 Break
15:30
17:00 Close

November 15: Student Projects

Background Reading

Barker, Roger "On the Nature of the Environment", Journal of Social Issues, October 1963.
Gibson, James J. (1966) The Senses Considered as Perceptual Systems
Gibson, James J. (1979) The Ecological Approach to Visual Perception
Parsons, Talcott (1951) The Social System
Peirce, C. S. "How to Make our Ideas Clear"
A. Chemero, "[1] An Outline of a Theory of Affordances]", Ecological Psychology, 15(2), 181–195
Harry Heft, Ecological Psychology in Context : James Gibson, Roger Barker, and the Legacy of William James's Radical Empiricism
Peter Munz, Philosophy and the Mirror of Rorty, Philosophy of the Social Sciences 14 (2):195-238 (1984)
Thomas Natsoulas Gibson's Environment, Husserl's "Lebenswelt," the World of Physics, and the Rejection of Phenomenal Objects, The American Journal of Psychology, Autumn, 1994, Vol. 107, No. 3 (Autumn, 1994), pp. 327-358
Barry Smith (ed.), Foundations of Gestalt Theory, Munich, 1988.
Barry Smith, "Toward a Realistic Science of Environments", Ecological Pschology 21 (2), April-June 2009, 121-130
Barry Smith “Objects and Their Environments: From Aristotle to Ecological Psychology”, in Andrew Frank, Jonathan Raper and Jean-Paul Cheylan (eds.), The Life and Motion of Socio-Economic Units (GISDATA 8), London: Taylor and Francis, 2001, 79–97. [On Roger Barker on behavior settings]
Frederik Stjernfelt, "Mereology and Semiotics", Sign Systems Studies 28:73-97 (2000)
Fumiaki Toyoshima and Adrien Barton "A Formal Representation of Affordances as Reciprocal Dispositions", TriCoLore (C3GI/ISD/SCORE), 2018
Rob Withagen and Anthony Chemero Affordances and classification: On the significance of a sidebar in James Gibson’s last book, Philosophical Psychology, Vol. 25, No. 4, August 2012, 521–537
Robert H. Wozniak, "Commentary on Watson (1913)"

Student Learning Outcomes

Program Outcomes/Competencies Instructional Method(s) Assessment Method(s)
The student will acquire a knowledge of the philosophy of both the natural and social sciences. Lectures and class discussions Review of reading matter and associated online content and participation in class discussions
The student will acquire experience in using the methods of philosophical argument, in formulating complex propositions on the interrelations between philosophy, science, and mathematics. Participation in practical experiments Review of results
The student will acquire experience in formulating ideas using powerful persuasive prose. Creation of documentation and youtube presentations Review of results

How to Write an Essay

Jordan Peterson's Essay Writing Guide
Steven Pinker, The Sense of Style, Penguin Books, 2014
Strunk and White, The Elements of Style
Harvard's guide to writing philosophy
Jim Pryor's guide to writing philosophy

Important Dates

Sep 7 - about now start to discuss by email the content of your essay or essays with Dr Smith
Sep 25 - submit proposed title and abstract
Oct 10 - submit a table of contents and 300 word summary plus draft of associated ppt slides
Oct 20 - submit first draft of essay (~1000 words) and associated powerpoint (~10 slides)
Nov 15 - submit second draft of essay (~2000 words) and associated powerpoint (~10 slides)
Nov 22 - class presentation
Dec 11 - submit final version of essay and powerpoint and upload final version of video to youtube

Grading

Grading will be based on two factors:

I: understanding and criticism of the material presented in classes 1-13

All students are required to take an active part in class (and where relevant on-line) discussions throughout the semester.

II: preparation of an essay, and associated powerpoint slides and recorded presentation.

Content and structure of the essay should be discussed with Dr Smith.

Grading Policy: Grading follows standard Graduate School policies. Grades will be weighted according to the following breakdown:

Weighting Assignment

20% - class discussions
15% - youtube video presentation
15% - powerpoint slides
50% - essay

Final Grades

Percentages refer to sum of assignment grades as listed above

Grade Quality Percentage

A 4.0 90.0% -100.00%
A- 3.67 87.0% - 89.9%
B+ 3.33 84.0% - 86.9%
B 3.00 80.0% - 83.9%
B- 2.67 77.0% - 79.9%
C+ 2.33 74.0% - 76.9%
C 2.00 71.0% - 73.9%
C- 1.67 68.0% - 70.9%
D+ 1.33 65.0% - 67.9%
D 1.00 62.0% - 64.9%
F 0 61.9% or below

An interim grade of Incomplete (I) may be assigned if the student has not completed all requirements for the course. An interim grade of 'I' shall not be assigned to a student who did not attend the course. The default grade accompanying an interim grade of 'I' shall be 'U' and will be displayed on the UB record as 'IU.' The default Unsatisfactory (U) grade shall become the permanent course grade of record if the 'IU' is not changed through formal notice by the instructor upon the student's completion of the course.

Assignment of an interim 'IU' is at the discretion of the instructor. A grade of 'IU' can be assigned only if successful completion of unfulfilled course requirements can result in a final grade better than the default 'U' grade. The student should have a passing average in the requirements already completed. The instructor shall provide the student specification, in writing, of the requirements to be fulfilled.

The university’s Graduate Incomplete Policy can be found here.

Related Policies and Services

Academic integrity is a fundamental university value. Through the honest completion of academic work, students sustain the integrity of the university while facilitating the university's imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas. See http://grad.buffalo.edu/Academics/Policies-Procedures/Academic-Integrity.html.

Accessibility resources: If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Accessibility Resources in 60 Capen Hall, 645-2608 and also the instructor of this course during the first week of class. The office will provide you with information and review appropriate arrangements for reasonable accommodations, which can be found on the web here.

University suppert services: Students are often unaware of university support services. For example, the Center for Excellence in Writing provides support for written work, and several tutoring centers on campus provide academic success support and resources.

Available resources on sexual assault: UB is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic and dating violence and stalking. If you have experienced gender-based violence (intimate partner violence, attempted or completed sexual assault, harassment, coercion, stalking, etc.), UB has resources to help. This includes academic accommodations, health and counseling services, housing accommodations, helping with legal protective orders, and assistance with reporting the incident to police or other UB officials if you so choose. Please contact UB’s Title IX Coordinator at 716-645-2266 for more information. For confidential assistance, you may also contact a Crisis Services Campus Advocate at 716-796-4399.

Counseiling services: As a student you may experience a range of issues that can cause barriers to learning or reduce your ability to participate in daily activities. These might include strained relationships, anxiety, high levels of stress, alcohol/drug problems, feeling down, health concerns, or unwanted sexual experiences. Counseling, Health Services, and Health Promotion are here to help with these or other concerns. You learn can more about these programs and services by contacting:

Counseling Services: 120 Richmond Quad (North Campus), phone 716-645-2720
Health Services: Michael Hall (South Campus), phone: 716-829-3316
Health Promotion: 114 Student Union (North Campus), phone: 716- 645-2837