1. Philosophical and methodological problems of science and technique
Associate professor
Natalia V. Skakovskaya
2018

2. The main objectives of the course are:
to provide students with theoretical foundations and methods of philosophy of science and technology
to form clear insight of main theories of science development
to develop skills on scientific methodology application
to develop skills to apply ethical principles in research and engineering activities 2

3. STUDY TIME ALLOCATION:
LECTURES 16
hrs.
LABORATORY WORKS
PRACTICAL CLASSES
CLASS HOURS 32
SELF-STUDY 76
TOTAL
108

4. Final assessment
Current and final assessment of student’s achievements is carried out on a basis of the Rating – plan, which includes the results of practical works, self-study and exam.

5. Philosophy of science

6. there is an entire field of rigorous academic study that deals specifically with
what science is,
how it works,
and the logic through which we build scientific knowledge.

7. This branch of philosophy is called the philosophy of science.

8. History and methodology of science and technique
Philosophy
Philosophy of science
History and methodology of science and technique

9. Philosophers of science actively study such questions as:
What is a law of nature? Are there any in non-physical sciences like biology and psychology?

10. What kind of data can be used to distinguish between real causes and accidental regularities?
How much evidence and what kinds of evidence do we need before we accept hypotheses?

11. Why do scientists continue to rely on models and theories which they know are at least partially inaccurate?

12. Despite this diversity of opinion, philosophers of science can largely agree on one thing:
there is no single, simple way to define science!

14. Here's a quick explanation of just a few concepts associated with the philosophy of science
Epistemology — branch of philosophy that deals with what knowledge is, how we come to accept some things as true, and how we justify that acceptance.

15. Empiricism — set of philosophical approaches to building knowledge that emphasizes the importance of observable evidence from the natural world.

16. Induction — method of reasoning in which a generalization is argued to be true based on individual examples that seem to fit with that generalization. For example, after observing that trees, bacteria, sea anemones, fruit flies, and humans have cells, one might inductively infer that all organisms have cells.

17. Deduction — method of reasoning in which a conclusion is logically reached from premises. For example, if we know the current relative positions of the moon, sun, and Earth, as well as exactly how these move with respect to one another, we can deduce the date and location of the next solar eclipse.

18. Parsimony/Occam's razor — idea that, all other things being equal, we should prefer a simpler explanation over a more complex one.

19. Demarcation problem — the problem of reliably distinguishing science from non-science. Modern philosophers of science largely agree that there is no single, simple criterion that can be used to demarcate the boundaries of science.

20. Falsification — the view, associated with philosopher Karl Popper, that evidence can only be used to rule out ideas, not to support them.
Popper proposed that scientific ideas can only be tested through falsification, never through a search for supporting evidence.

21. Paradigm shifts and scientific revolutions — a view of science, associated with philosopher Thomas Kuhn, which suggests that the history of science can be divided up into times of normal science and briefer periods of revolutionary science.

22. Kuhn asserted that during times of revolutionary science, anomalies refuting the accepted theory have built up to such a point that the old theory is broken down and a new one is built to take its place in a so-called "paradigm shift."

23. What is science?
The word "science" probably brings to mind many different pictures:
a fat textbook,
white lab coats and microscopes,
an astronomer peering through a telescope,
a naturalist in the rainforest…

24. All of those images reflect some aspect of science, but none of them provides a full picture because science has so many facets:

25. Science is both a body of knowledge and a process
Science is both a body of knowledge and a process. In school, science may sometimes seem like a collection of isolated and static facts listed in a textbook, but that's only a small part of the story.

26. Just as importantly, science is also a process of discovery that allows us to link isolated facts into coherent and comprehensive understandings of the natural world.

27. Science is exciting. Science is a way of discovering what's in the universe and how those things work today, how they worked in the past, and how they are likely to work in the future. Scientists are motivated by the thrill of seeing or figuring out something that no one has before.

28. Science is useful. The knowledge generated by science is powerful and reliable. It can be used to develop new technologies, treat diseases, and deal with many other sorts of problems.

29. Science is ongoing. Science is continually refining and expanding our knowledge of the universe, and as it does, it leads to new questions for future investigation. Science will never be "finished."

30. Science is a global human endeavor
Science is a global human endeavor. People all over the world participate in the process of science.
And you can too!

32. Science can investigate all sorts of questions:
When did the oldest rocks on earth form?
Through what chemical reactions do fungi get energy from the nutrients they absorb?
What causes Jupiter's red spot?
How does smog move through the atmosphere?

33. Science can investigate all sorts of questions:
When did the oldest rocks on earth form?
Through what chemical reactions do fungi get energy from the nutrients they absorb?
What causes Jupiter's red spot?
How does smog move through the atmosphere?

39. Scientists sometimes work alone and sometimes work together, but communication within the scientific community is always important.

43. But what exactly does one have to do to behave scientifically
But what exactly does one have to do to behave scientifically? Here is a scientist's code of conduct:
Pay attention to what other people have already done. Scientific knowledge is built cumulatively. If you want to discover exciting new things, you need to know what people have already discovered before you. This means that scientists study their fields extensively to understand the current state of knowledge.

44. Expose your ideas to testing
Expose your ideas to testing. Strive to describe and perform the tests that might suggest you are wrong and/or allow others to do so. This may seem like shooting yourself in the foot but is critical to the progress of science. Science aims to accurately understand the world, and if ideas are protected from testing, it's impossible to figure out if they are accurate or inaccurate!

45. Assimilate the evidence
Assimilate the evidence. Evidence is the ultimate arbiter of scientific ideas. Scientists are not free to ignore evidence. When faced with evidence contradicting his or her idea, a scientist may suspend judgment on that idea pending more tests, may revise or reject the idea, or may consider alternate ways to explain the evidence, but ultimately, scientific ideas are sustained by evidence and cannot be propped up if the evidence tears them down.

46. Openly communicate ideas and tests to others
Openly communicate ideas and tests to others. Communication is important for many reasons. If a scientist keeps knowledge to her- or himself, others cannot build upon those ideas, double-check the work, or devise new ways to test the ideas.

47. Play fair: Act with scientific integrity
Play fair: Act with scientific integrity. Hiding evidence, selectively reporting evidence, and faking data directly thwart science's main goal — to construct accurate knowledge about the natural world. Hence, maintaining high standards of honesty, integrity, and objectivity is critical to science.