The Formal Sciences Discover the Philosophers’ Stone
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The Social Sciences—How Scientific Are They?
31 The Social Sciences—How Scientifi c Are They? Manas Sarma or Madame Curie. That is, he social sciences are a very important and amazing in their own way. fi eld of study. A division of science, social sciences Tembrace a wide variety of topics from anthropology A better example of a social to sociology. The social sciences cover a wide range of science than law may be topics that are crucial for understanding human experience/ economics. economics behavior in groups or as individuals. is, in a word, fi nances. Economics is the study By defi nition, social science is the branch of science that deals of how money changes, the rate at which it changes, and with the human facets of the natural world (the other two how it potentially could change and the rate at which it branches of science are natural science and formal science). would. Even though economics does not deal with science Some social sciences are law, economics, and psychology, to directly, it is defi nitely equally scientifi c. About 50-60% of name a few. The social sciences have existed since the time colleges require calculus to study business or economics. of the ancient Greeks, and have evolved ever since. Over Calculus is also required in some science fi elds, like physics time, social sciences have grown and gained a big following. or chemistry. Since economics and science both require Some colleges, like Yale University, have chosen to focus calculus, economics is still a science. more on the social sciences than other subjects. The social sciences are more based on qualitative data and not as Perhaps the most scientifi c of the social sciences is black-and-white as the other sciences, so even though they psychology. -
BRONZE AGE FORMAL SCIENCE? with Additional Remarks on the Historiography of Distant Mathematics
ROSKILDE UNIVERSITETSCENTER ROSKILDE UNIVERSITY Faggruppen for filosofi og Section for philosophy videnskabsteori and science studies BRONZE AGE FORMAL SCIENCE? With additional remarks on the historiography of distant mathematics JENS HØYRUP FILOSOFI OG VIDENSKABSTEORI PÅ ROSKILDE UNIVERSITETSCENTER 3. Række: Preprints og reprints 2003 Nr. 5 In memoriam Robert Merton 1910–2003 Revised contribution to Foundations of the Formal Sciences IV The History of the Concept of the Formal Sciences Bonn, February 14-17, 2003 I. Past understandings of mathematics .......................... 1 Aristotle and others ............................................ 2 Scribal cultures I: Middle Kingdom Egypt ........................... 4 Scribal cultures II: Old Babylonian epoch ............................ 6 Riddle collections – and a hypothesis ............................... 15 II. Understandings of past mathematics ......................... 16 Second (didactical) thoughts ...................................... 18 Bibliography .............................................. 20 The paper was prepared during a stay at the Max-Planck-Institut für Wissenschaftsgeschichte,Berlin. I use the opportunity to express my sincere gratitude for the hospitality I received. Referee: Aksel Haaning My talk falls in two unequally long parts, each turning around a particular permutation of the same three key words:* – The first, longer and main part treats of past understandings of mathematics. – The second, shorter part takes up understandings of past mathematics. In both parts, -
Outline of Science
Outline of science The following outline is provided as a topical overview of • Empirical method – science: • Experimental method – The steps involved in order Science – systematic effort of acquiring knowledge— to produce a reliable and logical conclusion include: through observation and experimentation coupled with logic and reasoning to find out what can be proved or 1. Asking a question about a natural phenomenon not proved—and the knowledge thus acquired. The word 2. Making observations of the phenomenon “science” comes from the Latin word “scientia” mean- 3. Forming a hypothesis – proposed explanation ing knowledge. A practitioner of science is called a for a phenomenon. For a hypothesis to be a "scientist". Modern science respects objective logical rea- scientific hypothesis, the scientific method re- soning, and follows a set of core procedures or rules in or- quires that one can test it. Scientists generally der to determine the nature and underlying natural laws of base scientific hypotheses on previous obser- the universe and everything in it. Some scientists do not vations that cannot satisfactorily be explained know of the rules themselves, but follow them through with the available scientific theories. research policies. These procedures are known as the 4. Predicting a logical consequence of the hy- scientific method. pothesis 5. Testing the hypothesis through an experiment – methodical procedure carried out with the 1 Essence of science goal of verifying, falsifying, or establishing the validity of a hypothesis. The 3 types of -
Recommendations from the Academic Futures Working Group On
Recommendations from the Academic Futures Working Group on Interdisciplinary Education, Research and Creative Works Released to campus October 1, 2019 University of Colorado Boulder Table of Contents I. Background and Philosophy B. Interdisciplinarity, the Public University, and Serving the Public Good C. Campus Perspectives on Interdisciplinarity II. Interdisciplinarity in Teaching and Research A. Bringing Interdisciplinarity Front and Center B. Creating the Continuum of Interdisciplinary Education C. Interdisciplinary Research and Scholarship: Building on our Existing Interdisciplinary Strengths III. Creating sustainability and taking on our challenges IV. Creating a Budgetary Model for Campus that Supports Interdisciplinarity V. Conclusion 1 University of Colorado Boulder Committee Members Jim White, Interim Dean, College of Arts and Sciences (Lead) Waleed Abdalati, Director, CIRES and Professor, Geography, College of Arts and Sciences Max Boykoff, Associate Professor, ENVS/CIRES; Director, Center for Science and Technology Policy Andrew Calabrese, Associate Dean of Graduate Programs and Research, Professor of Media Studies, CMCI Margaret C. Campbell, Provost Professor of Marketing, Leeds School of Business Sharon Collinge, Professor, ENVS, College of Arts and Sciences Jackie Elliott, Associate Professor and Chair, Classics Oliver Gerland, Associate Professor, Theatre & Dance; Interim Director of the Humanities program Larry Levine, Associate Vice Chancellor for IT and CIO, Office of Information Technology Jana Milford, Professor, -
Structure and Perspective: Philosophical Perplexity and Paradox Published: Pp
Structure and Perspective: Philosophical Perplexity and Paradox published: pp. 511-530 in M. L. Dalla Chiara et al. (eds.) Logic and Scientific Methods. Vol 1. Dordrecht: Kluwer, 1997. Bas C. van Fraassen, Princeton University 1. Science as representation ..................................................................................... 1 1.1 The philosophical consensus ca. 1900 .............................................................. 2 1.2 The problem of multiple geometries ................................................................. 3 1.3 Relativity of representation ............................................................................... 5 2. Structuralism, its initial (mis)fortunes ................................................................. 6 2.1 Russell's structuralist turn ................................................................................. 6 2.2 The collapse of structuralism? .......................................................................... 8 2.3 Putnam's model-theoretic argument -- a paradox? .......................................... 11 3. Structuralism: the semantic approach ............................................................... 15 3.1 Structural description of nature ....................................................................... 15 3.2 Adequacy to the phenomena ........................................................................... 16 3.3 Structuralism lost after all? ............................................................................. 18 3.4 Truth -
The State of Inclusive Science Communication: a Landscape Study
The State of Inclusive Science Communication: A Landscape Study Katherine Canfield and Sunshine Menezes Metcalf Institute, University of Rhode Island Graphics by Christine Liu This report was developed for the University of Rhode Island’s Metcalf Institute with generous support from The Kavli Foundation. Cite as: Canfield, K. & Menezes, S. 2020. The State of Inclusive Science Communication: A Landscape Study. Metcalf Institute, University of Rhode Island. Kingston, RI. 77 pp. Executive Summary Inclusive science communication (ISC) is a new and broad term that encompasses all efforts to engage specific audiences in conversations or activities about science, technology, engineering, mathematics, and medicine (STEMM) topics, including, but not limited to, public engagement, informal science learning, journalism, and formal science education. Unlike other approaches toward science communication, however, ISC research and practice is grounded in inclusion, equity, and intersectionality, making these concerns central to the goals, design, implementation, evaluation, and refinement of science communication efforts. Together, the diverse suite of insights and practices that inform ISC comprise an emerging movement. While there is a growing recognition of the value and urgency of inclusive approaches, there is little documented knowledge about the potential catalysts and barriers for this work. Without documentation, synthesis, and critical reflection, the movement cannot proceed as quickly as is warranted. The University of Rhode Island’s Metcalf -
How Science Works
PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. -
Sellars in Context: an Analysis of Wilfrid Sellars's Early Works Peter Jackson Olen University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2012 Sellars in Context: An Analysis of Wilfrid Sellars's Early Works Peter Jackson Olen University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Philosophy of Science Commons Scholar Commons Citation Olen, Peter Jackson, "Sellars in Context: An Analysis of Wilfrid Sellars's Early Works" (2012). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4191 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Sellars in Context: An Analysis of Wilfrid Sellars’s Early Works by Peter Olen A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: Stephen Turner, Ph.D. Co-Major Professor: Richard Manning, Ph.D. Rebecca Kukla, Ph.D. Alexander Levine, Ph.D. Willem deVries, Ph.D. Date of Approval: March 20th, 2012 Keywords: Logical Positivism, History of Analytic Philosophy Copyright © 2012, Peter Olen DEDICATION I dedicate this dissertation to the faculty members and fellow graduate students who helped me along the way. ACKNOWLEDGEMENTS I want to thank Rebecca Kukla, Richard Manning, Stephen Turner, Willem deVries, Alex Levine, Roger Ariew, Eric Winsberg, Charles Guigon, Nancy Stanlick, Michael Strawser, and the myriad of faculty members who were instrumental in getting me to this point. -
Foundations of Nursing Science 9781284041347 CH01.Indd Page 2 10/23/13 10:44 AM Ff-446 /207/JB00090/Work/Indd
9781284041347_CH01.indd Page 1 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION PART 1 Foundations of Nursing Science 9781284041347_CH01.indd Page 2 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 9781284041347_CH01.indd Page 3 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER Philosophy of Science: An Introduction 1 E. Carol Polifroni Introduction A philosophy of science is a perspective—a lens, a way one views the world, and, in the case of advanced practice nurses, the viewpoint the nurse acts from in every encounter with a patient, family, or group. A person’s philosophy of science cre- ates the frame on a picture—a message that becomes a paradigm and a point of reference. Each individual’s philosophy of science will permit some things to be seen and cause others to be blocked. It allows people to be open to some thoughts and potentially keeps them closed to others. A philosophy will deem some ideas correct, others inconsistent, and some simply wrong. While philosophy of sci- ence is not meant to be viewed as a black or white proposition, it does provide perspectives that include some ideas and thoughts and, therefore, it must neces- sarily exclude others. The important key is to ensure that the ideas and thoughts within a given philosophy remain consistent with one another, rather than being in opposition. -
Effectiveness of Mathematics in Empirical Science
The (reasonable) effectiveness of mathematics in empirical science Jairo José da Silva Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP, Brazil e–mail: [email protected] ABSTRACT WORK TYPE I discuss here the pragmatic problem in the philosophy of mathematics, that is, Article the applicability of mathematics, particularly in empirical science, in its many variants. My point of depart is that all sciences are formal, descriptions of formal– ARTICLE HISTORY structural properties instantiated in their domain of interest regardless of their Received: material specificity. It is, then, possible and methodologically justified as far as 27–April–2018 science is concerned to substitute scientific domains proper by whatever domains Accepted: —mathematical domains in particular— whose formal structures bear relevant 30–November–2018 formal similarities with them. I also discuss the consequences to the ontology of mathematics and empirical science of this structuralist approach. ARTICLE LANGUAGE English KEYWORDS Philosophy of Mathematics Domains Formal Structures Ontology © Studia Humanitatis – Universidad de Salamanca 2018 NOTES ON CONTRIBUTOR Jairo José da Silva is a Professor of Mathematics (retired) at the State University of São Paulo and a Researcher at the National Council of Scientific and Technological Development (CNPq) of the Brazilian Ministry of Science and Technology. PhD in Mathematics at the University of California – Berkeley, USA, and a PhD in Philosophy at the Universidade Estadual de Campinas, Brazil. His main interests are the philosophy of formal and empirical sciences, phenomenology and the foundations of mathematics. He is co–author, together with Claire Ortiz Hill, of the book The Road Not Taken – On Husserl’s Philosophy of Logic and Mathematics (London: College Publications, 2013); and author of Mathematics and Its Applications. -
Implications for Formal Science Learning Anila Asghar, Mcgill University
Informal Science Contexts: Implications for Formal Science Learning Anila Asghar, McGill University ABSTRACT This article illuminates the affordances of informal science learning to promote scien- tific literacy. It also discusses the ways in which informal learning environments can be creatively employed to enhance science instruction in K-12 as well as university settings. Also offered are various theoretical perspectives that serve as useful analyti- cal tools to understand science learning in formal as well as informal settings. “Children throughout the world, if we are to survive as a planet, will need to have a deep level of scientific literacy.” (Chiu & Duit, 2011, p. 553) romoting a wider public understanding and appreciation of science is an overarching goal of science literacy as underscored in science education policy and curriculum benchmarks (CMEC, 1997; AAAS, 1989; NRC, 1996). PKey goals of scientific literacy encompass: (a) developing a deeper understanding of science concepts; (b) developing scientific reasoning to understand the natural and designed phenomena; (c) understanding scientific research and findings, (d) rec- ognizing scientific ideas and issues underlying socio-scientific issues; (e) formulating scientifically informed views and stances on issues of local and global importance; (e) critically evaluating scientific information from various sources; (f) participating in debates and actions around critical social, economic, scientific, and environmental issues; and (g) pursuing careers in science, engineering, and technology (AAAS, 1993; CMEC, 1997). Contemporary science education reform efforts thus aim to develop scientifically literate citizens who can meaningfully contribute to socio-scientific dis- courses and engage in social and political action around them. A deeper and critical LEARNing Landscapes | Vol. -
Inclusive Worldviews: Interdisciplinary Research from a Radical Constructivist Perspective
INCLUSIVE WORLDVIEWS: INTERDISCIPLINARY RESEARCH FROM A RADICAL CONSTRUCTIVIST PERSPECTIVE ALEXANDER RIEGLER Center Leo Apostel Vrije Universiteit Brussel Krijgskundestraat 33, B-1160 Brussels E-mail:[email protected] Interdisciplinary inquiry presupposes an open worldview to enable the researcher to transcend the confinements of a specific discipline in order to become aware of aspects that are necessary to satisfyingly solve a problem. Radical construc- tivism offers a way of engineering such interdisciplinarity that goes beyond mere multi or pluridisciplinary approaches. In this paper I describe epistemological and methodological aspects of interdisciplinarity, discuss typical problems it faces, and carve out its relationship with knowledge and communication from a constructivist perspective. Five implications for interdisciplinary practice and science education conclude the paper. Keywords: Radical constructivism; black-boxing; knowledge; meaning 1. Introduction To me, science has always been an interdisciplinary endeavour. When I en- rolled at university, I intended to carry over the passion for astronomy I had developed in high school. But taking to the computational approach, I also became intrigued by the idea of building computational models of that which enables human scientists to do their job in the first place: cognition. In those days, I considered artificial intelligence a sort of meta solution to current problems in science. Rather than solving the actual problem, the solution concerns methods that solve a class of problems, e.g. all those scientific problems that arise due to cognitive insufficiencies of the human researcher. Soon I changed to study artificial intelligence and cognitive sci- ence and experienced my first “paradigm-switch” from mathematics-based science to computation-based research.