The aim of this course is to investigate certain problems of philosophy of science thoroughly throughout the history of philosophy using original texts of philosophers as source material.
The concept of physical existence and nature, the epistemological positions of scientific theories. A discussion of new approaches and perspectives in philosophy and sociology of science.
Vertical Tabs
Course Learning Outcomes
Learning Outcomes Upon the completion of this course a student: |
Program Learning Outcomes |
Teaching Methods |
Assessment Methods |
1) acquires detailed knowledge concerning fundamental problems of philosophy of science |
1,2 |
1,2,3,4 |
A,B,C,D,E |
2) questions/takes as an object science itself and its working manner. |
1,2,4 |
1,2,3,4 |
A,B,C,D,E |
3) evaluates the progress in the history of science philosophically. |
4,8,12 |
1,2,3,4 |
A,B,C,D,E |
4) distinguishes between epistemology and philosophy of science. |
1,2 |
1,2,3,4 |
A,B,C,D,E |
5) becomes apt at conducting interdisciplinary investigations. |
10,11 |
1,2,3,4 |
A,B,C,D,E |
Course Flow
COURSE CONTENT |
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Week |
Topics |
Study Materials |
1 |
Introduction |
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2 |
Koyre, Alexandre, Metaphysics & Measurement: Essays in Scientific Revolution |
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3 |
Koyre, Alexandre, Metaphysics & Measurement: Essays in Scientific Revolution |
|
4 |
Popper, Karl (2004 reprint). The logic of scientific discovery, On the problem of a Theory of Scientific Method |
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5 |
Popper, Karl (2004 reprint). The logic of scientific discovery, Falsifiability |
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6 |
Popper, Karl (2004 reprint). The logic of scientific discovery, Degrees of Testability. |
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7 |
Popper, Karl (2004 reprint). The logic of scientific discovery, Simplicity. |
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8 |
MIDTERM |
|
9 |
Kuhn, T. S., The Structure of Scientific Revolutions, The Priority of Paradigms. |
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10 |
Kuhn, T. S., The Structure of Scientific Revolutions, Crisis and the Emergency of Scientific Theories. |
|
11 |
Kuhn, T. S., The Structure of Scientific Revolutions, Normal Science as Puzzle-Solving. |
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12 |
Kuhn, T. S., The Structure of Scientific Revolutions, The Route to Normal Science. |
|
13 |
Paul Feyerabend, Against Method: Outline of an Anarchistic Theory of Knowledge |
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14 |
Paul Feyerabend, Against Method: Outline of an Anarchistic Theory of Knowledge |
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15 |
Paul Feyerabend, Against Method: Outline of an Anarchistic Theory of Knowledge |
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16 |
FINAL EXAM |
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Recommended Sources
RECOMMENDED SOURCES |
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Textbook |
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Additional Resources |
Kuhn, T. S. (1970). The Structure of Scientific Revolutions, 2nd. ed. [Univ. of Chicago Pr]. Koyre, Alexandre, Metaphysics & Measurement: Essays in Scientific Revolution Harvard University Press 1968. Paul Feyerabend, Against Method: Outline of an Anarchistic Theory of Knowledge(1975) Popper, Karl (2004 reprint). The logic of scientific discovery. London & New York: Routledge Classics. |
Material Sharing
MATERIAL SHARING |
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Documents |
|
Assignments |
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Exams |
Assessment
ASSESSMENT |
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IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
Midterm |
1 |
20 |
Presentation |
1 |
20 |
Final examination |
1 |
30 |
Final Paper |
1 |
30 |
Total |
|
100 |
CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE |
|
30 |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
70 |
Total |
|
100 |
Course’s Contribution to Program
COURSE’S CONTRIBUTION TO THE PROGRAM |
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No |
Program Learning Outcomes |
Contribution |
|
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1 |
2 |
3 |
4 |
5 |
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1 |
acquires fundamental conceptual and methodological knowledge to use productively and creatively in academic studies. |
X |
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2 |
improves a versatile critical and analytical approach, problem-solving, interpretative and argumentative skills in relation to advanced philosophical investigations. |
X |
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3 |
proves to be a philosopher with principles, who communicates effectively, is specifically successful in written and oral presentation, has proper capacities for teamwork and interdisciplinary studies, takes the initiative, has developed a sense of responsibility, and contributes original ideas to the field of philosophy. |
X |
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4 |
applies life-long learning attitude to various ways of acquiring knowledge in order to maintain a professional and personal development. |
X |
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5 |
develops a consciousness of professional and social ethics. |
X |
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6 |
acquires the necessary skill of choosing and developing actual means and using computing technologies effectively for a philosophical study. |
X |
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7 |
conducts an advanced study in history of philosophy which requires expertise, independently by using original texts. |
X |
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8 |
applies philosophical knowledge to questions concerning contemporary, socio-cultural and political problematics. |
X |
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9 |
considers universal values and concepts of philosophy as a basis for [furthering] philosophical studies in Turkey; and is able to develop an approach to study and analyze issues that might arise when conducting discussions concerning history of philosophy in the Turkish language. |
X |
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10 |
acquires the skill and background for making contributions to the field of history of philosophy, in national and international terms. |
X |
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11 |
uses his/her philosophical knowledge to establish interactions at national and international level. |
X |
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12 |
produces work of the quality of a contribution in national and international peer-reviewed journals in philosophy. |
X |
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13 |
holds the necessary knowledge of classical languages and history of philosophy to conduct a philosophical study, particularly in history of philosophy. |
X |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION |
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Activities |
Quantity |
Duration |
Total |
Course Duration (Including the exam week: 16 x Total course hours) |
16 |
3 |
48 |
Hours for off-the-classroom study (Pre-study, practice) |
10 |
7 |
70 |
Midterms |
1 |
22 |
22 |
Presentation |
1 |
15 |
15 |
Final examination |
1 |
20 |
20 |
Final Paper |
1 |
25 |
25 |
Total Work Load |
|
|
200 |
Total Work Load / 25 (h) |
|
|
8 |
ECTS Credit of the Course |
|
|
8 |