Philosophy of Science

Syllabus

Course description

• How do we determine what kind of investigation counts as scientific? (Why does astronomy count as a science, but astrology doesn't? Does creationism count as a science? How about evolutionary biology? Why?)
• What is an explanation? What is a scientific law? For example, what does it mean to say the law of gravity explains the motion of the planets?
• How do we choose between two theories that fit the data equally well? Is there, for example, a good reason to prefer the simpler one? What is it for a theory to "fit data", anyway?
• Can we set aside our aims and values when we try to describe the world scientifically, or are they inextricably mixed into our conclusions? In what sense is science "objective"?
• Given that all our past scientific theories have been wrong, do we have any reason to think the ones we have now are even close to right?
• What is it for a theory (like Einstein's) to be "closer" to the truth than another (like Newton's)? Is truth actually the goal of scientific practice, in the first place? Or does science "merely" aim for pragmatic efficacy in achieving our other goals?

Class goals

• knowledge goals: to learn the major philosophical debates we study, and the various positions on them, and the various objections to these positions.
• skills goals: to become adept at reason-giving, argumentation, and appreciating opposed positions; to get in the habit of critically evaluating the assumptions of science.
• values goals: to value reasons, inquisitiveness, and open-mindedness; to value scientific practice as a paragon of empirical reasoning.

Notice that the skills and values goals are at least as important as the knowledge goals, and this will be reflected in my grading. Achieving these goals is likely to require more interactive learning than you are used to. You can no longer afford simply to read and regurgitate -- at least, not for a good grade. You must engage the material yourself. This requires taking more responsibility for your own learning than you might be used to. Remember, though: I'm here to help you take this responsibility.

Contact information

Text

There will also be some additional class readings and other "virtual handouts" from me. In general it will be important to follow the development of the class website,

http://kzoo.edu/~petersen/teaching/phil-science.html

Requirements and grading

Requirements

• 3p paper, 15%
• midterm exam, 15%
• 6p paper, 25%
• final exam, 30%
• section participation, including written questions, 15%

The general expectation for a class with almost 4 class-hours is that you will spend about, and on average, another 8 outside of class each week, and my syllabus is designed to reflect this. Though the readings tend to be short relative to other classes, the material is very dense, so that you'll need to spend a lot of time on each page. For the kind of understanding required in this class, you will almost surely have to read each assignment at least twice. (And yes, that is already adjusting for the fact that you're smart!) In other words, I am giving you some break on the amount of material required, but with the expectation of greater rigor with the material assigned.

Grading

This is a deliberate mix of curved and absolute grading that I think is most fair. This way it is possible for almost everyone to get A's -- or, for that matter, for almost everyone to get to get C's and D's -- something impossible with precisely curved grading. Your grades thus don't depend entirely on the skill of your classmates. But, this way, I also don't have to pretend to know exactly the level of understanding required for each grade, as absolute grading presumes. Instead, if for example I teach at too high a level, I can still give better grades to those who did relatively well. In practice, the grades almost always curve around a B- mean.

I will grade the second paper and both exams blindly; I won't grade the first blindly because I want to give you an opportunity to bring in drafts. For papers I use a grading rubric that is somewhat open-ended and flexible (not to say "generic"); I will make it available by the time the first paper is assigned.

Late assignments

• Up to 24 hours late: one half-grade off (in my class, I approximate this by a loss of 3 points)
• 24 hours to two weeks late: one full grade off (in my class, a loss of 6 points)
• After two weeks: failure for the assignment

Grade changes

• Unless it's a straightforward mistake (on an exam, say) you must submit your explanation for exactly why you deserve a better grade in writing (email is fine). We might then make an appointment to discuss it if I think you have at least some good cause.
• If you ask me to reconsider a paper or exam essay, you accept the possibility that my closer evaluation might bring your grade down instead of up.
• The request must be within two weeks after the assignment was returned.
• Reasons that in the past have not been acceptable for changing a grade include:
  • "I have to get into a good law school."
  • "I was really tired that day."
  • "Other teachers / classes / departments / universities are easier."

Class policies

Academic integrity

Accommodations

Respect

Class procedures

• All cell phones and such should be turned off for class.
• You can call me "Steve".
• At least initially, all students are expected to raise hands before speaking. Though a little formal, this helps ensure equal time for those less eager to speak out or interrupt.
• I may call on you randomly in class. I know some aren't so comfortable with that, but I think it's important for everybody. Please don't panic. If you're confused by the question or topic, just say so, and we'll work it out -- chances are others will be grateful you said something.
• When you come to class, always have some specific question written down about the material assigned for the day. I may call on you to ask your question, and you should be prepared.
• Though I will encourage all of you to speak in class, there are several other ways to participate in class. For example, you can contribute to groups, ask questions for me or the class by email, or visit office hours.
• Relax, enjoy, and don't hesitate to ask questions.

Course schedule and assignments

Readings are in Introductory Readings in the Philosophy of Science unless otherwise noted. Remember that though the class topics may not always follow this schedule exactly, still the readings will remain assigned for these days unless I explicitly say otherwise.

Part 1: Science and pseudoscience

Part 2: Explanation and law

Part 3: Theory and observation

Part 4: Confirmation and theory choice

Part 5: Science and values

The final is as according to the registrar, on Wednesday June 8th from 1-4pm.