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The Structure of Scientific Revolutions. Introduction to the philosophy of science. - CVOLS56

Title:	The Structure of Scientific Revolutions. Introduction to the philosophy of science.
Guaranteed by:	Department of Biochemistry, Cell and Molecular Biology 3FM CU (12-BIOC)
Faculty:	Third Faculty of Medicine
Actual:	from 2016
Semester:	summer
Points:	3
E-Credits:	3
Examination process:	summer s.:
Hours per week, examination:	summer s.:0/15, C [HS]
Extent per academic year:	15 [hours]
Capacity:	unknown / unknown (unknown)
Min. number of students:	unlimited
4EU+:	no
Virtual mobility / capacity:	no
Key competences:
State of the course:	not taught
Language:	English
Teaching methods:	full-time
Teaching methods:	full-time
Level:

Guarantor:	doc. MUDr. Jan Trnka, Ph.D.

Examination dates Schedule

Annotation -

Last update: doc. MUDr. Jan Trnka, Ph.D. (19.02.2010)

In the last few centuries science has become one of the most important branches of human activity. Science has mostly supplanted myth and religion as the source of reliable truths about the world and the 20th century witnessed scientific expertise penetrate into politics and even entertainment. Current controversies around climate change or embryonic stem cell research are good examples of how science affects many areas of our lives. In this course we will read through the landmark essay by T.S. Kuhn "Structure of Scientific Revolutions" (University of Chicago Press, 1962) which itself led to a revolution in the history and philosophy of science. You will be expected to read a portion of the book assigned for each session (about 20 pages per week, copies available in the library), which will then be summarised by one of you and analysed and discussed by everybody. The following questions are likely to be raised: What is and isn't science? How does/did science develop? How do scientists decide to abandon a theory? What is more important: observations (data) or theories? What is a scientific paradigm? Does Earth really orbit around the Sun? Did Einstein improve on Newton? Why is it meaningless to ask who discovered oxygen? Half-way through the course you will be assigned a topic on which you will write a short essay (in English or Czech) to be submitted before the end. These essays will be marked and discussed at the last session. The aim of the course is to put all the scientific "facts" and methods taught to medical students into a historical and philosophical perspective. A secondary aim is to provide an opportunity for Czech- and English-curriculum students to work together.

Aim of the course -