PHILOSOPHY OF SCIENCE Spring 2016 
Dr. Christine A. James 
PHIL 3200 A Philosophy of Science TR 2:00pm-3:15pm in WH 104 CRN 21230 online 22857 
This syllabus is available online, and may be updated, at 
http://mypages.valdosta.edu/chjames/3200Spring2016.html

Office: 1203 Ashley Hall 
Office Hours: MTWTh 3:30pm-4:45pm and after classes and by appointment as needed. 
Telephone: 259-7609 
Mailbox: Philosophy Department Office, Ashley Hall 1202 
Fax: 259-5011 
E-mail address: 
chjames@valdosta.edu

Course content: This course provides an introduction to the specialization in philosophy called philosophy of science. Students will gain an understanding of a variety of perspectives on science: Does the history of science progress in a predictable, linear, regular way, or not? Is scientific knowledge as “objective” or “justified” as it claims to be? Our readings come from various approaches and two separate texts, each with their own perspective on science as a social and historical phenomenon. This is a reading intensive course, so it will require you to read, think about, and write about a considerable amount of material.

Requirements: Class participation and attendance, a short presentation on an experiment case study, a written examination, two papers, a long presentation at the end of the semester, various Blazeview assignments and discussions. Pop Reading Quizzes may also be given during the semester.

LEARNING OUTCOMES: 
In accordance with the revised learning outcomes for the Core Curriculum of the Georgia State System, and the VSU Core Curriculum, our course follows the Area C Learning Outcome: 
"Students will analyze, evaluate, and interpret diverse forms of human communication." 
Philosophy courses at Valdosta State University contribute to the VSU General Education Outcomes listed at the link below, with special emphasis on numbers 2, 3, 4, 6, 7, and 8. 
http://www.valdosta.edu/academic/VSUGeneralEducationOutcomes.shtml

The Learning Outcomes for PHIL 3200 are: 
1. To understand the distinctions among the various approaches to philosophy of science, including positivism, post-modern theory, and the historical nature of science. 
2. To recognize how philosophical inquiry applies to ‘real-world’ circumstances and to specific case studies in the history of science. 
3. To become conversant with the history of philosophy of science, as well as specific examples of the formation of the community of scholars who study science, and the role of social interaction in how scientists and philosophers of science view their work. 
4. To recognize and define different world views, adopting a reasonably viable one and justifying it in a philosophically informed way that emphasizes critical reasoning and argument. 
5. To demonstrate the ability to discuss, in both oral and written discourse, the philosophical issues explored in the course. 
6. To be familiar with what academic philosophy is, and to understand how it can be applied to daily life as well as specific careers. 
Members of the faculty in Philosophy and Religious Studies have verified that these outcomes are in line with the outcomes of the course as it is taught at peer institutions in the State System of Georgia. 
These course-specific learning outcomes contribute to the departmental learning outcomes of the Philosophy and Religious Studies Major by enabling students better to 
1. To encourage an understanding of central issues, topics and philosophers in the history of philosophy, from the ancient to the modern periods. 
2. To develop students’ abilities to think, write, and speak critically and logically. 
3. To enable students to challenge their own ideas and to develop self-understanding in the context of a diverse range of ideas which inform contemporary controversies and social conflict. 
4. To enable students to engage in independent philosophical research, and to be responsible for communicating their understanding of the issues researched and developed, including a working familiarity with current research methods. 
5. To incorporate philosophical positions in oral and written communications. 
6. To critically outline and analyze a philosophical question.

Required Text: 
Philosophy, Science, and History: A Guide and Reader edited by Lydia Patton, Routledge, First Edition May 2014, ISBN-13: 978-0415898317, ISBN-10: 0415898315, available for purchase approximately $45

 

Be sure to do the reading before the class for which it is assigned. Please bring the relevant book(s) and/or article(s) with you to class, along with a designated notebook and some pens. 
            (In addition, if you have any doubts about your citation ability when writing research papers, you might use Andrea A. Lunsford, St. Martin’s Handbook, 5th ed. which was required in VSU’s ENGL 1101 and 1102 courses. These books are available for purchase at the VSU Bookstore. The St. Martin’s Handbook is shelved under ENGL 1101 and 1102.)

How grades will be calculated: 
A = 100 - 90%   Class participation, attendance = 15% 
B = 89 - 80%     1 Exam = 10% 
C = 79 - 70%     1 Short Presentation: 15% 
D = 69 - 60%     2 Papers at 20% each = 40% 
F = 59 - 0%       1 Long Presentation = 20% 
                                              Total = 100%

Please note that I am not obligated to accept late work or to allow “make up” work after the date an assignment or exam or paper is completed by the other members of the class.

I also make no promises about extra credit items, although I will routinely announce events on campus that can result in some extra credit points for you.

Exams and Papers: The exam in our class will be a “short answer” written exam. Usually I ask six questions, and a complete answer should be no less than four complete sentences. These exams are “objective” in the sense that the answers can be directly related to class discussions and the textbook. Reading and participating in class are important for your exam grades. The papers involve more creative and independent thinking. The papers should be no less than eight pages long, double spaced, in a standard 12 point font like Times/ Times New Roman. Expect to use the text and cite it with a consistent citation scheme (refer to the St. Martin’s Handbook you use in your English classes). “Use direct quotes!” Don’t use plastic paper covers, just a staple is fine. The ability to write and edit well-constructed academic essays is an important skill that will come in handy throughout your college career and beyond. Again, these papers must be typed, double-spaced, in a standard 12-point font (e.g., Times) with one-inch margins at the top and bottom of each page and 1.25-inch margins on either side (the default settings in Microsoft Word). More specific topics are given out as we do the readings, and I always mention things that would make a good paper topic during our class meetings and discussions. 
http://mypages.valdosta.edu/chjames/papers3200.html 
Here are some extra links, if you would like to use outside sources and secondary source material: 
http://books.valdosta.edu/gal1.html (click on “Full Text Journal Title List”) and 
http://www.valdosta.edu/academics/library/tutorials/subject-and-course-guides/philosophy/welcome.php 
The direct link for the database (Academic Search Complete) 
http://www.galileo.usg.edu/express?link=zbac (Click on Academic Search Complete to open the first page with the search box.) 
Attendance Policy: I do care that you attend class regularly. As you know, VSU policy is that missing 20% of class meetings results in an automatic grade of “F”. Faculty can also institute added attendance policies in their syllabi. Our class will have a 10% rule for absences. You can miss up to 10% of the class meetings with no grade penalty. 10% of our 30 class meetings is 3. On absence number 4, your final grade for the course will be reduced by one whole letter grade; on absence number 5, your final grade for the course will be reduced by two whole letter grades; on absence number 6, you will automatically fail the course. Be considerate of your fellow students – don’t be late, and don’t leave your cell phones and pagers on. No texting. Note that if you are regularly late to class, or leave class early, I will begin to count each as an absence. Please note that this policy makes no distinction between excused and unexcused absences.

Access Statement: Valdosta State University is committed to providing inclusive learning environments for all students. However, students with disabilities may not always experience equal access to all learning objectives or assessments.  If students anticipate or experience any learning barriers, they should notify the instructor as well as contact the Access Office to determine appropriate ways to eliminate barriers. The Access Office is located in Farber Hall and can be reached by calling 229-245-2498 (voice), 229-375-5871 (videophone), 229-219-1348 (tty) or 229-245-3788 (fax). You can also visit the website at http://www.valdosta.edu/student/disability/ or email access@valdosta.edu for more information.  
Participate! 
Once you arrive at class, make an effort to get involved in the conversation. Don’t hesitate to ask questions if you need clarification or would like more information: if you are confused, it is likely that others are too! The participation percentage you receive will depend on a variety of factors, including (but not limited to) the frequency and helpfulness of your contributions to class discussions and the care you take when peer editing. 
Pop Reading Quizzes: 
If I notice that there are many students who are not keeping up with the reading and/or participating in class, I may periodically administer reading quizzes in class. These will not be announced in advance. No “make-up” quizzes will be given, and a missed quiz will result in a grade of zero. These quizzes are a solid reward for attending class, participating, and keeping up with the readings.

Online Discussions: 
During certain weeks of the semester, you also will be expected to participate regularly in on-line discussions using Desire2Learn Brightspace (Blazeview). Use this opportunity to comment on the week’s readings, ask questions, raise objections, and respond to what others have written or said in class. 
To use Blazeview, you will need access to a computer with an internet connection. Your computer and its software will also need to meet certain technical specifications. You are solely responsible for all technical matters. Although you do not need to be on campus in order to access Blazeview, it is worth remembering that computer labs are available at VSU. For technical help, please contact the VSU Help Desk (located in Odum Library, to the left of the Circulation Desk) at 229-245-4357 or by e-mail at 
helpdesk@valdosta.edu

To log in to Blazeview and the course online activities and graded items, please click here: http://www.valdosta.edu/academics/elearning/blazeview-d2l.php

When posting in an online bulletin board, you must (1) post at least one original message of your own, (2) read all the messages posted by others, and (3) respond substantively to at least one message from another student. Your postings are due the same day as the readings are listed in the schedule below (i.e., no later than 11:59 p.m. on the relevant dates.) 
Your first message on a given topic should be about 200 words in length. That is roughly the length of two medium-sized paragraphs (e.g., this one and the next). Your second (response) posting can be about half that length, but it should be substantive (i.e., involving serious content). Try not to simply repeat what others have said already. Additional postings can be as long or as short as you desire. Be sure to give the first message an interesting title in the “Subject” line. This will help alert the rest of us as to what it will be about. 
When you are ready to respond to someone else, do so by opening their message and hitting the “Reply” button. This will create a “thread” that others can add on to. Keep in mind that although it is fine to disagree with what someone else has said, it is important to do so in a way that is polite and constructive. If someone says something that makes you angry, pause and take a breath before firing off a reply! You can preview your message before you send it, but once you have hit “Post,” your message will no longer be editable. 
Blazeview allows me to keep track of how many messages you have read and posted. I will monitor student activity and may from time to time add a message of my own.

Academic Honesty: 
Members of the Valdosta State University faculty value honesty and integrity extremely highly and do not tolerate cheating of any kind. Anyone caught cheating will automatically fail the course. Cheating includes – but is not limited to – plagiarism, giving or receiving assistance on a quiz, having someone else do work on your behalf, doing work on someone else’s behalf, and working with a partner or in a group on an individual assignment. By enrolling in this course, you are in effect promising to maintain the bond of trust on which the professor-student relationship is based.  In addition, VSU has a new Academic Honesty Policy.  Here is a link to the Academic Honesty Policies and Procedures: 
http://www.valdosta.edu/academics/academic-affairs/vp-office/academic-honesty-at-vsu.php   
E-Mail: 
VSU policy mandates that all official communication by e-mail take place through VSU e-mail accounts or through the Blazeview Mail tool. Please check your VSU (@valdosta.edu) e-mail account regularly. 
Note: This syllabus is not a legal contract; the content of this course is subject to revision by the professor.

Schedule

1/11 T

Introduction to the class. Discussion of:

http://mypages.valdosta.edu/chjames/sciencelabs.html

(Each date in the class after this one assumes that you will have read that day’s assigned discussion reading before class.)

Blazeview: Remember to start going to Blazeview and looking for Discussions, Dropbox, and Quizzes! Our course includes regular work in Blazeview. Your introductory work in Blazeview (First Quiz, First Discussion, First Dropbox) counts as part of your Participation grade 
                    Old Blazeview: 
http://blazeview.valdosta.edu/webct/entryPageIns.dowebct 
 New Blazeview: 
http://www.valdosta.edu/academics/elearning/blazeview-d2l.php 

1/13 R

Looking at the Scientific Method: 

http://undsci.berkeley.edu/article/philosophy

https://prezi.com/mnbcqery-aip/banana-experiment-5-scientific-methods/

http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html
http://biology.clc.uc.edu/courses/bio104/SCI_meth.htm 
Discussion of the Day 1 PowerPoint

Please note that by Saturday, 1/16 at 11:59pm, you should have completed your first Discussion, Dropbox, and Introductory Quiz in Blazeview. These are all short items that simply show you are learning how the Blazeview course works.

1/19 T

Discussion of Patton’s edited collection Philosophy Science and History, up to page 9 
      Editor’s Introduction
     

1/21 R

Discussion of PSH, pages 9-43 
     Introduction to “Approaches to the History and Philosophy of Science”

1/26 T

Discussion of PSH, pages 43-48 
Reason in Science by George Santayana

1/28 R

Discussion of PSH, pages 48-62 
     The Function of General Laws in History by Carl Hempel

2/2 T

Discussion of PSH, pages 62-71 
          The Three Tasks of Epistemology by Hans Reichenbach

 

2/4 R

 

Discussion of PSH, pages 71-89 
What Are Scientific Revolutions? By Thomas Kuhn

Jessie VanDeVelde from the Graduate program in MFT Marriage and Family Therapy will visit at the beginning of class on this date.

 

2/9 T

Special research: everyone will be given a specific experiment from the history of science to research and report back to the class in a short five-minute presentation. A list of possible experiments from the history of science will be provided separately in class.

Don't forget to post in the online Blazeview Discussion board for our class. Topics will be listed in the class, under the Discussion tool link. 

2/11 R

Short Presentations on Research Experiments, your PowerPoints presented in class by you

2/16 T

First Exam Today by Blazeview Assessment Tool, due by 11:59pm, class will still meet to review for exam.

2/18 R

 No Class Meeting because of the TIES Conference on Campus

2/23 T

 Writing Papers: Outlines and Research; Discussion of PSH, pages 89-94 
Falsification and the Methodology of Scientific Research Programmes by Imre Lakatos
    

2/25 R

Discussion of PSH, pages 95-106 
The Relations between the History and Philosophy of Science by Thomas Kuhn

 

3/1 T

Discussion of PSH, pages 106-122 
The History of Science by Thomas Kuhn

3/3 R

Your First Papers In Class; Writing Practicum Draft Day for First Paper (Be ready to discuss your paper in class briefly, in about 5 minutes or less, with your outside research specified), bring in drafts for feedback, and ask for assistance as needed.

3/8 T   

First Paper Due by 11:59pm

3/10 R

Discussion of PSH, pages 122-137

   Scientific Research Under a Historical Microscope by Martin Rudwick

3/15 T -3/17 R

 

3/22 T

 

 

3/24 R

 

 

 

 

 

3/29 T

 

No Class, Spring Break Week

 

 

Discussion of PSH, pages 155-162

   Hypotheses in Scientific Discovery

 

Discussion of PSH, pages 155-200

John Stuart Mill, Inductions and William Whewell, Mr. Mill’s Logic

 

 

 

Discussion of PSH, pages 200-220 
Physical Theory and Experiment by Pierre Duhem

 

3/31 R

Sign up for Long Presentations by groups in class today!  Make plans and exchange contact information with other group members. Your group PowerPoint must be turned in to the Blazeview Dropbox by midnight on the date of your presentation.

Please note, in place of the group presentation assigned pages listed below, you may instead choose to do your group presentation on one of the articles listed below. They are all available now inside Blazeview Content:

Nicholas Maxwell, Unification and Revolution: A Paradigm for Paradigms
Alison Wylie, The Engendering of Archaeology Refiguring Feminist Science Studies
Lorraine Daston, On Scientific Observation *
Nicholas Ashford, Implementing the Precautionary Principle
Dan Hicks, On the Ideal of Autonomous Science (Science and Politics) *
Mahmoud Youness, The Theory of Evolution: An Islamic Perspective *
Neven Sesardic, Race A Social Destruction of a Biological Concept *
Richard Dawid, Underdetermination and Theory from the Perspective of String Theory
Stephen Hilgartner, The Sokal Affair in Context *
Alan Soble, In Defense of Bacon (on feminist philosophy of science) *

4/5  T

Discussion of PSH, pages 220-235

Is there a Logic of Scientific Discovery by Norwood Russell Hanson  

4/7 R

Long Presentation Days Begin 
You may work in groups of up to three people for the long presentation. You should plan to use a combination of text resources and cite them in the presentation itself in detail, as if it is a research paper. This presentation can be used to try out your arguments for the second paper due on May 7. This presentation must begin with a careful explanation of one reading in our class textbook, and relate it to new examples, research, commentaries in the secondary literature.

GROUP 1: Discussion of PSH, pages 235-281 
Force in Natural Philosophy, and Descartes

Nicholas Brawner

4/12 T

GROUP 2: Discussion of PSH, pages 282-332

Critical Thoughts on the General Part of the Principles of Descartes by Gottfried Leibniz

Denzel Noel, Patty Arambulo, Elijah Herrera, John Preer

4/14 R

GROUP 3: Discussion of PSH, pages 332-356

On the Gravity and Equilibrium of Fluids by Isaac Newton

On the Divisibility and Subtlety of Matter by Émilie du Châtelet

Harry Campbell, Matthew Day, Kory Burns, Caleb Koebble

4/19 T

GROUP 4: Discussion of PSH, pages 356-377

How is Pure Natural Science Possible by Immanuel Kant

Taylor Ward, Courtney Ward, Quiera Walker, Camen Marshall, Taylor McGhee

4/21 R

GROUP 5: Discussion of PSH, pages 377-402

Mahmoud Youness, The Theory of Evolution: An Islamic Perspective *

Marcus Harvey, Preyah James, Tangela Robinson, Kim Patton, Audrey Whittle

 

4/26 T

GROUP 6:  Discussion of PSH, pages 402-426

Preliminary Observations by Georges Cuvier

Prejudices Relating to the Theory of the Earth by John Playfair

Cameron Smith, Christopher Bilbo

 

4/28 R

 Writing Practicum Draft Day for Final (Second) Paper

 

5/4 W

Second Paper Due in Blazeview Dropbox by 2:45pm (Final)

 

The last official class meeting day for all Spring Semester classes is Monday 5/2. Our class has been assigned the final exam date and time of Wednesday May 4 at 2:45pm. Our class has a second paper due at this time, not a final exam. You should plan to turn in your second paper by Wednesday, May 4 at 2:45pm.

To look up your other classes’ Spring final exams, see the online guide at the link to Registration at the university homepage. 
https://www.valdosta.edu/academics/registrar/documents/spring-2016-final-exam-schedule.pdf

Philosophy of Science                   Short Summary of Graded Items


Date

Grade Item

Percentage of Final Grade

In Class or Online

If Online, Location in Blazeview

By Saturday 1/16 at 11:59pm

First Introduction Discussion, Dropbox and Practice Quiz in Blazeview

5%

Online

Discussions
Dropbox
Quizzes

Regularly

Class participation, attendance in class and discussion in Blazeview

10%

In Class and Online

 

Thursday 2/11 in class

 Short Experiment Presentations

15%

In Class

Quizzes

Tuesday 2/16

 First Exam due 11:59pm

10%

Online

Quizzes

Thursday 3/3

 Present paper topics in class, writing practicum

Part of Paper 1 Grade

In Class and Online

Dropbox for PowerPoints

Tuesday 3/8

 Paper 1

20%

Online

 Dropbox

Thursday 3/31

 Sign up for Long Presentation Groups

 

In Class

 

Thursday 4/7 and following dates

 Long Presentation Days

20%

In Class and Online

Dropbox for PowerPoints

Thursday 4/28

Writing Practicum for Second Paper

Part of Paper 2 Grade

In Class

 

Wednesday 5/4

 Second Paper Due in Dropbox (Final)

20%

Online

Dropbox

Online Course Evaluations 
Student evaluations are extremely important in helping faculty members plan and revise their courses. Rather than completing these evaluations during class time, students will need to access evaluation forms via BANNER and complete them in a period during the last few weeks of class. Please take the time to complete this important evaluation (or opt out of providing an evaluation) during the designated period. If you do not do so, you will not be able to access the grade for this class, scheduled to be posted on the Monday after the final examination days. They will be in Banner under Answer a Survey. 
At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on Banner (where you registered for classes). Students will receive an email notification through their VSU (valdosta.edu) email address when the SOI is available (generally at least one week before the end of term.) SOI responses are anonymous to instructors/administrators. Instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. Some professors give extra credit for completing the SOI and some do not; please do not pressure any faculty member about giving extra credit - it's an individual instructor choice. These compliance and non-compliance reports will not be available once instructors are able to access the survey and a timetable for this term is available at 
http://www.valdosta.edu/academic/OnlineSOIPilotProject.shtml

The Administration has not yet opened the online SOI forms, and Dr. James will update the class with instructions when they are available. 
Tips for doing well in Philosophy classes, adapted from a handout by Robert Scott 
1. Read text with a pencil, underline the important ideas and key concepts. Write down technical ideas, key terms, key distinctions between two terms, definitions, diagrams, etc. to help you remember them. 
2. Write questions or reactions you have to the text in the margin of the book. Ask about these questions in class, and keep them in mind, since they may provide good points to make about that author in papers you will write for class. 
3. Read ahead to see the ultimate objectives of the chapter and of the individual readings. Keep in mind the overall picture of the chapters given in the introductory sections to each chapter in the book. 
4. Work with the new terminology frequently, and try to apply it to situations outside of class. I would recommend flash cards to help you memorize the meanings of new terms quickly. 
5. For longer readings, be sure to review the reading as a whole after you have read it section-by-section. What was the main question the author wanted to address? What were the answers? What concepts were used to make the points? 
6. When confronted with a difficult reading or question, break it down into parts, and into individual ideas. This will at least help to clarify the question, even if it might not give the answer. And for philosophy, clarifying the question is really half the battle! 
7. Ponder an unsolved problem and return to it every so often to see if it will give. Inspiration may happen at an unexpected time, and the subconscious mind does work on problems even when we aren't consciously aware of it. 
8. Begin work on all the class tasks early, and spread out your work over time so as to maximize your chances for comprehending the readings accurately, memorizing the information, and grappling with the questions for papers. 
9. If you do need to meet with an instructor outside of class, be sure to have your questions for the instructor planned out ahead of time, to make the meeting as productive as possible. 
10. Always think about the philosophical issues for yourself, rather than waiting to be told what to think or believe. 
11. Study for all exams on a daily basis, for at least a week before the exam date. You will need to know who said what, from memory. 
12. Try to anticipate the questions that will be asked on an examination beforehand. Questions may come from the readings or from lectures and class discussions, but in either case, certain terms and concepts will be emphasized more than others. 
13. Listen carefully to different points of view, and actively respond (when you read, when you are in class, and when you write your philosophy papers)! 
14. Philosophy involves skills, like learning to appreciate a good debate, learning to imagine the world differently than we assume it to be, and appreciating the world with a sense of wonder. 
A really great website for students about how to write academic papers is maintained by the Dartmouth Writing Program: 
http://www.dartmouth.edu/~writing/materials/student/toc.shtml 
In addition to lots of helpful general information, it has special pages on "Writing the Religion Paper" and "Writing the Philosophy Paper." 
A great website that explains the importance of critically evaluating web resources is maintained by Robert Harris: 
http://www.virtualsalt.com/evalu8it.htm

Notes pages from previous versions of the Philosophy of Science course that you might find helpful:
http://teach.valdosta.edu/chjames/philscinotes.htm 
http://teach.valdosta.edu/chjames/review1philosophyofscience.htm 
http://teach.valdosta.edu/chjames/review2philosophyofscience.htm 
http://teach.valdosta.edu/chjames/techpics.htm 
http://teach.valdosta.edu/chjames/philscinotes2.htm 
Problem solving considering fallible human senses; Kuhn, Laudan, Latour/Woolgar, Cole; good sites to check:
http://plato.stanford.edu/entries/rationality-historicist/ 
http://ls.poly.edu/~jbain/philsci/philscistudyquestions.htm 
http://www.trinity.edu/cbrown/science/finalreviewS2005.html