PHIL3021: Philosophical Issues in Contemporary Science

• At least one 'Year 2' module in Philosophy.

• None.

• None.

• The aim of this module is to understand central issues, theories and arguments arising in and around contemporary science and its place in society.

• The course discusses topics within and cross-cutting the following themes:
• The nature of evidence;
• Expertise and trust in science;
• Theories, models, mathematics, and/or other tools used in contemporary science;
• The relation between science and society in the contemporary world;
• The relation between science and values, social and political forces, inequalities, race, gender, and/or other social, economic, and political phenomena.

Subject-specific Knowledge:

• By the end of the module students will be familiar with core philosophical questions arising in and around contemporary science, will understand proposed answers to those questions, and will know the main arguments for and against those proposals.

Subject-specific Skills:

• By the end of the module students will be able to:
• identify and articulate core philosophical questions arising in the natural and social sciences;
• explain key metaphysical and epistemological views developed in response to those questions;
• use relevant research material to examine and assess arguments for and against such theories.

Key Skills:

• By the end of the module students will be able to:
• express themselves clearly and succinctly in writing;
• comprehend complex ideas, arguments and theories;
• defend their views by reasoned argument;
• seek out and identify appropriate sources of evidence and information;
• tackle problems in a clear-sighted and logical fashion.

• Structured teaching within seminars will deliver basic module-specific information and provide a framework for further study.
• Seminars will provide the opportunity for students to demonstrate and test their understanding of the course material, to defend and debate different philosophical positions presented in that material, and to propose alternative positions.
• Guided reading provides a structure within which students exercise and extend their abilities to make use of available learning resources.
• The formative essay provides the opportunity for students to test and extend their knowledge and understanding of the module content, and develops their ability to present and defend relevant arguments using available learning resources, uninhibited by the need for summative assessment.
• The summative essays test knowledge and understanding of the course material as well as the ability to (i) articulate philosophical questions raised by the material, (ii) identify appropriate research sources, (iii) use those sources in presenting philosophical theories and arguments that have been developed in response to the questions at hand and (iv) make reasoned judgements about the merits and limitations of such theories and arguments.

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