This document outlines the course details for a Philosophy of Science in Political Science course taking place from April to May 2014. The course will examine the relationship between philosophy of science and political science over 8 sessions. Topics will include the nature of science, inductive and deductive reasoning, theories of falsification and relativism, concepts of observation and theory, and the role of values in political science. Students will complete short written assignments after each session connecting the philosophical issues to political science. A final exam will be administered on the last day.
The necessity of related literature search and review exercises in dissertati...inventionjournals
The systematic and scientific study of the related literature is the life cycle of every dissertation/thesis research proposal and research writing process. It is a form of secondary data collection, data analysis, and data presentation. The content we are dealing with here is textual, and the form of secondary data analysis is a form of phenomenologically qualitatively data analysis.
Investigation: How Can Looking at the Same Information from Different Perspec...Big History Project
Have you ever developed a new point of view? If so, what affect did it have on you? This investigation looks at changes in points of view in science, and explores the impact on innovation and the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The necessity of related literature search and review exercises in dissertati...inventionjournals
The systematic and scientific study of the related literature is the life cycle of every dissertation/thesis research proposal and research writing process. It is a form of secondary data collection, data analysis, and data presentation. The content we are dealing with here is textual, and the form of secondary data analysis is a form of phenomenologically qualitatively data analysis.
Investigation: How Can Looking at the Same Information from Different Perspec...Big History Project
Have you ever developed a new point of view? If so, what affect did it have on you? This investigation looks at changes in points of view in science, and explores the impact on innovation and the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Investigation: How and Why Do Individuals Change Their Minds?Big History Project
Many important changes in the world have happened because people came to new conclusions. But it's not always easy to question your thinking or ideas. When and why should people change their minds?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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NIGP Forensic Audit: Request For Copies Per Open Records LawJon Hansen
Because the NIGP did not respond to a direct e-mail request for copies of the Independent Audit of NIGP's Strategic Partnerships/Forensic Audit and Pierson Grant recommendation, the following official letter of request Pursuant to Article I, section 24 of the Florida Constitution, and chapter 119, F.S., has now been sent.
This is the copy of that document.
رد هوشمند جهت استفاده در کلاسهای آموزشی و سالنهای کنفرانس می باشد. این وایت برد الکترونیکی جایگزین مناسبی جهت تخته وایت بردهای معمولی است. استفاده از این وایت بردهوشمند در کلاسها و سالنها ،امکان نمایش مطالب بصورت کاملا" پویا را برای کاربر مهیا می نماید. استفاده از وایت برد هوشمند که با عناوین دیگری نظیر برد الکترونیکی یا اسمارت برد نیز شناخته می شود ، در بسیاری از مراکز آموزشی و دانشگاهی و نیز اتاقهای جلسات و کنفرانس رایج گردیده است . وایت برد هوشمند با قرار گرفتن در کنار تجهیزاتی نظیر ویدئو پروژکتور و ویژوالایزر میتواند سیستم کمک آموزشی بسیار کار آمدی را در اختیار کاربر قرار دهد .وایت برد هوشمند علاوه بر بخش سخت افزاری که از یک سطح الکترونیکی (مجموعه ای از سنسور های لمسی) تشکیل شده است دارای یک هسته ی نرم افزاری اصلی نیز می باشد که اغلب قابلیت ها و ویژگیهای منحصر به فرد برد را پشتیبانی می کند . نرم افزار وایت برد هوشمند ضمن رعایت اصول سهولت کاربری ، محیطی مناسب جهت تدریس ، سمینار و حتی جلسات عملیاتی را فراهم می نماید .
-قابلیت ذخیره مطالب نوشته شده،در کامپیوتر و چاپ آن توسط پرینتر
-مجهز به تکنولوژی صفحه سخت و مقاوم در برابر ضربه و خش
-دارای نرم افزار بسیار ساده
-در دو نوع حساس به تماس دست و حساس به قلم
Investigation: How and Why Do Individuals Change Their Minds?Big History Project
Many important changes in the world have happened because people came to new conclusions. But it's not always easy to question your thinking or ideas. When and why should people change their minds?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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NIGP Forensic Audit: Request For Copies Per Open Records LawJon Hansen
Because the NIGP did not respond to a direct e-mail request for copies of the Independent Audit of NIGP's Strategic Partnerships/Forensic Audit and Pierson Grant recommendation, the following official letter of request Pursuant to Article I, section 24 of the Florida Constitution, and chapter 119, F.S., has now been sent.
This is the copy of that document.
رد هوشمند جهت استفاده در کلاسهای آموزشی و سالنهای کنفرانس می باشد. این وایت برد الکترونیکی جایگزین مناسبی جهت تخته وایت بردهای معمولی است. استفاده از این وایت بردهوشمند در کلاسها و سالنها ،امکان نمایش مطالب بصورت کاملا" پویا را برای کاربر مهیا می نماید. استفاده از وایت برد هوشمند که با عناوین دیگری نظیر برد الکترونیکی یا اسمارت برد نیز شناخته می شود ، در بسیاری از مراکز آموزشی و دانشگاهی و نیز اتاقهای جلسات و کنفرانس رایج گردیده است . وایت برد هوشمند با قرار گرفتن در کنار تجهیزاتی نظیر ویدئو پروژکتور و ویژوالایزر میتواند سیستم کمک آموزشی بسیار کار آمدی را در اختیار کاربر قرار دهد .وایت برد هوشمند علاوه بر بخش سخت افزاری که از یک سطح الکترونیکی (مجموعه ای از سنسور های لمسی) تشکیل شده است دارای یک هسته ی نرم افزاری اصلی نیز می باشد که اغلب قابلیت ها و ویژگیهای منحصر به فرد برد را پشتیبانی می کند . نرم افزار وایت برد هوشمند ضمن رعایت اصول سهولت کاربری ، محیطی مناسب جهت تدریس ، سمینار و حتی جلسات عملیاتی را فراهم می نماید .
-قابلیت ذخیره مطالب نوشته شده،در کامپیوتر و چاپ آن توسط پرینتر
-مجهز به تکنولوژی صفحه سخت و مقاوم در برابر ضربه و خش
-دارای نرم افزار بسیار ساده
-در دو نوع حساس به تماس دست و حساس به قلم
Science is a sphere of human activity in which objective knowledge about reality is developed and systematized theoretically. The main functions of science are explanatory and predictive functions. Science is a complex multifaceted integral phenomenon, and the process of development of scientific knowledge is not a unidirectional process, but a nonlinear one, characterized by multidirection. This is a process in which new growth points, diverse opportunities and situations of choice arise.
Science studies not only the surrounding reality, but also itself as a part of this reality. There is a whole complex of disciplines studying science, which includes the history and logic of science, psychology of scientific creativity, sociology of knowledge, etc. However, it is the philosophy of science that studies science as an integral phenomenon, exploring the general laws of scientific and cognitive activity, the structure and dynamics of scientific knowledge, its levels and forms, its socio-cultural determination, means and methods of scientific cognition, ways of its justification and mechanisms of knowledge development.
The philosophy of science began to take shape in the middle of the twentieth century. As a scientific discipline, the philosophy of science differs from the direction in Western and domestic philosophy, which bears the same name and originated a century earlier.
T. Pradeu & M. Lemoine: Philosophy in Science: Definition and Boundariesjemille6
Do philosophers of science frequently contribute to science, and if so how? Bibliometrics helps assess how surprisingly big is the corpus of papers authored or co-authored by philosophers and published in science. Indeed, several hundreds of philosophers have published in scientific journals. It is also possible to assess how influential this work has been in terms of citations, as compared to the average number of citations in the same journals in the same year. Unsurprisingly, many of these papers authored or co-authored by philosophers and published in scientific journals are poorly cited while a handful of them are widely cited. However, the most interesting result is that there is a significant corpus of papers authored by philosophers (both published in science journals and in philosophy journals) and significantly cited in science. It is more difficult, albeit crucial, to identify the most contributive philosophical papers, namely, those which have penetrated science not only through publication or citation in science journals, but also through discussion or endorsement by some scientists.
Based on the identification of this often neglected corpus, which we propose to call "philosophy in science" (PinS), it becomes possible to describe the most central features of this particular way of doing philosophy of science. The first feature is bibliographic: philosophers in science tend to cite little philosophy and a lot of (up-to-date) science. Second, they also address a scientific question rather than a philosophical question. Third, in doing so, they use traditional tools of philosophy of science, typically and mostly, conceptual analysis, explication of implicit claims, examination of the consistency of claims, assessment of the relevance of methods or models. More rarely, but very interestingly, they also make positive and original contributions by bridging domains of science or suggesting hypotheses.
This different context – in particular, the specific requirements for a publication in a peer-reviewed science journal – transforms philosophy of science. Is it still philosophy? What is the difference with approaches such as "philosophy of science in practice", "complementary science", "scientific philosophy", "theory of science", and naturalism? PinS faces a double "impostor syndrome": not entirely philosophical for philosophers, and not entirely scientific for scientists. In conclusion, we will explore how PinS can respond to this double challenge.
Running head YOUR PAPER TITLE 1YOUR PAPER TITLE HERE 2.docxrtodd599
Running head: YOUR PAPER TITLE 1
YOUR PAPER TITLE HERE 2
Your Paper Title
Your Name
Date
Class Name and Section
Dr. Kahlib Fischer
Defining the Problem Comment by Fischer, Kahlib: One paragraph.
May
Biblical guidelines and principles
Constitutional guidelines for federal and state involvement
Can
Political Feasibility Comment by Fischer, Kahlib: One brief paragraph for each of these.
Financial feasibility
Practical feasibility
Should Comment by Fischer, Kahlib (Helms School of Government): Provide a summary of the key ideas of your analysis in support of your position. Must be based on the “May” and “Can” analysis. Offer a recommendation based upon the analysis.
References Comment by Fischer, Kahlib: List your sources in APA format below.
PADM 550
Policy Briefs Instructions
For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:
1. all of the required reading and presentations from the assigned module/week
2. all relevant sources from Modules/Weeks 1–2 (especially the "Biblical Principles of Government" article), and
3. 3–5 outside sources. NOTE: These sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.
4. Please feel free to use the following link for the purposes of additional research.
Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one's choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are "before and after" samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.
NOTE: the sample briefs are not perfect in every respect in terms of following the "May-Can-Should" analysis. It is mean to show you how to be more concise in communicating ideas.
Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problem.
1. Institute of International Studies,
Ramkamhaeng University (IIS-RU)
POL 6000: PHILOSOPHY OF SCIENCE IN POLITICAL SCIENCE
9:00 a.m. - 4:00 p.m. April 4-5, 18-19, 25-26, May 2-3, 2014, RU Printing Press Building
Instructor: Dr. Giuseppe Mario Saccone
E-mail: gmsaccon@gmail.com, gmsaccon@graduate.hku.hk
Tel: 087613-1059
Course textbook
Anthony O’Hear, An introduction to the philosophy of science, Oxford: Oxford
University Press, 1995. ISBN 0-19-824813-X; 9 780198 248132
Anthologies on Philosophy of Science (but not textbooks)
Philosophy of Science: Contemporary readings, Edited by Yuri Balashov and Alex
Rosenberg, London: Routledge, 2002. ISBN 0-415-25782-4; 9 780415257824
Philosophy of Science: the central issues, Edited by Martin Curd and J. A. Cover,
New York: W. W. Norton & Company, 1998. IBN 0-393-97175-9
Suggested Readings (not textbooks)
Patrick J. Hurley, A Concise Introduction to Logic. 8th
ed. Wadsworth, Thomson
Learning: Belmont Ca, 2003. ISBN 0-534-58482-9
John Losee, A Historical Introduction to the Philosophy of Science, Fourth Edition,
Oxford: Oxford University Press, 1972-2001 ISBN 0-19-870055-5; 9 780198 700555
M. Neil Browne, Stuart M. Keeley, Asking the right questions: a guide to critical
thinking. 6th
ed. Prentice-Hall, Pearson Education, Upper Saddle River: New Jersey,
2001. ISBN 0-13-089134-7;
David Stewart, H. Gene Blocker, Fundamentals of Philosophy, Third Edition, New
York: Macmillan Publishing Company, 1992. ISBN 0-02-417340-1
John Perry, Michael Bratman (eds.), Introduction to Philosophy: Classical and
contemporary readings, Third Edition, Oxford: Oxford University Press, 1999. ISBN
0-19-511204-0
Robert Klee, Introduction to the Philosophy of Science: Cutting Nature at its seams,
New York: Oxford University Press, 1997 ISBN 0-19-510610 0-19-510611-3
Rudolf Carnap, Introduction to Symbolic Logic and its Applications, Dover
Publications: New York, 1958. ISBN 0-486-60453-5
Alex Rosenberg, Philosophy of Science: A contemporary introduction, London:
Routledge, 2000. ISBN 0-415-15281-x; 9 780415 152815
George Couvalis, The Philosophy of Science: Science and Objectivity, London: Sage
Publications, 1997. ISBN 0-7619-5101-6; 9 780761951018
Michael G. Roskin, Robert L. Cord, James A. Medeiros, Walter S. Jones, Political
Science: An Introduction, 9th
Edition, New Jersey: Pearson Education, 2006. ISBN
0-13-099134-1 9 780130991348
Course description
This course examines the meanings and sources of the philosophy of science and the
relationship between philosophy of science and political science. An emphasis will be
given to such fundamental issues of philosophy of science as concepts, facts,
hypothesis, theories, and laws.
1
2. Schedule of lecturing, readings and assignments (some changes are possible during
the course):
Session 1, Saturday April 4
(a) We will begin with an introduction to the course and general guidelines for the
assignments. What is Philosophy of Science? What does it mean? What are its
sources? We will examine the nature of philosophy and the nature of science. We will
read from Anthony O’Hear, An Introduction to the Philosophy of Science (from now
on referred to as ibid), pp.1-11.
Session 2, Sunday April 5:
The second section will introduce some basic notions of logic: Deductive and
Inductive arguments, validity and soundness. We will focus on how scientists arrive at
their explanations about the world, i.e., on the inductive method. The students will be
able to refer to the chapter on Induction in the textbook, ibid, pp.12-34. The first
assignment will be about how inductively strong (i.e., cogent) arguments are to be
constructed in Political Science.
Session 3, Saturday April 18: In the third section, we will examine the debate about
other and alternative scientific methods with a focus on the Popperian Philosophy of
Science which stresses the role of Falsification in the construction of scientific
theories. Students can find reference to this debate in Ibid, pp.35-53. The topic for the
assignment will be: Explain how Popperian falsification is supposed to differ from
Bacon’s inductive method.
At this stage, participants to the course are also expected to choose a topic within
Philosophy of Science for an in class presentation to be delivered the following week.
Session 4, Sunday April 19:
(a) We will dedicate some time to Students’ Presentations and hopefully to sharing
some ideas about how scientific knowledge in Social Sciences and current issues
ought to be advanced. The presentations should also bring to the forefront the wide-
ranging issue of what distinguishes the scientific approach to problem solving from
other methods. Accordingly, in this session, we will examine how Science can be
distinguished from non-science. The students will be able to find reference to this
debate in: Ibid, pp.54-81. Possible topics of assignment will be:
What do you think of Popper’s distinction between Science and non-science? Do you
agree with him or not, and to what extent and why?
What do you think of Kuhn’s scientific relativism? Do you think it provides a more
accurate picture of the workings of science than Popper’s falsificationism?
Which one between Popper’s falsificationism and Kuhn’s relativism offers a more
relevant method to the concerns of Political Science?
Session 5 Saturday April 25:
Review of the role of Concepts, Facts, Theories and Laws in Philosophy of Science
with some in depth analysis of their meanings and their applications in Scientific
Realism, Anti-Realism and Baysianism. We will refer to the chapters in the textbook
on: “Observation and theory” in ibid, pp.82-105; Scientific Realism, pp.106-143;
Probability, pp.144-176. The topic for the assignment will be: Can we at all
distinguish between observation and theory in Political Science? What are the
problems involved and the relative consequences?
2
3. Session 6 Sunday April 26
Our sixth session will deal with examining the debate over Reductionism, as
advocated by Positivism, in Philosophy of Science.
The role of Scientific Reductions in the Philosophy of Science is discussed in Ibid,
pp.177-201. We will also draw our attention on the possible applications of
Reductionism in Political Science, and on discussing whether or not these applications
are always desirable.
Possible topics for assignment and/or further discussion include: Is it possible or
desirable to reduce the epistemic gap between Natural Sciences and Social Sciences?
Is the idea of developing a “Science of Politics” a viable proposition?
Session 7 Saturday May 2
The subject of the seventh session is Science and Culture and the role of Philosophy
of Science in Political Science. The students can find some general insights into this
vast topic in: ibid, pp.202-232.
The purpose of this session (and arguably one of the aims of the course itself) is to
explore how to address the epistemic challenges to Political Science. In other words,
it could be argued that it is auspiciously desirable that Political Philosophy, with valid
or sound support from scientific knowledge helps us develop new perspectives in
order to deepen our knowledge of the complex and so far only partially explained
relation between facts and values, that is to say, between the theoretically descriptive
(i.e., the primary concern of science itself) and the normative or evaluative in political
science. Ideally, this should also help us find the answer to the vexing question of
whether an ethical politics is morally and scientifically possible.
One possible assignment for this section will be:
Explore the implication of the complex relation between facts and values. Explain, by
making use of what you have learned so far about Philosophy of Science, why some
essential political terminology such as ‘capitalism’, ‘socialism’ and ‘democracy’
refers to essentially contested concepts – meaning that no neutral or settled definition
can ever be developed for them.
Session 8 Sunday May 3
Final Exam
(Provisional and subject to change) The Students will be asked to answer to three
questions relating to the content of the course.
Grading Scale (As for Graduate Level):
A = 4.00 Excellent
A-= 3.67 Almost Excellent
B+= 3.33 Very Good
B = 3.00 Good
B- = 2.67 Fairly Good
C+= 2.33 Almost Good
C = 2.00 Fair
C- = 1.67 Almost Fair
D = 1.00 Poor
F = 0.00 Fail
3
4. Assignments:
A total of 8 Assignments, one for each session: 7 essays of about 500 words each, one
oral presentation and one final exam paper.
Provisional list of other topics for assignments concerning the relationship
between Philosophy of Science and Political Science (others may be added during
the course)
- What is the relation between philosophy of science and political science?
- Explain the role of concepts, facts, theories and laws in Philosophy of Science and in
Political Science.
- In political science is theory separate from practice?
- Can political science be a value-free mirror of politics, or are value and fact linked?
Class Participation
For Master’s degree students, students will need to attend more than 80% of the class
hours. If students attend the class in between 50% - 80% of the class hours then it
should result in the incomplete grade. Class active participation and attendance are
required.
Academic misconduct and plagiarism
Academic misconduct and plagiarism will be dealt with according to the regulations.
4