Teaching Philosophy of Science and Technology. Some reflections on how to make it inclusive and diverse
Federica Russo discusses strategies for making the teaching of philosophy of science and technology more inclusive and diverse, highlighting the need for adaptability to varied student backgrounds and learning styles. She emphasizes methods such as constructive alignment, project-based learning, and varied assessment approaches to foster student engagement and ownership of their learning. The challenges of heterogeneous student populations and traditional course structures are addressed, alongside actionable options for enhancing diversity and inclusivity in course content and teaching methods.
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Teaching Philosophy of Science and Technology. Some reflections on how to make it inclusive and diverse
- 1. Teaching Philosophy of Scienceand Technology: Some reflections on how to make it inclusive and diverse Federica Russo Philosophy & ILLC | University of Amsterdam russofederica.wordpress.com |@federicarusso
- 2. Levels of reflections Why reflecting about Teaching? How to teaching philsci / phil tech, and to non-phil students? Diversity and inclusion? In this talk, I navigate these dimensions, hopefully making clear which one I address, at any given moment Disclaimer: I am ‘amateur’, for professional contributions, keep an eye on https://philsci.eu/TeachingPoS 2
- 3. My eye-openers Constructivealignment approach of Biggs and Tang Their pedagogical approach to aligning learning goals – assignments – assessment is closely related to philosophical thinking about the nature of knowledge Approaches to feedback, e.g. Boud and Molloy Students as the drivers of feedback, what feedback really consists in, how it can be helpful rather than judgmental Project-based and problem-based learning Quite hard to adapt and implement in philosophy programmes, but capturing my research. Whence the question: how to turn this into a phil module? The slow professor by Seeber and Berg Especially for the idea to literally make time for the students to think, wander in the literature, and even to fail 3
- 4. Transforming modules Howto turn old-fashioned courses into brand new ones? More inclusive, more interdisciplinary, more aligned, more project-based, more student- centred, … Constraints Time availability Place of individual modules into the programme Culture clashes with other modules / whole programme / teachers Budget My current strategy Very gradual transformations; learning while teaching; seek and respond to students’ feedback, … 4
- 5. My core PhilSci/ PhilTech teaching portfolio BA > 3rd year Philosophical Approaches to the Sciences MA > Philosophy of the Social Sciences MA > Philosophy of Techno-Science 5
- 6. Who sits inmy class? (Zoom!) BA-Phil Approaches to the Sciences Philosophy students; natural sci /medicine students MA-Phil Social Sciences Philosophy students; social science, art (history), law, history students MA-Phil Techno-Science Philosophy students, social science, logic, engineering, art, cultural analysis students 6
- 7. The general challenge Offering a philosophical perspective to students that Have very different backgrounds and motivations Often have not been exposed to Phil Sci before Have been exposed only to critical approaches to science Know close to nothing about scientific practice … 7
- 8. The specific challenges BA-Phil Approaches to the Sciences A course in preparation to write the BA thesis … … but not everyone will be writing one MA-Phil Social Science Most students come from a specific discipline and will need a course that is methodologically- and practice-oriented … … but some will be in need of higher-up philosophical reflection MA-Phil Techno-Science Establishing the need for a Phil of Techno-Science requires quite some time, before any other topic can be fruitfully addressed 8
- 9. Revisiting the generalchallenge Heterogeneity of student population is part of the challenge, but not only Questions about canon and philosophical methodology are also at stake Ultimately, a big question for me is what I want students get from the course Upon reflection: over time, and looking at how my own research in Phil Sci/Tech developed, this has changed a lot 9
- 10. Any standard coursewon’t do A wide range of textbooks in Phil Sci, Phil Tech, Phil Social Sci is available BUT: Mainly about Anglo-American literature Largely within tradition of Analytic philosophy Present topics / authors as The Canon, ignoring other traditions Do not problematize contextual and relative character of knowledge production Do not have students at the centre of the learning experience 10
- 11. My strategy: giveoptions Options may concern: Available approaches in Phil Sci, e.g. Analytic Phil Sci, History & Philosophy of Sci, Phil Sci in Practice, Historical Epistemology, Feminist & Postcolonial Approaches, … Topics Provide refs for a range of topics that are not addressed in the course; freedom in choosing a topic for a presentation Assessment form A flexible portfolio to work on continuously during the course Make space and time to develop their own interest Plan individual study sessions; can choose ‘jolly’ topics for the portfolio 11 Diverse Project/Problem- based Inclusive, student-centred
- 12. BA-Phil Approaches tothe Sciences 12 TOPIC Background: • A European phil sci? • Examples and counterexamples in phil sci Selected approaches 1: • Philosophy of science: the heritage of the Vienna Circle • STS approaches Selected approaches 2: • History of Science • History and Philosophy of Science Selected approaches 3: • Philosophy of Science in Practice • Naturalism Guest Lectures: • Genealogical methods • How does language matter to science and philosophy?
- 13. MA-Phil Social Sciences 13 Topics APhil Sci Approach to the Social Sciences Social facts and social objects Modelling the social Big data and social science Generalizability and External validity Levels of the social Laws and causality Mechanisms and explanation Objectivity and values Feminist approaches to social science research Social science for use
- 14. MA-Phil Techno-Science 14 Topic Phil ofScience, Technology, or of Techno-Science? Philosophy of Information as philosophical methodology Techno-scientific knowledge Poiesis Techno-science and ethics
- 15. More diverse andinclusive Proposing more diverse reading lists From within a field, giving voice to less-known researchers, non-mainstream traditions Adopting activities and assessment methods that foster inclusion Of the different needs different students may have The mixed-blessing of English as (alleged) lingua franca Problematize the choice of the readings and the use of language in reading, teaching, writing, throughout the courses 15
- 16. More project/problem-based Portfolio: Self-assessment exercise about students’ learning goals and study process Content-related sections Questions to guide students through the topics and to frame the writing ‘Jolly’ sections to either expand on proposed topics, or to include new ones of their choice Flexibility to hand in a ‘section-based’ or an ‘essay-like’ portfolio, or anything in between 16
- 17. Actionable options? Options 1. Availableapproaches 2. Topics 3. Assessment form 4. Make space and time to develop their own interest Students’ actions triggered 1. Decide autonomously what to learn and write about 2. Select topics / problems / questions relevant to them 3. Decide how to engage with whole course, develop their own take on Phil Sci. 4. Take responsibility for their own study time and topics 17
- 18. Actions, beyond thecourse Students reported to me that they were able to: Make better methodological decisions in the context of their scientific training, e.g. about Methodological framework of BA thesis Philosophical presupposition behind their empirical work for MA special discipline Defend more cogently their own approach, i.e. Develop critical thinking, not just ‘reproducing’ extant arguments Decide what kind of involvement they want to have outside philosophy, e.g. Science & society Fighting gender imbalance 18
- 19. Student-centred courses, beyond thecontents What leaning environment for my students? Open for discussion about Workload, study-life balance Time management and respect for others’ commitments Competitiveness vs cooperativeness in class We continuously link our environment to the outside world: Why making ‘the class’ a ’safe space’? How to change other environments we belong to? How is our conceptualization of the world (philosophy!) related to / influenced by / influencing the world itself? … 19
- 20. Teaching in thetimes of Corona: extra challenges and extra opportunities Online does not replace in-person. But we are “Onlife”! The relevance of PhilSci and PhilTech: Understanding what science, social science, technology can do for us these days Be open about opportunities, limitations, risks of online teaching E.g.: combine asynchronous/synchronous activities; online group dynamic is very different; privacy Use online class time to help socializing, discussing, supporting each other Online activites don’t replace in-class ones, but I try to create a sense of online community around the course Foster and exercise patience, tolerance, and mutual help in handling/using online tools Teachers had to quickly set up online teaching; Students had to adapt to no interaction; Wifi not always stable; We are all connected from private, possibly shared spaces … 20
- 21. Teaching Philosophy of Scienceand Technology: Some reflections on how to make it inclusive and diverse Federica Russo Philosophy & ILLC | University of Amsterdam russofederica.wordpress.com |@federicarusso