Philosophy of Science 2500-EN-CS-P-01

The course surveys a variety of positions on standard issues in the philosophy of science, centered around the following themes:
1. The aims of science and the role of epistemic values
Although scientific research is commonly described as a goal-directed activity, it is less clear what the basic aims of scientific inquiry are or how these aims should be ranked. This has methodological consequences because scientific results and research programs are assessed in terms of epistemic virtues that are defined as conducive to the attainment of specific aims. We are going to survey the basic aims of science proposed in the literature, such as truth, explanation, accuracy and prediction, and look at how they inform scientific practice.
2. Scientific method
Science is often defined by appeal to its method but it is controversial what this method is and, indeed, whether it even exists. We are going to look at various reconstructions of the scientific method, and their relative merits and shortcomings.
3. The structure of scientific practice
Scientific results form a hierarchically organized system. We are going to look at the logical structure of this system and try to articulate various relations holding between its components. We will also discuss how proposed reconstructions of the structure of scientific theory reflect views on the aims science and scientific method.
4. Philosophical perspectives on cognitive science
What does cognitive science look like when observed through the lenses provided by philosophy of science? Is it experiencing a replicability and generalizability crisis that can be overcome by modifying certain research practices? Or perhaps things are exactly as they should be… How can we tell?

Term 2026Z:

centered around the following themes:
1. The aims of science and the role of epistemic values
Although scientific research is commonly described as a goal-directed activity, it is less clear what the basic aims of scientific inquiry are or how these aims should be ranked. This has methodological consequences because scientific results and research programs are assessed in terms of epistemic virtues that are defined as conducive to the attainment of specific aims. We are going to survey the basic aims of science proposed in the literature, such as truth, explanation, accuracy and prediction, and look at how they inform scientific practice.
2. Scientific method
Science is often defined by appeal to its method but it is controversial what this method is and, indeed, whether it even exists. We are going to look at various reconstructions of the scientific method, and their relative merits and shortcomings.
3. The structure of scientific practice
Scientific results form a hierarchically organized system. We are going to look at the logical structure of this system and try to articulate various relations holding between its components. We will also discuss how proposed reconstructions of the structure of scientific theory reflect views on the aims science and scientific method.
4. Philosophical perspectives on cognitive science
What does cognitive science look like when observed through the lenses provided by philosophy of science? Is it experiencing a replicability and generalizability crisis that can be overcome by modifying certain research practices? Or perhaps things are exactly as they should be… How can we tell?

Learning outcomes

K_W01. Student knows at an advanced level different theoretical paradigms in cognitive science (e.g., classical, subsymbolic, dynamic, evolutionary approaches), understands their methodological and historical underpinnings, and recognizes their applications in explaining cognitive phenomena.
K_W04. Student knows at an advanced level different approaches to modeling cognitive processes (symbolic, statistical, dynamic models), can explain their theoretical foundations and applications, and recognizes the constraints of each method.
K_W06. Student knows social and ethical consequences of new information technologies (e.g., artificial intelligence, brain–computer interfaces, autonomous robotics) and their impact on individuals and society.
K_U01. Student can search for, select, and critically analyze scientific literature from various areas of cognitive science using advanced bibliographic tools and databases, comprehensively evaluating the quality, reliability, and relevance of the arguments.
K_U05. Student can identify philosophical, methodological, and ethical underpinnings of cognitive research, critically assessing the assumptions of existing theories and the societal and individual impacts of emerging technologies (e.g., artificial intelligence).

Learning activities and teaching methods:
In-class presentations, group discussions.

Assessment criteria

Assessment methods: assessment of in-class presentations (each student has to do at least four presentations), assessment of participation in group debates

Components of the final grade and their weights:
In-class presentations 75%
Participation in group discussions 25%

Grading scale – not applicable

Requirements for retaking the assessment – not applicable
The course is designed to promote continuous learning and active participation. Since the final grade reflects systematic work throughout the semester, it is not possible to complete the course through a single retake or alternative assessment.

Attendance rules
Students are allowed at most five absences – i.e., a student who has had over five absences will not get credit for the course. Out of the five allowed absences, two can be unexcused, but anything beyond that needs to be justified (e.g., by a note from a doctor). Additionally, a student who has had more than two absences may be asked to do additional work (e.g., prepare a presentation, write a brief commentary) to make up for each extra absence.

Bibliography

1. Introduction: What is philosophy of science good for?
2. Three general attitudes toward science: Essentialism, Instrumentalism (Empiricism), Fallibilist Realism - Popper, K. (2002). Three views concerning human knowledge. In K. Popper, Conjectures and Refutations, Routledge, London, 130-160.
3. The role of cognitive values in scientific practice - Douglas, H. (2013). The value of cognitive values. Philosophy of Science, 80(5), 796-806.
4. Commonsense view of science – Chalmers, A. (2014). What is This Thing Called Science?, University of Queensland Press, chapter 1.
5. Inductionism - Chalmers, A. (2014). What is This Thing Called Science?, University of Queensland Press, chapter 4.
6. Falsificationism - Chalmers, A. (2014). What is This Thing Called Science?, University of Queensland Press, chapters 5 and 6.
7. Critique of falsificationism - Chalmers, A. (2014). What is This Thing Called Science?, University of Queensland Press, chapter 7.
8. Kuhn’s view of science - Chalmers, A. (2014). What is This Thing Called Science?, University of Queensland Press, chapter 8.
9. Lakatos’s view of science - Chalmers, A. (2014). What is This Thing Called Science?, University of Queensland Press, chapter 9.
10. Laudan’s view of science – TBA.
11. Pseudoscience - Dean Keith Simonton, Hard science, soft science and pseudoscience.
12. Replication crisis - Bird, A. (2018). Understanding the replication crisis as a base rate fallacy. The British Journal for the Philosophy of Science. doi: 10.1093/bjps/axy051
13. Generalizability crisis - Yarkoni, T. (2020). The generalizability crisis. Behavioral and Brain Sciences, 1-37. doi:10.1017/S0140525X20001685
14. HARK-ing - Rubin, M. (2019). The costs of HARKing. The British Journal for the Philosophy of Science. doi:10.1093/bjps/axz050
15. TBA

Notes

Term 2026Z:

Students must respect the principles of academic integrity. Cheating and plagiarism (including copying work from other students, internet or other sources) are serious violations that are punishable and instructors are required to report all cases to the administration.