David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Teaching Philosophy 27 (2):143-166 (2004)
This paper describes the case-based approach to teaching philosophy of science courses and argues for its merits. The paper first presents a case study that debates whether the “shock features” of the Slate Islands in Lake Superior were formed by meteorite impact or have an endogenous origin, e.g. from explosive volcanic activity. Next, the virtues of the Slate-Island case are considered, e.g. the case is focused insofar as what is at stake is relatively clear and the case illustrates the truisms that creditable scientists disagree and the claims made in natural science are probable rather than indubitable. Finally, the paper argues for the case-based approach to teaching the philosophy of science by responding to two objections: that case studies get in the way of doing philosophy and that students won’t be able to understand scientific literature well enough to reflect upon how it relates to science in general
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Tonie L. Stolberg (2009). Student Thinking When Studying Science-and-Religion. Zygon 44 (4):847-858.
John Murungi (1993). Studying Zen as Studying Philosophy. Man and World 26 (4):429-441.
J. Schopman (1980). Finalization and Functionalization. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 11 (2):347-353.
Andrew Pickering (ed.) (1992). Science as Practice and Culture. University of Chicago Press.
Endre E. Kadar & Judith A. Effken (2005). From Discrete Actors to Goal-Directed Actions: Toward a Process-Based Methodology for Psychology. Philosophical Psychology 18 (3):353 – 382.
Sabine Maasen, Wolfgang Prinz & Gerhard Roth (eds.) (2003). Voluntary Action: Brains, Minds, and Sociality. Oxford University Press.
Florian Cova & Hichem Naar (2012). Side-Effect Effect Without Side Effects: The Pervasive Impact of Moral Considerations on Judgments of Intentionality. Philosophical Psychology 25 (6):837-854.
Anti Randviir (2001). Sociosemiotic Perspectives on Studying Culture and Society. Sign Systems Studies 29 (2):607-625.
Richmond M. Campbell & Alexander Rosenberg (1973). Action, Purpose, and Consciousness Among the Computers. Philosophy of Science 40 (December):547-557.
N. Roll-Hansen (1998). Studying Natural Science Without Nature? Reflections on the Realism of so-Called Laboratory Studies. Studies in History and Philosophy of Science Part C 29 (1):165-187.
Carl Ginet (1990). On Action. Cambridge University Press.
Madeleine Keehner (2011). Spatial Cognition Through the Keyhole: How Studying a Real-World Domain Can Inform Basic Science—and Vice Versa. Topics in Cognitive Science 3 (4):632-647.
John Levi Martin & Matt George (2006). Theories of Sexual Stratification: Toward an Analytics of the Sexual Field and a Theory of Sexual Capital. Sociological Theory 24 (2):107 - 132.
Georges-Yves Kervern (1993). FOCUS: Studying Risks: The Science of Cindynics. Business Ethics 2 (3):140–142.
Added to index2011-01-09
Total downloads14 ( #239,474 of 1,789,930 )
Recent downloads (6 months)12 ( #68,715 of 1,789,930 )
How can I increase my downloads?