Philosophy of Science
A.Y. 2019/2020
Learning objectives
General objectives of the Course:
The course aims to provide a basic introduction to the philosophy of science - both in its 'global' dimension (general issues concerning scientific theories and practices), and in its local dimensions (specific issues concerning particular sciences - with a focus on cognitive psychology and other cognitive sciences).
Learning Objectives of Module 1: 'An Introduction to the Philosophy of Psychology'
Module 1 aims to introduce some key questions in the philosophy of psychology, providing students with a good understanding of the basic tools by which such questions can be successfully addressed.
More specifically, by the end of the module students should get:
- A good understanding of the mind-body problem (i.e. what is the mind, and how is it related to the brain?);
- A good understanding of the interface problem (i.e.: what is the relation between 'mind sciences' and 'brain sciences'?);
- A good understanding of the problem of cognitive architecture (i.e.: how does the mind work? How different mental states are related to each other, and to external stimuli, to produce behaviour?);
- A good understanding of the empirically informed methodology by which philosophers address the three key problems just mentioned (i.e. of how conceptual analysis and empirical findings can be fruitfully integrated in the study of human cognition).
Learning Objectives for Module 2
Module 2 aims to introduce some key philosophical questions concerning scientific theories and practices in general, with a special focus on questions concerning demarcation, induction, scientific theory-change, and the epistemological value of error in scientific progress.
The course aims to provide a basic introduction to the philosophy of science - both in its 'global' dimension (general issues concerning scientific theories and practices), and in its local dimensions (specific issues concerning particular sciences - with a focus on cognitive psychology and other cognitive sciences).
Learning Objectives of Module 1: 'An Introduction to the Philosophy of Psychology'
Module 1 aims to introduce some key questions in the philosophy of psychology, providing students with a good understanding of the basic tools by which such questions can be successfully addressed.
More specifically, by the end of the module students should get:
- A good understanding of the mind-body problem (i.e. what is the mind, and how is it related to the brain?);
- A good understanding of the interface problem (i.e.: what is the relation between 'mind sciences' and 'brain sciences'?);
- A good understanding of the problem of cognitive architecture (i.e.: how does the mind work? How different mental states are related to each other, and to external stimuli, to produce behaviour?);
- A good understanding of the empirically informed methodology by which philosophers address the three key problems just mentioned (i.e. of how conceptual analysis and empirical findings can be fruitfully integrated in the study of human cognition).
Learning Objectives for Module 2
Module 2 aims to introduce some key philosophical questions concerning scientific theories and practices in general, with a special focus on questions concerning demarcation, induction, scientific theory-change, and the epistemological value of error in scientific progress.
Expected learning outcomes
By the end of the course, students will get a good knowledge and understanding of some central questions in the philosophy of science, with a focus on the relationships between philosophy of science and the sciences of the mind. This will allow them to see how philosophers and cognitive scientists can fruitfully interact in advancing the study of the human mind and cognition.
More specifically, a good knowledge and understanding of the following key topics is expected:
- Folk-psychology, scientific psychology, and the interface problem;
- Functionalism and the Representational Theory of Mind;
- The 'basic cognitive architecture': the belief-desire explanatory framework, and the role of imagination in it;
- The problem of demarcation;
- The problem of induction;
- The dynamics of scientific theory-change, and the epistemological value of error in it.
More specifically, a good knowledge and understanding of the following key topics is expected:
- Folk-psychology, scientific psychology, and the interface problem;
- Functionalism and the Representational Theory of Mind;
- The 'basic cognitive architecture': the belief-desire explanatory framework, and the role of imagination in it;
- The problem of demarcation;
- The problem of induction;
- The dynamics of scientific theory-change, and the epistemological value of error in it.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Course syllabus
Module 1
Introduction
· Philosophy of science and the sciences of the mind
Part I - The nature of the mind
· The mind-body problem and the interface problem
· Folk-psychology, scientific psychology, and eliminative materialism
· Dualism vs. physicalism
· Functionalism and the Representational Theory of Mind
Part II - The workings of the mind
· The 'basic cognitive architecture' and the belief-desire explanatory framework
· Pretence and the cognitive architecture of imagination
· New entries in the cognitive architecture: the need for 'aliefs'
Module 2
Part I - Themes from integrated history and philosophy of science
· Scientific change: The Copernican Revolution
· Copernicus, Kepler, Galilei: a comparison of scientific styles
· Galilei and the telescope (particularly, the observation of Venus phases)
· Galilei's trial (1633)
· Galilei: Discorsi and dimostrazioni matematiche intorno a due nuove scienze (1638)
· Descartes' attitude toward Galilei
· Celestial and terrestrial mechanics: the Newtonian synthesis
· George Berkeley's objections to Newton
· Electric and magnetic phenomena: James Clerk Maxwell's electromagnetic theory
· Albert Einstein's "annus mirabilis": statistical mechanics, light quanta, and special relativity
· Niels Bohr's atomic model (1913)
· Einstein's general relativity (1916)
· Toward quantum mechanics: the role of Werner Heisenberg and indeterminacy principle (1927)
Part II - Themes from the philosophy of science of the 20th century
· Charles Darwin and the theory of biological evolution
· Ernst Mach: Knowledge and error (1905)
· Wittgenstein's Tractatus and its influence on the philosophy of science of the early 20th century
· Moritz Schlick and the Vienna Circle
· Karl Popper: Logik der Forschung (1934)
· Popper's open society
· Thomas Kuhn and the structure of scientific revolutions (1962)
· Kuhn vs Popper
· Imre Lakatos and some criticism against Popper and Kuhn: revolutions in mathematics?
· The role of "error" in technology and medical practice
Introduction
· Philosophy of science and the sciences of the mind
Part I - The nature of the mind
· The mind-body problem and the interface problem
· Folk-psychology, scientific psychology, and eliminative materialism
· Dualism vs. physicalism
· Functionalism and the Representational Theory of Mind
Part II - The workings of the mind
· The 'basic cognitive architecture' and the belief-desire explanatory framework
· Pretence and the cognitive architecture of imagination
· New entries in the cognitive architecture: the need for 'aliefs'
Module 2
Part I - Themes from integrated history and philosophy of science
· Scientific change: The Copernican Revolution
· Copernicus, Kepler, Galilei: a comparison of scientific styles
· Galilei and the telescope (particularly, the observation of Venus phases)
· Galilei's trial (1633)
· Galilei: Discorsi and dimostrazioni matematiche intorno a due nuove scienze (1638)
· Descartes' attitude toward Galilei
· Celestial and terrestrial mechanics: the Newtonian synthesis
· George Berkeley's objections to Newton
· Electric and magnetic phenomena: James Clerk Maxwell's electromagnetic theory
· Albert Einstein's "annus mirabilis": statistical mechanics, light quanta, and special relativity
· Niels Bohr's atomic model (1913)
· Einstein's general relativity (1916)
· Toward quantum mechanics: the role of Werner Heisenberg and indeterminacy principle (1927)
Part II - Themes from the philosophy of science of the 20th century
· Charles Darwin and the theory of biological evolution
· Ernst Mach: Knowledge and error (1905)
· Wittgenstein's Tractatus and its influence on the philosophy of science of the early 20th century
· Moritz Schlick and the Vienna Circle
· Karl Popper: Logik der Forschung (1934)
· Popper's open society
· Thomas Kuhn and the structure of scientific revolutions (1962)
· Kuhn vs Popper
· Imre Lakatos and some criticism against Popper and Kuhn: revolutions in mathematics?
· The role of "error" in technology and medical practice
Prerequisites for admission
No preliminary knowledge is required.
Teaching methods
The course is articulated in 20 two-hours lectures. Lectures slides are uploaded on the course website on Ariel in advance of each lecture. Students are expected to actively engage in the lectures, which will be as interactive as possible - including group works and plenty of occasions for discussion.
Teaching Resources
Required Reading for Module 1
One point at your choice out of the following:
1) Ian Ravenscroft (2005), Philosophy of Mind. A Beginner's Guide, Oxford University Press: Introduction and Part I, "What Are Mental States?" (Chapters 1-5), up to p. 80.
2) Paul M. Churchland (1981), "Eliminative Materialism and the Propositional Attitudes," Journal of Philosophy, 78: 67-90.
Jerry Fodor (1981), "The Mind-Body Problem", Scientific American, 244: 114-125 (available on Ariel).
N.B. Note that both Churchland's and Fodor's articles are required if you choose point 2.
One article at your choice out of the following:
3) Shaun Nichols and Stephen Stich (2000), "A Cognitive Theory of Pretense", Cognition, 74: 115-147.
4) Tamar Gendler (2008), "Alief and belief", The Journal of Philosophy, 105: 643-663.
One article at your choice out of the following:
5) Tamar Gendler (2008), Alief and belief", The Journal of Philosophy, 105: 643-663.
N.B. Note that you can only choose Gendler's article if you haven't chosen it from the previous section.
6) Gregory Currie and Anna Ichino (2012): "Aliefs don't Exist, though Some of their Relatives Do", Analysis, 72, 4: 788-798.
7) Ema Sullivan-Bissett (2018), "Biased by Our Imaginings", Mind & Language: 1-21.
8) Lisa Bortolotti and Kengo Miyazono (2015), "Recent Work on the Nature and Development of Delusions", Philosophy Compass, 10, 9: 636-645.
9) Anna Ichino (2018), "Superstitious Confabulations", Topoi: 1-15.
A careful reading of the lectures slides (available on Ariel) is also highly recommended.
Required reading for Module 2
Pino Donghi and Giulio Giorello (2019), Errore, Il Mulino.
N.B. Non-Italian speakers can substitute this book with an alternative reading - which they need to agree in advance with Prof. Giorello.
Optional Reading:
L. Geymonat, Filosofia e filosofia della scienza, Feltrinelli, Milano 1982.
E. Boncinelli, La farfalla e la crisalide, Raffaello Cortina, Milano 2019.
E. Mayr, What Makes Biology Unique? Considerations on the Autonomy of a Scientific Discipline, Cambridge University Press, Cambridge 2004.
One point at your choice out of the following:
1) Ian Ravenscroft (2005), Philosophy of Mind. A Beginner's Guide, Oxford University Press: Introduction and Part I, "What Are Mental States?" (Chapters 1-5), up to p. 80.
2) Paul M. Churchland (1981), "Eliminative Materialism and the Propositional Attitudes," Journal of Philosophy, 78: 67-90.
Jerry Fodor (1981), "The Mind-Body Problem", Scientific American, 244: 114-125 (available on Ariel).
N.B. Note that both Churchland's and Fodor's articles are required if you choose point 2.
One article at your choice out of the following:
3) Shaun Nichols and Stephen Stich (2000), "A Cognitive Theory of Pretense", Cognition, 74: 115-147.
4) Tamar Gendler (2008), "Alief and belief", The Journal of Philosophy, 105: 643-663.
One article at your choice out of the following:
5) Tamar Gendler (2008), Alief and belief", The Journal of Philosophy, 105: 643-663.
N.B. Note that you can only choose Gendler's article if you haven't chosen it from the previous section.
6) Gregory Currie and Anna Ichino (2012): "Aliefs don't Exist, though Some of their Relatives Do", Analysis, 72, 4: 788-798.
7) Ema Sullivan-Bissett (2018), "Biased by Our Imaginings", Mind & Language: 1-21.
8) Lisa Bortolotti and Kengo Miyazono (2015), "Recent Work on the Nature and Development of Delusions", Philosophy Compass, 10, 9: 636-645.
9) Anna Ichino (2018), "Superstitious Confabulations", Topoi: 1-15.
A careful reading of the lectures slides (available on Ariel) is also highly recommended.
Required reading for Module 2
Pino Donghi and Giulio Giorello (2019), Errore, Il Mulino.
N.B. Non-Italian speakers can substitute this book with an alternative reading - which they need to agree in advance with Prof. Giorello.
Optional Reading:
L. Geymonat, Filosofia e filosofia della scienza, Feltrinelli, Milano 1982.
E. Boncinelli, La farfalla e la crisalide, Raffaello Cortina, Milano 2019.
E. Mayr, What Makes Biology Unique? Considerations on the Autonomy of a Scientific Discipline, Cambridge University Press, Cambridge 2004.
Assessment methods and Criteria
Assessment for this course includes both a written part and of an oral part - each worth 50% of the final mark (which will be expressed on the standard 1-30 scale used by our University, where 18/30 is the minimum mark required to pass the exam).
- The written part of the assessment consists of a short essay (3000 words max) on a topic discussed in one of the two modules of the course. The essay topic must be agreed in advance either with Prof. Ichino or with Prof. Giorello: please, do get in touch with them well in advance of the exam in order to receive further guidance on this. The essay must then be sent via email to both professors at least 7 days before the exam day.
- The oral part of the assessment will start from a discussion of the essay (which will include detailed feedback on it from the Professors), and then move to a general discussion of the other exam topics - as per the bibliography here below.
Detailed guidance on essay-writing is available on the course website on Ariel.
- The written part of the assessment consists of a short essay (3000 words max) on a topic discussed in one of the two modules of the course. The essay topic must be agreed in advance either with Prof. Ichino or with Prof. Giorello: please, do get in touch with them well in advance of the exam in order to receive further guidance on this. The essay must then be sent via email to both professors at least 7 days before the exam day.
- The oral part of the assessment will start from a discussion of the essay (which will include detailed feedback on it from the Professors), and then move to a general discussion of the other exam topics - as per the bibliography here below.
Detailed guidance on essay-writing is available on the course website on Ariel.
M-FIL/01 - THEORETICAL PHILOSOPHY - University credits: 6
Lessons: 40 hours
Professors:
Giorello Giulio, Ichino Anna
Shifts:
-
Professors:
Giorello Giulio, Ichino AnnaProfessor(s)