This course provides an introduction to Western history and philosophy of science. This focus and the respective thinkers have been chosen purposefully, because of the continued dominance of certain western philosophical schools in global scientific activity. Any progressive challenging of these schools needs a thorough understanding of the basics. Many elements of the course are foundational in terms of concepts and principles that need to be understood in order to engage in any conversation on philosophy of science. If you do not have any previous foundational training in philosophy, this may be a bit challenging at the beginning, but with some effort will become easier as the course progresses. 

Starting from the basic question of ‘what is science?’, the course moves on to concepts of ontology, epistemology and methodology. The meaning of argumentation is explored, specifically induction and deduction. Theories of explanation in a scientific context are described. The course then covers the history of Western philosophy focussing on specific key thinkers from ancient Greece through to the enlightenment. The history and philosophy of science is brought up to date with coverage of the Vienna Circle, the role of constructivism, theories of paradigm shifting and finally critical realism. Critical realism is presented as providing a pathway between naïve objectivism and constructivism. 

You will be provided with a foundation for understanding how knowledge is created and validated in the natural and social sciences. Understanding different approaches and justifications for epistemologies and methodologies will allow you to critically evaluate the grounds upon which different experts make their knowledge claims in public policy fora. At the end of the course, you should understand the history and origin of ideas in Western philosophy of science, role of validating information, the basis for using different methods and the creation of knowledge in a critical social science. 

In addition, you will explore other (e.g., non-western) philosophers and philosophical schools of thought in groups and present their main positions and relationship with those discussed explicitly in the course.

• Provide understanding of the rise of modernity from an historical and philosophical perspective.
• Identify key thinkers in Western philosophy and how they have conceptualised reality and aimed to create valid knowledge.
• Connect philosophical concepts to debates on the role of science and knowledge in public policy.
• Develop understanding of the foundations for (natural and social) scientific knowledge and its role in modern society.
• Explore the basis for knowledge claims about society, ecology and economics.
• Develop critical analytical skills and thinking.
• Provide foundational understanding of the challenges in conducting social scientific research

Attendance requirement (basic pass/fail):

• Miss more than 2 classes means you fail the class.
• This allowance is for serious unforeseen circumstances and should not be used simply for taking time-off, job interviews, working or planned into holidays or similar.
• Additionally missed sessions may be granted for exceptional purposes, provided written proof (e.g. doctors notice).
• Do not switch sessions/classes to which you are allocated. Allocations are made to maintain group spread, mix and size and meet room fire safety restrictions.
• Any absence from class should be notified to the course tutor in writing (via email) well in advance of class.

Lectures

The lectures address Western philosophy of science, and the historical rise of modernity as reflected in scientific understanding. 

Historical background to periods and biographical details for key philosopher will be provided; this places ideas in a social/political/cultural context (this will not be directly assessed in the exam but is often crucial for understanding how scientific discourses developed). 

The traditional lecture format with presentation and overheads, will be complemented by regular student presentations and discussions. Your pre-class engagement with the lecture material and videos is essential and will be stimulated by questions that are posted on the Forum before each session. 

Reading Assignment Seminar Groups Sessions

In 3 breakout groups we will discuss the assigned texts and related issues along the questions that have previously been addressed in individual written assignments. Sessions allow clarification, confirmation of reading contents and meaning, relationship to lecture material and debate over topics. 

You will be expected to engage actively in these debates, which form a major element of the participation grade. This doesn’t mean however that you have to talk all the time in every session. The debates should be relaxed and meaningful for everyone. You are further encouraged not to use any electronic devices in class but rather exchange with real people and use pen and paper. (Neurological research shows that this is advantageous for deep understanding and long-term retention.) Bring notes on issues you wish to raise and maintain attention to the discussion, but please do not read out any written answers or questions.

Please note that the reading assignment seminar groups sessions last 15 minutes longer than the lectures; as also visible in your timetables on Canvas.

Muddiest Points & More Forum

Students can earn extra points by discussing tricky content or provide extra insights or useful material on the course forum on Canvas. This is to allow additional exchange among the SEEP cohorts and the lecturer (Peer Learning).

E-learning

Canvas WU will be used extensively to provide all activities and course material, session by session.

1.           40 % Final Exam: – Individual assessment

2.           20% Reading Assignments (2 fully graded á 10%): – Individual assessment

3.           20% Presentation on other philosophers or schools of thought – Group assessment

- Group project with presentation & final written report

- All students must present and respond to questions

4.           10% Forum-Glossary-entries & comments

5.           10% Class Participation: – Individual assessment

- Activity count for reading sessions & class

- Deductions: lack of punctuality, distraction, continuous silence, unexcused absence

6.           Extra Points

- You can obtain a maximum of 4 points via informed Forum posts (max. 2 points per post)

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Please log in with your WU account to use all functionalities of read!t. For off-campus access to our licensed electronic resources, remember to activate your VPN connection connection. In case you encounter any technical problems or have questions regarding read!t, please feel free to contact the library at readinglists@wu.ac.at.

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Upon appointments
contact: christian.kerschner@wu.ac.at

Required Reading:

There is no textbook for this class. Lectures provide content, specific reading tasks are assigned for seminars and supplementary (optional) reading provided. 

General Reading

Two general books for the philosophy of science are suggested as useful background reading: 

• Chalmers, A.F. (1999). What is this thing called Science? Buckingham: Open University Press.
• Okasha, S. (2016). Philosophy of Science: A Very Short Introduction. Oxford: University Press.

A book that poses the need for realism in social science within the context of postmodern challenges to older approaches is

• Sayer, A. (2000). Realism and Social Science. London: Sage

Additional recommended Reading:

• Spash, C. L. (2024). Foundations of Social Ecological Economics: The Fight for Revolutionary Change in Economic Thought. United Kingdom: Manchester University Press.
• Ravetz, J. (2006). The No-Nonsense Guide to Science. United Kingdom: New Internationalist. 

Reading Assignments Literature:

Amongst the more specific selected readings discussed in class the following provide insight across a range of issues covered. They require reading more than once!

• Danermark, B., Ekstrom, M., Jakobsen, L., Karlsson, J.C. (2002) Generalization, scientific inference and models for an explanatory social science. In: Explaining Society: An Introduction to Critical Realism in the Social Sciences. London, Routledge: pp. 73-114. 
• Sayer, A. (2010) Theory, observation and practical adequacy. In: Method in Social Science: A Realist Approach. London, Routledge: pp. 31-57. 
• Georgescu-Roegen, N. (1979). Methods in economic science. Journal of Economic Issues, XIII (2): pp. 317-328.
• Pollini, J., 2013. Bruno Latour and the Ontological Dissolution of Nature in the Social Sciences: A Critical Review. Environmental Values 22, pp. 25-42.

An excellent critical guide to theories of causation, a central topic in philosophy of science, is:

• Mumford, S. and R. L. Anjum. 2013. Causation: A Very Short Introduction. Oxford: University Press

REQUIRED READING MATERIAL WILL BE UPLOADED ON CANVAS

Supplementary Readings for the Lectures (see 'Modules' for details):

• Barnes, J. 2000. Aristotle: A Very Short Introduction. Oxford, Oxford University Press.
• Bloom, A. 1991. The Republic of Plato: Translated with Notes and an Interpretive Essay by Allan Bloom. New York, Harper Collins.
• Chalmers, A. F. 1999. What is this thing called Science? Buckingham, Open University Press.
• Collier, A. 1994. Critical Realism: An Introduction. London, Verso.
• Collier, A. 1998. Stratified explanation and Marx's conception of history. Critical Realism: Essential Readings. Archer et al. (eds) London, Routledge:258-281.
• Danermark, B., M. Ekstrom, L. Jakobsen and J. C. Karlsson 2002. Explaining Society: An Introduction to Critical Realism in the Social Sciences. London, Routledge.
• Jardine, L. 2000 [1620]. Introduction. The New Organon. L. Jardine and M. Silverthorne. Cambridge, Cambridge University Press:vii-xxxii.
• Jones, J.-E. 2014. Locke on Real Essence. The Stanford Encyclopedia of Philosophy. E. N. Zalta. Stanford.
• Lawson, T. 1997. Economics and Reality. London, Routledge. pp.364.
• Lawson, T. 2009. Heterodox Economics and Pluralism. Ontology and Economics: Tony Lawson and His Critics. E. Fullbook. London, Routledge:93-129.
• Lokhorst, G.-J. 2015. Descartes and the Pineal Gland. The Stanford Encyclopedia of Philosophy. E. N. Zalta. Stanford.
• Lowe, E. J. 1995. Ideas. Locke on Human Understanding. E. J. Lowe. London, Routledge:15 33.
• MacDonald, S. 1993. Theory of Knowledge. Cambridge Companion to Thomas Aquinas. N. Kretzmann and E. Stump. Cambridge, Univesity Press:160-195.
• Millican, P. 2007. Introduction. David Hume: An Enquiry concerning Human Understanding. P. Millican. Oxford, University Press.
• Morris, W. E. and C. R. Brown 2017. David Hume. The Stanford Encyclopedia of Philosophy. E. N. Zalta: Stanford.
• Mumford, S. and R. L. Anjum 2013. Causation: A Very Short Introduction. Oxford, University Press. pp.128 pp.
• Okasha, S. 2016. Explanation in Science. Philosophy of Science: A Very Short Introduction. S. Okasha. Oxford, University Press:36-53.
• Pritchard, D. 2010. Some Preliminaries. What is this Thing Called Knowledge? D. Pritchard. London, Routledge:3-9.
• Sayer, A. 1992. Method in Social Science: A Realist Approach. London, Routledge.
• Sayer, A. 2000. Realism and Social Science. London, Sage.
• Scruton, R. 2001. Kant: A Very Short Introduction. Oxford, Oxford University Press.
• Shapiro, L. 2014. Elisabeth, Princess of Bohemia. The Stanford Encyclopedia of Philosophy. E. N. Zalta. Stanford.
• Sorrell, T. 2000 [1987]. Descartes: A Very Short Introduction. Oxford, University Press. 
• Uzgalis, W. 2018. John Locke. The Stanford Encyclopedia of Philosophy. E. N. Zalta. Stanford.