Dit document bevat de aantekeningen van de colleges van het vak 'wetenschapsfilosofie'. Alle colleges zitten erin (1 t/m 12). Alles staat in het Engels en daarbij af en toe wat Nederlands tussendoor.
- think critically about knowledge + what science and educational research is
- support knowledge claims with reason and evidence
- understand the role of theory
- improve understanding
Examine empirical cases (knowledge) in detail using different theoretical perspectives
- assumptions
- beliefs (p. 3 Burbules & Philips) we have to question these beliefs
- bias
- claims
- values
- evidence
- theory
- warrant = rechtvaardiging
Knowledge is stronger than beliefs, but start with the idea of belief
Beliefs (are necessary for knowledge) use arguments and search for evidence
Develop healthy skepticism ask questions
Develop intellectual humility knowledge is always incomplete; we cannot be 100% certain (zeker)
What philosophy helps us do:
- clarify terminology conceptual analysis
- separate facts, but also reasons, from belief/opinions/expectations critical, because otherwise it
is possible that something is incomplete or incorrect
- Analyze the methods of inquiry/interpretation of evidence are these methods adequate?
- Challenge the hidden assumptions driving research
- Support or critique evidence with argument
- Establish a propositional claim (knowledge) using reason (scientific reasoning)
- Speculate beyond (verder dan) current understanding we want to know more, what we haven’t
yet discovered
- Imagine alternative (non-existent) arrangements
Opinies en slogans voorbij:
We believe: (even if you are correct)
- Science is real
- Woman rights are human rights
- Black lives matter
- No person is illegal
- Love is love
- Diversity makes us stronger
We gaan er allemaal vanuit (We believe that they are good, the important and necessary but it’s
always desirable culture, social class)
- ouder betrokkenheid
- differentiatie
- sociale cohesie
- inclusie
, - pro-sociaal gedrag
- interventie
Beliefs of all kinds:
- violence
- intelligence
- Equal opportunities
- Citizenship
- religion
- obesity beliefs, we can stigmatize people (what is a problem belief)
- motivation
- diversity
- school quality
- good education research
Why do the auxiliaries (hulp) matter? (P. 20 B & P)
The limits of philosophy deze dingen zijn onmogelijk bij filosofie
- avoid presuppositions/prior beliefs/experience
- operate outside the boundaries of language
- erase the role of belief
- remove the need to interpret
-eliminate bias that is impossible
- provide certainty (zonder enige twijfel)
- substitute for science itself
Science = the concerted human effort to understand, or to understand better, the history of the
natural world and how the natural world works, with observable physical evidence as the basis of
that understanding. It is done through observation of natural phenomena, and/or through
experimentation that tries to simulate natural processes under controlled conditions
What conditions? What do we want to do? Science is about the method goal is better
understanding
Knowledge = a really good understanding there are always biases, not always zonder enige twijfel
- explain its relation to facts, what makes knowledge scientific?
= facts, information, and skills acquired through experience, observation or education; the
theoretical or practical understanding of a subject knowledge claims, where is that bases on? How
do you know that? Reasons from the evidence
Chalmers
- We will encounter reasons for doubting that facts acquired by observation and experiment are as
straightforward (vanzelfsprekend) and secure (zeker) as has traditionally been assumed
(aangenomen).
Who is right? 2 important scientists came up with different ideas. Experiment/observation to find out
who was right
Salt
- why everything we know about salt may be wrong: ate a lot of salt become thirsty drink water
excrete much of the excess salt and water in urine the theory is intuitive and simple, and it may
be completely wrong
What is the point then? The beliefs are not always true (Chalmers p. 15) what kind of knowledge
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