- •Give a definition of science. Open the three values of science.
- •2. Name the criteria (features) scientific. Determine each criterion.
- •3. Expand the example of your own science structure of scientific knowledge.
- •4. Define the object and subject of research. Open these concepts as an example of your science.
- •5. Show the difference between the scientific and religious world view as the two ways of perceiving the world.
- •6. Specify the differences between science and art as the two ways of knowing.
- •7.Formulate the concept of ‘scientism’ and ‘anti-scientism’. Arguments each of them.
- •8. Identify the difference between externalism and internalism in science. Give examples of each.
- •Identify the difference between externalism and internalism in science. Give examples of each.
- •9. Evaluate the unity and specify the differences between philosophy and science as two forms of rationality.
- •10. Expand the concept "quantifier of existence".
- •11. Display the fundamental differences between scientific, anti-scientific and extra-scientific knowledge.
- •12. A comparative analysis of the concepts: information, knowledge, wisdom.
- •13. Explain the three tasks of science.
- •14. Expand the 5 points of view on the problem of the beginning of science. Explain your position on this issue.
- •15.Explain the concept of verification and falsification in the science.
- •16 Name and define the form of non-scientific knowledge. Give examples of each.
- •17. Specify the main problems described in the text "Science without hope."
- •18. Determine the ability of the productive imagination.
- •19. Give your assessment of the text ‘The phenomenon of alternative science’.
- •20. Illustrate the essence of quasi-science and para-science.
- •21. Open the myths of your science.
- •22. Analyze "outstanding issues" of your science.
- •23. Define the concept of ‘knowledge’. Name the three characteristics of knowledge.
- •24. Consider the main ideas, hypotheses and theories on the topic "Knowledge".
- •25. Define the essence of thinking and show how it differs from the mind (intellect).
- •26.Identify and expand the main features pre-science.
- •27. Formulate and expand the scientific ideas and the main program of Antiquity.
- •Identify and expand the main features pre-science.
- •28. Expand the paradigm of ancient science.
- •29. Evaluate the major achievements of science in the Middle Ages (Europe and the Arab East).
- •31.Formulate discoveries and personalities in classical science.
- •32. Formulate and expand the main ideas and principles of classical science.
- •33. Expand the paradigm of classical science.
- •34. Name and expand the main ideas and principles of non-classical science.
- •35. Name and expand the main ideas and principles of the post-non-classical science.
- •36. Make the analysis of the socio-cultural environment of Kazakhstan science (5 parameters).
- •37. Give your assessment of the intellectual level of the Kazakhstan society.
- •38. Please rate the prestige of Kazakhstan science and formulate your recommendations on this issue.
- •39. Consider the main ideas, hypotheses and theories on the topic ‘Planet earth’. The Solar Nebular Hypothesis
- •A Cloud of Gas
- •Sun Formation
- •Planet and Asteroid Formation
- •40. Consider the main ideas, hypotheses and theories on the topic "Mind & Body"
- •41. Describe the content of the videotext "Agora" and formulate your conclusions on it.
- •42. Evaluate the main issues and features an ancient science in videotext "Agora".
- •43. Expand the content of the videotext "a Beautiful Mind" and make your own conclusions on it.
- •44. Consider the problem of creativity and personality of the scientist in videotext "a Beautiful Mind."
- •45. Show in the context of the video-text "a Beautiful Mind" and other examples of the difference of genius and talent in science.
- •46. Make a glossary of basic scientific ideas and concepts in videotext "Interstellar"
- •47. Describe the content of the videotext ‘Interstellar’ and formulate your conclusion on it.
- •48. Determine the nature of scientific creativity. Formulate the paradox of creativity. Evaluate the role of intuition in scientific discovery.
- •49. Consider the main ideas, hypotheses and theories on the topic "Universe"
- •Inflation
- •Inflation
- •50. Consider the main ideas, hypotheses and theories on the topic "Human Evolution".
20. Illustrate the essence of quasi-science and para-science.
Scientific cognition has traditionally been the principal object of epistemological studies. As a rule it has been viewed as the most refined manifestation of cognition, while other methods are interpreted as less reliable, capable at the best case of serve as supplementary ones to scientific knowledge, And in many cases totally contradicting the scientific approach. To separate scientific knowledge from extra-scientific layers have found their realization in the task of demarcation. In general, it is possible to quote the following major ological specification. In order to denote any cognition which comes From the scientific one, it is worth to use the term "nonscientific", as the "non-" prefix may mean that the cognition simply Stands from the scientific one, or that the cognition contradicts to the scientific one. As for cognition which does Not contradict the scientific one, though no beyond its borders, maybe it is the most appropriate to use the term "extra-scientific" For the same same, the notion "anti-scientific" bears a vivid expression of being to the scientific, and Therefore it is appropriate to use this notion To mark those concepts which are based on the norms and principles openly opposing the credits ones. Along with this, a significant parts of these concepts do not openly declare their fundamental difference from science, but try to imitate It is called as not what is not known. Ambiguous ience, "false science" and "quasi-science", for the corresponding prefixes denote the very fact of attempting to pass as science what is not science. Ambiguous, Because the prefix "para-" may mean adjacency (in this meaning "parascience" is used by AA Ivin), as well as digression,
21. Open the myths of your science.
The most noisy myth of the twentieth century - "living and dead water", which gets in the kitchen by electrolysis and which heals literally from everything! In the July issue of "Chemistry and Life" for 1985, two large articles on this problem were published. The first, Doctor of Medical Sciences Yu.A.Furmanov, was called "Let's blow on the water!". "Enameled pan, canvas bag, a plate of glass with two electrodes and an electric current rectifier ... Everything that happened seemed like a dull focus: water from the tap was poured into a pan and a bag, electrodes were immersed in this water, and separated by a canvas wall, they turned on in the network, as a result of which a quiet gurgling began." The water was heated to about 50 ° C, after which the device was switched off, and the anodic and cathodic water was poured into two vessels. Anodic water had a noticeably acid reaction (about three), cathodic - alkaline (above ten). Rinsing with anodic water immediately cured angina from one of the witnesses of the experiment. The idea was that acidic anodic water disinfects and preserves as "dead water" of Russian folk tales, and alkaline cathode heals wounds and reduces inflammation (being, accordingly, "alive").
The case at that time reached the correspondence with the Pharmaceutical Committee of the Ministry of Health of the USSR: the trial of the benefits of dead and living water was in earnest. However, instructions for use began to diverge among the people at once, no one was waiting for the results of the research. They sold these instructions even in hairdressing salons. Who knows, maybe this discredited the idea. Yes, and medical journals published the results reluctantly. But the facts were.
"Acidic water has a harmful effect on many microorganisms, hence the effect on angina, especially in the initial stage. Alkaline water contributes to the healing of wounds, relieves pain and inflammation ... stimulates regeneration processes ... Neither of these effects could be achieved simply by acidifying or alkalinizing the original water. " The mysterious dihydrogen monoxide again acted as the most mysterious substance on Earth.