- •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".
47. Describe the content of the videotext ‘Interstellar’ and formulate your conclusion on it.
Interstellar ends with our pilot, Cooper, falling into a black hole. He doesn’t die, however. Instead, he arrives in a complex built for him to see all of time at once in a fixed place – his daughter’s bedroom. It is built specifically for Cooper to be able to influence the time line of his daughter Murphy. He even says this out loud.
Critics have derided this as scientifically inaccurate because a black hole would tear your body apart before you got to any interior complex built inside of it. I hadn’t known critics were experts on building complexes inside of black holes that allow you to change time itself.
It stands to reason that, if you can build such a complex specifically for Cooper to use, you can remember to flip the “Don’t tear Cooper apart on the way in” switch.
It’s said time and again in Interstellar that the wormhole is a tool sent from aliens. It turns out to be from future humans, but for the purposes of this next explanation, it doesn’t matter. Point is, it’s a tool. One criticism insists that the wormhole, like the black hole, would tear Cooper’s spaceship apart.
So the wormhole and black hole are both tools. If both are tools, then it’s safe to assume they’re user friendly. We don’t make hammers and screwdrivers that tear the user into shreds when he hits a nail or turns a screw. It stands to reason that if the black hole is a tool built for Cooper, and it’s on the other side of a wormhole, then the wormhole is a tool put there for Cooper, too.
If both the wormhole and black hole are tools designed to one day be used by Cooper, let’s assume they BOTH have “Don’t tear Cooper apart on the way in” switches. Future humans? Big on toggle settings.
Why build this time-hopping facility inside a black hole? Because, in astrophysics, black holes are the only things that are theoretically capable of inverting time and space. Supposedly, future humans might wander through time as they please, but Cooper’s a modern human. He still can’t – he needs a bit of help.
We see a black hole the same way an ant might see a car – as something that can’t be fully understood with the knowledge at hand. Ants get crushed if they get rolled over by the tire of a car. That doesn’t mean we humans don’t use the car as a tool to get somewhere, and if the ant climbs into the car and hitches a ride elsewhere, it doesn’t mean his journey is scientifically inaccurate.
The whole idea of the ending is that, if time is a dimension, causality can be designed. Just as Cooper floats through time to create the causalities that get him there – knocking books off his daughter’s shelf, writing coordinates in falling dust – the future humans create these tools (wormholes and black holes) as causalities intended for Cooper’s use.
In essence, future humans create causalities that allow Cooper to create causalities.
It’s a bit complicated, but if A leads to B leads to C, and time is as easy to walk through as your living room, then C can lead to B can lead to A without breaking a sweat.
Cooper doesn’t beat the universe with the power of love, as many critics have misunderstood. He is briefly given the tools to create new causes and effects in time itself. These tools are supplied him by a future human race.
