- •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".
Inflation
In physical cosmology, cosmic inflation, cosmological inflation, or just inflation, is a theory of exponential expansion of space in the early universe. The inflationary epoch lasted from 10−36 seconds after the conjectured Big Bang singularity to sometime between 10−33 and 10−32 seconds after the singularity. Following the inflationary period, the Universe continues to expand, but at a less rapid rate.Inflation theory was first developed by Alan Guth at Cornell in 1979.
Parallel worlds
A parallel universe is a hypothetical self-contained reality co-existing with one's own. A specific group of parallel universes are called a "multiverse", although this term can also be used to describe the possible parallel universes that constitute reality. The term "parallel universe" is more general, without any connotations implying a relationship, or lack of relationship, with our own universe.
Ekpyrotic theory
The ekpyrotic is a cosmological model of the early universe that explains the origin of the large-scale structure of the cosmos. The original ekpyrotic model was introduced by Justin Khoury, Burt Ovrut, Paul Steinhardt and Neil Turok in 2001. Steinhardt created the name based on the early word ekpyrosis (Ancient Greek: ekpyrōsis, "conflagration"); it refers to an ancient Stoic cosmological model in which the universe is caught in an eternal cycle of fiery birth, cooling and rebirth.[
50. Consider the main ideas, hypotheses and theories on the topic "Human Evolution".
1)Panspermia (meaning "seed") is the hypothesis that life exists throughout the Universe, distributed by meteoroids, asteroids, comets, planetoids, and also by spacecraft in the form of unintended contamination by microorganisms. Panspermia is a hypothesis proposing that microscopic life forms that can survive the effects of space, such as extremophiles, become trapped in debris ejected into space after collisions between planets and small Solar System bodies that harbor life.
2)Natural selection is the differential survival and reproduction of individuals due to differences in phenotype. It is a key mechanism of evolution, the change in heritable traits of a population over time. Charles Darwin popularised the term "natural selection". He compared it with artificial selection, which is intentional, whereas natural selection is not.
3)The Selfish Gene is a 1976 book on evolution by Richard Dawkins, in which the author builds upon the principal theory of George C. Williams's Adaptation and Natural Selection (1966). Dawkins uses the term "selfish gene" as a way of expressing the gene-centred view of evolution as opposed to the views focused on the organism and the group, popularising ideas developed during the 1960s by W. D. Hamilton and others. From the gene-centred view, it follows that the more two individuals are genetically related, the more sense (at the level of the genes) it makes for them to behave selflessly with each other.
4)Lamarckism is the idea that an organism can pass on characteristics that it has acquired during its lifetime to its offspring. It is named after the French biologist Jean-Baptiste Lamarck (1744–1829), who incorporated the action of soft inheritance into his evolutionary theories as a supplement to his orthogenetic concept of an inherent progressive tendency driving organisms continuously towards greater complexity, in parallel but separate lineages with no extinction.
5)Sociobiology is a field of biology that aims to examine and explain social behavior in terms of evolution. It draws from disciplines including ethology, anthropology, evolution, zoology, archaeology, and population genetics. Sociobiology investigates social behaviors such as mating patterns, territorial fights, pack hunting, and the hive society of social insects. It argues that just as selection pressure led to animals evolving useful ways of interacting with the natural environment, so also it led to the genetic evolution of advantageous social behavior.
