- •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".
10. Expand the concept "quantifier of existence".
Quantifier of existence (existential quantifier) in predicate logic - the predicate property or relation to at least one of the domain element. Is denoted by a logical operator ∃ (pronounced "exists" or "for some"). Quantifier of existence must be distinguished from the universal quantifier, claiming that the said property or relation holds for all elements of the field.
The hallmark of scientific knowledge over the other, nonscientific - it is his theoretical and immediate link with the experience through which it is checked for truth or falsity. The purpose of science is related to the acquisition of new, reliable knowledge about reality, which describe, explain or predict its processes and phenomena.
Besides research, there are other forms of knowledge and cognition, which do not fit the criteria of scientific character. Ordinary, religious, artistic, imaginative, playing and mythological knowledge. In addition to the nonscientific forms of knowledge are also included magic, alchemy, astrology, parapsychology, mystical and esoteric knowledge, the so-called "occult sciences", etc. This means that the theory of knowledge can not be limited only to the analysis of scientific knowledge, and should explore and all his other diverse forms that go beyond science and criteria of scientific knowledge.
11. Display the fundamental differences between scientific, anti-scientific and extra-scientific knowledge.
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 logical 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, 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, 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 science, "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, deviation ("paras cience" is often used as a synonym of "false science" or "Pseudoscience") And thus thus due to this ambiguity it is worth to avoid using it.
It is necessary to note that there is a term in terminology in the classification of cognition forms existing beyond the borders of science. Thus A. А. Ivin defines parascience as teachings existing beyond science but are connected with it by means of common commonness of subject matter Or science deals with the search for general regularities which are open for inter-subject checks, many anti-scientific teachings are characterized by an emphasis on the individual individual character of experience of bearers of occult knowledge - thus, an extrasensory Claims to possess Skill which remain inaccessible to other people. On the contrary to the open and public character of scientific knowledge, mystical knowledge is haloed with mystery, and the way to become familiar with it is not through argument of verification, but initiation, which Pre supply acceptance of things in good faith and complicates manifestations of critical approach. Moreover, such mystery is another reason of psychological attractiveness of a number of pseudoscientific teachings - their esoteric character creates the effect of elitism, flattering verity of those who possess a sense of having Has chosen and have access to knowledge restricted for a narrow circle of people. Thus adepts of such teachings may have a hostile attitude towards public discussion of "secret" knowledge.
One of the most essential differences between scientific and pseudoscientific facilities lies in existence of self-reflection in science. Scientists are aware of the limited character of acquired knowledge, and indicate the measure of its reliability. On the other hand They are not going to work