Industrial Engineering (English)
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

FEL301

Course Name:

Philosophy of Science

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	5

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

University / Foreign Language

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi İLKER ÇAYLA

Course Lecturer(s):

Course Assistants:

Course Objective and Content

Course Objectives:

Science has a significant impact on our lives. Some have criticized it for being "reductionist" and part of a general dehumanization of society. Others argue that the sciences are our only means of avoiding the many dangers we currently face.

This course aims to examine these and other central issues in the contemporary philosophy of science, including: the objectivity of science, the nature of scientific method, the status of scientific knowledge, and the character of scientific explanation. The course will also explore the general picture of reality that emerges from modern science.

Course Content:

The first part of the course will focus on several central problems regarding the nature of scientific knowledge: how do scientists know if current scientific theories are true? Is science progressive? How do scientists test their theories and how are theories confirmed? Can science and pseudoscience be distinguished? How are sciences distinguished from one another? These questions will be discussed in the light of examples from science. During the course of discussing these problems, you will study some of the major positions that have been taken about scientific knowledge both in the history of philosophy and in the 20th century

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Discuss orally and in writing central issues, concepts and arguments in philosophy of science
2 - Skills
Cognitive - Practical
1) Provide the capacity to contribute to social development both through scientific research and education
3 - Competences
Communication and Social Competence
1) Skill of efficient oral and written communication in Turkish and developing a positive attitude towards life-long learning.
Learning Competence
1) The ability to identify fundamental philosophical ideas and concepts with emphasis on his/her scientific subject
Field Specific Competence
1) To obtain knowledge about dominating theories in the philosophy of science with focus on natural science and technology
Competence to Work Independently and Take Responsibility
1) The ability to apply the concepts of the scientific method in everyday research.

Lesson Plan

Week	Subject	Related Preparation
1)	What is science? What is philosophy of sciences and what is the philosophy of science? What is the problem of scientificity? The Problem of scientificity as a problem of knowledge. / Positivism in the 19th century. Techniques, theories and methodology of science.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
2)	Bacon and Novum Organum. Do Aristoteles' and Bacon's epagoge mean the same?/Hume and the problem of epagoge/The logic behind using epagoge in science.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
3)	The usage of model in scientific explanation. The mutual way in the philosophy of Logical Positivism: Deductive-nomological model (T-Y in Turkish abbreviation) or suitable law model. Hempel's model in scientific explanation. Popper-Hempel model of explanation. What is an explanative natural law? What is the use of an explanative law in the history and historical sciences?	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
4)	Neo-positivism and its scientific aproach to philosophy. Rudolf Carnap and his “Elimination of Metaphysics through logical analysis of language”. The ideal of the Vienna Circle: unified science and progress in sciences. Theory-testing through probabilistic verification.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
5)	Theories of probability, various perspectives on probability, probability in science-scientific research	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
6)	Epistemological holism and Quine-Duhem thesis: “Two Dogmas of Empiricism”. Duhem’s criticism. Is it possible to confirm a scientific proposition as isolated from other theories related with itself? Can a single scientific theory be tested in isolation, or does a test of one theory always depend on other theories and hypotheses?	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
7)	Karl R. Popper and his criterion: Theory-testing through falsification. The Logic of Scientific Discovery. Popper’s solution for the problem of induction.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
8)	A new approach for the History of Science: Alexandre Koyré and his studies on the history of science. Reading some of Alexandre Koyré’s articles	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
9)	Thomas Kuhn and his The Structure of Scientific Revolutions. Normal science and its solving puzzle. Reading some divisions of The Structure of Scientific Revolutions.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
10)	Revolutionary science. Crisis and the necessity of scientific revolutions. Progress through revolutions in the sciences. Reading some divisions of The Structure of Scientific Revolution. Some criticisms to Kuhn’s view and his reply.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
11)	Paul K. Feyerabend and his anarchist theory of science. The principle “Anything goes”. Reading some divisions of Farewell to Reason, Three Dialogs on Knowledge, and Against Method	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
12)	Midterm Exam	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
13)	“How to be a good empiricist?”. Feyerabend’s criticism on two conditions of contemporary empricism	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
14)	Presentation	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
15)	Imre Lakatos and his criticism of Feyerabend.	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015
16)	Evaluation	Alex Rosenberg, Bilim Felsefesi Çağdaş Bir Giriş, Çev: İbrahim Yıldız, Dipnot Yayınları, Ankara, 2015

Sources

Course Notes / Textbooks:

• Yıldırım, C. (2008). Bilimsel Düşünme Yöntemi. İstanbul : İmge Kitabevi.
• Yıldırım, C. (1996). Bilim Felsefesi. İstanbul : Remzi Kitabevi, 1996.
• Kuhn, T. (1996). Bilimsel Devrimlerin Yapısı. İstanbul : Kırmızı Yayınları.

References:

E. B. Bolles (Yay.), Galileo’nun Buyruğu, trans.Nermin Arık, Ankara: TÜBİTAK Yayınları, 2000.Rudolf Carnap,“The Elimination of Metaphysics Through Logical Analysis of Language”, Logical Positivism, Yay. Alfred J. Ayer, New York: Free Press, 2002.Robin G. Collingwood, Doğa Tasarımı, çev. Kurtuluş Dinçer, Ankara: İmge Kitabevi Yayınları, 1999.Nicolaus Copernicus, Gökcisimlerinin Devinimleri Üzerine, çev. Saffet Babür, İstanbul: Yapı Kredi Yayınları, 2002.Kurtuluş Dinçer, Bilimsel Açıklamada Hempel Modeli, Ankara: TFK Yayınları, 1993.Pierre Duhem, Medieval Cosmology: Theories of Infinity, Place, Time, Void, and The Plurality of Worlds, çev. ve haz. Roger Ariew, Chicago: University of Chicago Press, 1985.Pierre Duhem, Roger Ariew, Essays in History and Philosophy of Science, çev. Peter Barker, London: Hackett Pub. Co, 1996.Pierre Duhem, Jules Vuillemin, The Aim and Structure of Physical Theory, çev.Philip Wiener, New Jersey: Princeton University Press, 1991.Galileo Galilei, Dialogues Concerning Two New Sciences, çev. Henry Crew ve Alfonso de Salvio, New York: Prometheus Books, 1991.Edward Grant, Ortaçağda Fizik Bilimleri, çev. Aykut Göker, Verso Yayınları, Ankara, 1986.Alexandre Koyré, Kapalı Dünyadan Sonsuz Evrene, çev. Aziz Yardımlı, İstanbul: İdea Yayınları, 1998.Imre Lakatos ve Alan Musgrave (Yay.), Criticism and the Growth of Knowledge, Cambridge: Cambridge University Press, 1970.Bryan Magee, Karl Popper’in Bilim Felsefesi ve Siyaset Kuramı, çev. Mete Tunçay, İstanbul: Remzi Kitabevi Yayınları, 1982.Gerard Radnitzky ve Gunnar Andersson (Yay.), The Structure and Development of Science, Boston: D. Reidel Pub. Co, 1979.Moritz Schlick, İlim ve Felsefe, çev. Hilmi Ziya Ülken, İstanbul: Vakit Yay., 1934.Richard Westfall, Modern Bilimin Oluşumu, çev. İsmail Hakkı Duru, Ankara: TÜBİTAK Yayınları, 1998.Peter Whitfield, Batı Biliminde Dönüm Noktaları, çev. Serdar Uslu, İstanbul: Küre Yayınları, 2008.John Worrall ve Elie Zahar (Yay.), Proofs and Refutations: The Logic Of Mathemetical Discovery, New York: Cambridge University Press, 1999.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6
Program Outcomes
1) Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied information in these areas to model and solve engineering problems.
2) Ability to identify, formulate, and solve complex engineering problems; ability to select and apply proper analysis and modelling methods for this purpose.
3) Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way so as to meet the desired result; ability to apply modern design methods for this purpose. (Realistic constraints and conditions may include factors such as economic and environmental issues, sustainability, manufacturability, ethics, health, safety issues, and social and political issues according to the nature of the design.)
4) Ability to devise, select, and use modern techniques and tools needed for engineering practice; ability to employ information technologies effectively.
5) Ability to design and conduct experiments, gather data, analyse and interpret results for investigating engineering problems.
6) Ability to work efficiently in intra-disciplinary and multi-disciplinary teams; ability to work individually.
7) Ability to communicate effectively i Turkish, both orally and in writing; knowledge of a minimum of one foreign language.
8) Recognition of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.
9) Awareness of professional and ethical responsibility.
10) Information about business life practices such as project management, risk management, and change management; awareness of entrepreneurship, innovation, and sustainable development.
11) Knowledge about contemporary issues and the global and societal effects of engineering practices on health, environment, and safety; awareness of the legal consequences of engineering solutions.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied information in these areas to model and solve engineering problems.
2)	Ability to identify, formulate, and solve complex engineering problems; ability to select and apply proper analysis and modelling methods for this purpose.
3)	Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way so as to meet the desired result; ability to apply modern design methods for this purpose. (Realistic constraints and conditions may include factors such as economic and environmental issues, sustainability, manufacturability, ethics, health, safety issues, and social and political issues according to the nature of the design.)
4)	Ability to devise, select, and use modern techniques and tools needed for engineering practice; ability to employ information technologies effectively.
5)	Ability to design and conduct experiments, gather data, analyse and interpret results for investigating engineering problems.
6)	Ability to work efficiently in intra-disciplinary and multi-disciplinary teams; ability to work individually.
7)	Ability to communicate effectively i Turkish, both orally and in writing; knowledge of a minimum of one foreign language.
8)	Recognition of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.
9)	Awareness of professional and ethical responsibility.
10)	Information about business life practices such as project management, risk management, and change management; awareness of entrepreneurship, innovation, and sustainable development.
11)	Knowledge about contemporary issues and the global and societal effects of engineering practices on health, environment, and safety; awareness of the legal consequences of engineering solutions.

Learning Activity and Teaching Methods

Expression
Individual study and homework
Lesson
Group study and homework
Reading
Homework
Problem Solving
Q&A / Discussion
Social Activities

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Oral Examination
Homework
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 20
Presentation	1	% 20
Midterms	1	% 20
Final	1	% 40
total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Workload
Course Hours	16	48
Study Hours Out of Class	16	48
Presentations / Seminar	16	32
Homework Assignments	16	32
Midterms	2	6
Paper Submission	1	3
Total Workload		169