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STS Lesson 1-2 > lesson 2.2 > Flashcards

lesson 2.2 Flashcards

1
Q

-Understanding is a form of ecstasy and illumination
-Limitations on the unverse allow us for some predictability.

A

Sagan

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1
Q

-Two types of reasoning: inductive and deductive
-Discussion on the different hierarchies of methods to be tested in the maintenance of the
motorcycle

A

Pirsig

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2
Q

-In order to see, one has to know what is essential and inessential
-Thought styles are derived from the collective body
-Thought styles isolated from each other will clash

A

Fleck

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3
Q

-Epistemic development(progress about knowledge)
-Epistemic domains: truth, taste, and interpretation
-Discussion on how definitions can impact culture

A

Moshman

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4
Q

All knowledge grows by the method of variation and selection found in living organism.

A

Karl Popper

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5
Q

Evolutionary Diagram of Knowledge

A

Karl Popper

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6
Q

Evolutionary Diagram of Knowledge steps

A

1.We select some problem – perhaps by stumbling over it
2. We try to solve it by proposing a theory as a tentative solution
3. Through the critical discussion of our theories our knowledge grows by the elimination of
some errors, and in this way we learn to understand our problems, and our theories, and the
need for new solutions.

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7
Q

Applies Darwin’s principle of natural selection to scientific theories and to other forms of
knowledge

A

Evolutionary Diagram of Knowledge

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8
Q

It is involved with problem-solving and error elimination under different forms of selective
pressure

A

Evolutionary Diagram of Knowledge

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9
Q

It was the view of Popper that every organism, from the amoeba to Einstein, is constantly
engaged in problem solving

A

Evolutionary Diagram of Knowledge

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10
Q

Structure of the scientific revolution

A

Thomas Kuhn

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11
Q

Paradigm Shift Theory

A

Thomas Kuhn

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12
Q

Science does not evolve gradually toward truth. Science has a paradigm that remains
constant before going through a paradigm shift when current theories can’t explain some
phenomenon, and someone proposes a new theory.

A

Thomas Kuhn

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13
Q
  • Highlights an initial normal science or thinking with which data are to be associated
    -The model drift, crisis, and revolution are stages in the process wherein evidence does not match and support the existing normal science.
    -Eventually, a paradigm shift is adopted that explains the discrepancies in the previous model. It would eventually be considered the new normal science and the cycle continues
    indefinitely
A

Paradigm Shift Theory

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14
Q

Rational Construction Model

A

Imre Lakatos

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15
Q

A core theory surrounded by a protective belt of auxiliary hypotheses

A

Rational Construction Model

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16
Q

are ideas derivable from a certain core theory which in turn may or
may not be supported by data and evidence

A

auxiliary hypotheses

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17
Q

Depending on the evidence and its alignment with the auxiliary hypothesis, the ___ can be strengthened or weakened

A

core theory

18
Q

Paradox of Confirmation

A

Carl Hempel

19
Q

“A geometrical theory in physical interpretation can never be validated with mathematical
certainty, like any other theory of empirical science, it can only acquire more or less a higher
degree of confirmation”

A

Paradox of Confirmation

20
Q

is a relation of support between statements or propositions. So, when p
confirms q, it meant that(roughly and intuitively) the truth of p provides (some degree of)
support for the truth of q

A

Confirmation

21
Q

A warning to scientist that instances that confirm a theory do not imply that the theory is
correct

A

Paradox of Confirmation

22
Q

Instrumentalism

A

John Dewey

23
Q

Consciousness and thinking are functions of a complex organism in transaction with its
environment, thus consciousness is an instrumentality not a thing in itself

A

John Dewey

24
Q

Education is not preparation for life; education is life itself

A

John Dewey

25
Q

The purpose of science is to predict useful phenomena

A

Instrumentalism

26
Q

It is also a way of thinking in that the ideas of science do not have attachments to absolute
truths

A

Instrumentalism

27
Q

Maintains that thought, theories, and concepts are instruments for solving practical
problems

A

Instrumentalism

28
Q

Epistemological anarchism

A

Paul Feyerabend

29
Q

Argues that there are no universally valid methodological rules for scientific inquiry (Against
Method, 1975).

A

Paul Feyerabend

30
Q

Critiqued the idea that thre is a method to doing science. The growth of knowledge may not
necessarily be rooted in the scientific enterprise

A

Paul Feyerabend

31
Q

Epistemological theory which holds that there are no useful and exception-free
methodological rules governing the progress of science or the growth of knowledge

A

Epistemological Anarchism

32
Q

It holds the idea of the operation of science by fixed, universal rules is unrealistic, pernicious,
and detrimental to science itself.

A

Epistemological Anarchism

33
Q

There is no fixed scientific method, it is best to have an “anything goes” attitude toward
methodologies

A

Epistemological Anarchism

34
Q

science is a “connaissance approchee”: it comes closer and closer to truth,
without reaching it. There is no place for absolute truth, but neither are there higher
standards for the fixation of belief.

A

August Comte

35
Q

Positivism

A

August Comte

36
Q

Positivism: Law of the three stages

A

Theological stage
Metaphysical stage
Positive stage

37
Q

the world and human destiny within it were explained in terms of gods
and spirits.

A

Theological stage

38
Q

explanations were in terms of essences, final causes, and other
abstractions

A

Metaphysical stage

39
Q

distinguished by an awareness of the limitations of human knowledge

A

Positive stage

40
Q

Group of early 20th century philosophers who sought to reconceptualize empiricism by
means of their interpretation of then-recent advances in the physical and formal science

A

Vienna Circle

41
Q

Develop an exact and unbiased language for science (e.g., logic, mathematics)

A

Vienna Circle

42
Q

a clear distinction between science and metaphysics (not science)

A

Demarcation problem

43
Q

Scientific knowledge is the only kind of factual knowledge, and all traditional metaphysical
doctrines are to be rejected as meaningless

A

Logical Positivism

STS Lesson 1-2 (4 decks)

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