Teaching philosophy of science to scientists: why, what and how

2013 ◽  
Vol 4 (1) ◽  
pp. 115-134 ◽  
Author(s):  
Till Grüne-Yanoff
Keyword(s):  
Philosophy Of Science ◽  
Teaching Philosophy

IV. Teaching Philosophy of Science at a State University

1977 ◽  
Vol 2 (2) ◽  
pp. 119-121
Author(s):  
David L. Hull ◽  
Keyword(s):  
Philosophy Of Science ◽  
Teaching Philosophy ◽  
State University

VI. Teaching Philosophy of Science in an Interdisciplinary Context

1977 ◽  
Vol 2 (2) ◽  
pp. 126-130
Author(s):  
Robert J. Baum ◽  
Keyword(s):  
Philosophy Of Science ◽  
Teaching Philosophy

An Experiential Component in Teaching Philosophy of Science

1995 ◽  
Vol 18 (2) ◽  
pp. 147-154
Author(s):  
Moti Nissani ◽  
Keyword(s):  
Philosophy Of Science ◽  
Teaching Philosophy

Teaching Philosophy of Science in Nursing Doctoral Education

2003 ◽  
Vol 35 (1) ◽  
pp. 87-91 ◽  
Author(s):  
Janie Bond Butts ◽  
Karen Saucier Lundy
Keyword(s):  
Philosophy Of Science ◽  
Doctoral Education ◽  
Teaching Philosophy

scholarly journals The Hows and whys of philosophy of science teaching: a comparative analysis

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Henk W. de Regt ◽  
Edwin Koster
Keyword(s):  
Comparative Analysis ◽  
Philosophy Of Science ◽  
Science Teaching ◽  
Learning Objectives ◽  
Teaching Philosophy ◽  
Values In Science ◽  
Student Groups ◽  
Starting Point ◽  
Different Types

AbstractWhat makes teaching philosophy of science to non-philosophy students different from teaching it to philosophy students, and how should lecturers in philosophy adapt to an audience of practitioners of a field of study that they are reflecting on? In this paper we address this question by analyzing the differences between these student groups, and based on this analysis we make suggestions as to how philosophy of science can be taught to non-philosophy students in an effective and attractive way. Starting-point is the observation that not only the background knowledge and interests of these students but also the aims of the respective courses will differ. We present a comparative analysis of the demands and conditions for teaching philosophy of science to the different types of students, focusing on learning objectives and didactic approaches. Next, we apply our analysis to a concrete example, the role of values in science, and discuss how this may be taught to either philosophy students or non-philosophy students. Finally, we discuss an alternative format for teaching philosophy to non-philosophy students.

V. Teaching Philosophy of Science in a Medical School

1977 ◽  
Vol 2 (2) ◽  
pp. 122-125
Author(s):  
H. Tristram Engelhardt, ◽  
Keyword(s):  
Medical School ◽  
Philosophy Of Science ◽  
Teaching Philosophy

II. Teaching Philosophy of Science at a Major Center

1977 ◽  
Vol 2 (2) ◽  
pp. 109-114
Author(s):  
Frederick Suppe ◽  
Keyword(s):  
Philosophy Of Science ◽  
Teaching Philosophy
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