values in science
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2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Henk W. de Regt ◽  
Edwin Koster

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.


2021 ◽  
Vol 4 (2) ◽  
pp. 277
Author(s):  
Kazwaini Kazwaini ◽  
M . Nazir ◽  
Promadi Promadi ◽  
Dian Cita Sari

ABSTRACT This study aims to analyze the Islamic values contained in the science textbooks for SMP/MTs for the formation of students' religious character. The research method used is library research using documentation in data collection and analyzed using content analysis (analyzing science learning materials scientifically and marking every Islamic values in the SMP/MTs science textbooks). Primary data sources are Science Textbooks for SMP/MTs, Al-Qur'an and Hadith of the Prophet SAW. The results of the study analyzed Islamic values which were grouped into the values of aqidah, shari'ah, and morals. The material in the science textbooks for SMP/MTs raises the value of aqidah, namely after studying the science material, the more they believe in the existence of Allah swt. studying the natural sciences allows students to behave as God has commanded them to be guardians on earth. So that by instilling Islamic values in science learning can form students with religious character in accordance with the mandate of national education goals. Keywords: Islamic values, science teaching materials, religious character. ABSTRAKPenelitian ini bertujuan untuk menganalisis nilai-nilai keislaman yang terdapat dalam materi buku Ajar IPA SMP/MTs untuk pembentukan karakter religius siswa. Metode penelitian yang digunakan adalah penelitian kepustakaan dengan menggunakan dokumentasi dalam pengumpulan data serta dianalisis menggunakan content analysis (menganalisis secara ilmiah materi pembelajaran IPA dan menandai setiap nilai-nilai keislaman yang ada dalam Buku Ajar IPA SMP/MTs). Sumber data primer adalah buku ajar IPA SMP/MTs, Al-Qur’an dan Hadits Nabi SAW. Hasil penelitian menganalisis nilai keislaman yang dikelompokkan dalam nilai aqidah, syari’ah, dan akhlak. Materi dalam buku ajar IPA SMP/MTs memunculkan nilai aqidah yaitu setelah mempelajari materi IPA makin menyakini akan keberadaan Allah swt., nilai syari’ah yaitu setelah mempelajari materi IPA menjadikan siswa semakin yakin akan ketentuan yanng dibuat oleh Allah swt, dan nilai akhlak yaitu setelah mempelajari metari IPA menjadikan siswa dapat berperilaku sebagaimana yang Allah perintahkan untuk menjadi penjaga di muka bumi. Sehingga dengan menanamkan nilai-nilai keislaman dalam pembelajaran IPA dapat membentuk siswa yang berkarakter religius sesuai dengan amanah tujuan pendidikan nasional.    Kata Kunci: nilai keislaman, materi ajar IPA, karakter religius.


Author(s):  
Katja Upadyaya ◽  
Patricio Cumsille ◽  
Beatrice Avalos ◽  
Sebastian Araneda ◽  
Jari Lavonen ◽  
...  

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Stojanovic Milutin

AbstractThe recent proliferation of types and accounts of experimentation in sustainability science still lacks philosophical reflection. The present paper introduces this burgeoning topic to the philosophy of science by identifying key notions and dynamics in sustainability experimentation, by discussing taxonomies of sustainability experimentation and by focusing on barriers to the transfer of evidence. It integrates three topics: the philosophy of experimentation; the sustainability science literature on experimentation; and discussions on values in science coming from the general philosophy of science, the social sciences, and sustainability science. The aim is to improve understanding of how sustainability experimentation has evolved, from a broader picture of the history and philosophy of science, with a specific focus on understanding evidence production and how evidence traveling in and from sustainability experiments can be improved, particularly in the context of complex and pervasive normative commitments of the research. By engaging in these topics, this research is one of the first philosophical accounts of sustainability experimentation, contributing both to the knowledge on specific philosophies of science and to the further development of an evidence-based sustainability science through a better understanding of the barriers to more relevant and usable knowledge.


2021 ◽  
Vol 4 (1) ◽  
pp. 70-84
Author(s):  
Abd Ghofur ◽  
Joel C. Kuipers ◽  
Askuri

This study aims to describe the baseline of instructional strategies currently deployed by teachers in the form of goal setting, media selection, application of methods, and evaluation of learning in relation to Islamic values ​​in science teaching. This research was designed in the form of a qualitative description by involving 18 Islamic schools spread over three regions in Indonesia, namely Malang, Lamongan, and Yogyakarta. Methods of data collection used observation forms, ethnographic video during the learning process, interviews with education stakeholders, Forum Group Discussion (FGD) with students, and documentation study for 6 months. Although Islamic schools in the selected study areas in Java, Indonesia have embraced the integration of Islam into science teaching, as mentioned in the Core Competencies [KI] in the National Curriculum 2013), however, the implementation of it is still not optimal. In addition, the integration of Islam in science teaching is mostly done by teachers through lecture methods. While most teachers expressed interest in the integration of Islam and science, many teachers expressed anxiety about their competence in addressing complex theological issues. The majority of science teachers in Islamic schools have similar strategies in developing ways to integrate the science curriculum. One key strategy is to browse online and find verses from the Qur'an that seem relevant to the lesson.


2021 ◽  
pp. 1-29
Author(s):  
Miroslav Vacura

While classical neo-positivists reject any role for traditionally understood values in science, Kuhn identifies five specific values as criteria for assessing a scientific theory; this approach has been further developed by several other authors. This paper focuses on Helen Longino, who presents a significant contemporary critique of Kuhn’s concept. The most controversial aspect of Longino’s position is arguably her claim that the criterion of empirical adequacy is the least defensible basis for assessing theories. The de-emphasizing of the importance of external consistency as a value and the introduction of socio-political considerations into the processes of an assessment of scientific theories are also considered problematic issues. I provide arguments against Longino’s conception, identify some of its problems, and argue for refusal of her approach.


2021 ◽  
Vol 3 (1) ◽  
pp. 164-179
Author(s):  
Hasan Basri

Abstract The development of Islamic education in Indonesia was marked by the emergence and growth of Integrated Islamic schools. The term ‘integrated’ existed in order to counter the dichotomous education mindset. One example of such integrated schools is NurulIshlah Integrated Islamic Primary School (SD IT Nurul Ishlah), an alternative educational institution that combines various disciplineswith religion in order to eradicate the dichotomy in science. This study aimed to investigate the model, strategy, and obstacles of the integration of tawheed (monotheistic) values in the science lesson about the solar system. The study was a qualitative study, with the object of study being the integration of tawheed values in science lessons at SD IT NurulIshlah Banda Aceh. Data were collected by observation, interview, and documentation. The analysis was done by interpreting the collected data from which the conclusions were drawn.The results of the study showed that the integration of tawheed values in science learning about the solarsystemused the integrated model, as both kauniyah (natural phenomena) and qauliyah (the Qur’an) aspects were combined. The integration also employed several strategies during learning, including lecture, question and answer, assignment (recitation), discussion, and group work. On the other hand, the integration faced some obstacles in science learningwhich further became a reflection for the science teachers, such as the difficulty in finding thetawheed values that were truly relevant with the scientific concepts or materials, especially about the solarsystem, even though each teacher has been provided with examples of integrated Qur’anic and Hadith values from the educator team.


Author(s):  
Anya Plutynski

Philosophy of evolutionary biology is a major subfield of philosophy of biology concerned with the methods, conceptual foundations, and implications of evolutionary biology. It also concerns relationships between evolutionary biology and neighboring fields, such as biochemistry, genetics, cell and molecular biology, developmental biology, and ecology. Initially, many of the questions of central concern to philosophy of biology grew out of general philosophy of science. For instance, one long-standing debate in philosophy of science concerns the matter of what is distinctive of scientific inquiry. Various criteria have been proposed, and much of the early work in philosophy of biology concerned whether evolutionary biology meets these criteria. Another long-standing debate in philosophy of science concerns whether there is any legitimate role for values in science. The study of the evolution of human behavior and cognition has been scrutinized as an instance of both potentially pernicious and positive influence of values in science. More recently, philosophers of biology both collaborate with and draw upon evolutionary biology to either address broader philosophical concerns, such as the nature of consciousness, or engage directly with debates internal to evolutionary biology. For example, philosophers have engaged in conceptual and methodological debates within evolutionary biology over the appropriate conditions for testing hypotheses about adaptation, the units, targets, or levels of selection, mechanisms and measures of inheritance, modes of phylogenetic inference, and classification and systematics. In this category, the line between science and philosophy blurs; participants in many of these debates include both philosophers and biologists. This entry will focus on philosophers’ contributions. To be sure, evolutionary biologists have contributed far more. Please see the Oxford Bibliographies on these topics for scientific contributions to all of these topics. I also urge readers to review the excellent Stanford Encyclopedia of Philosophy entries on topics including but not limited to “Evolution,” “Natural Selection,” “Teleological Notions in Biology,” “Units and Levels of Selection,” “Adaptationism,” “Evolutionary Genetics,” “Evolutionary Psychology,” and “Developmental Biology.”


Edukacja ◽  
2021 ◽  
Vol 2020 (1) ◽  
pp. 42-53
Author(s):  
Katarzyna Kalinowska-Sinkowska ◽  
◽  
Agnieszka Koterwas ◽  
Agnieszka Dwojak-Matras ◽  
◽  
...  

The article presents academics’ perceptions on research integrity and teaching integrity and ethics. The empirical basis of the article is a qualitative analysis of data based on open questions from two online surveys conducted among scientists, academic teachers and students. We point out two ways of defining scientific integrity: (1) as a common challenge for the academic community arising from the relationship between science and society; (2) as an individual choice and one’s capital in achieving scientific success. We describe the respondents’ views on the process of teaching integrity and ethics, rooted in a values-based approach to integrity. In this approach, teaching is open to the use of dialogical methods and takes into account the relative nature of the subjects being taught – research integrity and ethics. In our analyses, we focus on a positive approach to research integrity and show that it has great potential to raise the awareness of the scientific community about the principal values in science.


Author(s):  
Livio Mattarollo

Within the context of the discussion about value-free science ideal, Heather Douglas claims that in several cases non-epistemic values are needed for good reasoning in science. In this article I aim at recovering her viewpoint in order to examine the research driving to the Genetic Grandparent Inclusion-Probability Index, a crucial element to restitute the identity of children who were abducted during Argentinean dictatorship (1976-1983). Thus, my purposes are (i) to reconstruct Douglas´ main theoretical contributions, specifically her reasons to reject the ideal as well as the distinction between direct and indirect roles for values in science; and (ii) to analyze the scientific paper resulting from the “Grandparent-Inclusion Index” research. The main hypothesis is (iii) that several decisions of this research, particularly the establishment of what is to be considered sufficient evidence, should be explained by reference to social, ethical and political values. Both because of the non-epistemic consequences of the inquiry related to its inductive risk and because such inquiry is a case in which there is legitimate and necessary integration between epistemic and non-epistemic values and that it is also a case in which Douglas’ criteria of objectivity is reached. By virtue of these reasons, the significance of Douglas’ contribution to the analysis of the relationship between science and politics is emphasized.


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