Module PHIL42930: Science, Technology and Society: Historical and Philosophical Perspectives

Department: Philosophy

PHIL42930: Science, Technology and Society: Historical and Philosophical Perspectives

Prerequisites

• None - no prior knowledge of science or history and philosophy of science or technology are required.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To explore conceptual issues arising in science, technology, and society.
• To promote an understanding of the role of science and technology in society.
• To explore relevant topics arising in the history of science, technology, and society.
• To explore relevant topics in the philosophy of science, technology, and society.
• To explore the interface between historical and philosophical approaches to science, technology, and society.

Content

• Introductory seminar providing an overview of historical and philosophical themes in science, technology, and society.
• Topics in the philosophy of science, technology, and society, including themes such as scientific evidence, explanation, method, revolutions, artificial intelligence, science communication, and truth.
• Topics in the history of science, technology, and society, including themes such as scientific revolutions, Darwinism, science and religion, and the continental drift controversy.
• The conceptual interface between science, technology, and society via topics such as race, class, and gender.
• In consultation with the Module Leader, students will choose a topic for their assessed essay. The essay's topic should normally come from one of the subject areas covered in the seminars. Topic proposals falling outside these areas will have to be approved by the Course Director.

Learning Outcomes

• At the end of the module students should have a familiarity with:
• Key philosophical ideas and theories related to science, technology, and society.
• Key historical ideas and evidence related to science, technology, and society.

• Identify key debates in the history and philosophy of science, technology, and society.
• Assess the strength of philosophical arguments in key areas of study.
• Evaluate historical evidence and arguments in key areas of study.
• Formulate a research question on a topic in the history and/or philosophy of science, technology, and society.
• Communicate original thoughts on a chosen topic in the history and/or philosophy of science, technology, and society in the form of a summative essay.
• By the end of the module students should be able to:
• Demonstrate skills in understanding and interpreting philosophical theories and arguments concerning science, technology, and society in contemporary and historical perspective.
• Critically evaluate the foregoing theories and arguments.
• Write a critically aware and well-informed essay on a selected topic relevant to the history and/or philosophy of science, technology, and society.

• structure and clarity in written communication;
• comprehension of complex ideas, arguments, and theories;
• defence of one’s views by reasoned argument;
• seeking out and identifying appropriate sources of evidence and information;
• tackling problems in a clear-sighted and logical fashion;
• discovery, synthesis and understanding of information;
• effective communication of novel findings;
• independent critical analysis;
• adaptable, flexible, innovative, and creative approaches to work and problem solving;
• ability to set goals and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Seminars provide structured group teaching and the opportunity for group discussion, allowing students to clarify points and refine their views, through interaction with the seminar leader and their peers. Through seminars, students will further develop their argumentative abilities and learn to put forward their views in a clear, structured manner.
• One-to-one supervisions are tailored specifically to the research projects of individual students, providing a valuable opportunity for them to clarify and discuss ideas. One-to-one supervisions will also assist students in locating relevant library resources, formulating appropriate and concise essay topics, and working out argument structures. Supervision sessions are also used to offer critical feedback on draft summative essays, prior to submission. Supervisions will not be timetabled but organised directly between students and tutors as schedules permit.
• Students are encouraged to attend relevant EIDOS (postgraduate philosophy society) talks and departmental Research Seminars.
• For the summative essay, students will be required to focus on a specific topic (normally from one of the subject areas covered in the seminars), demonstrate advanced knowledge of the relevant literature, develop a critical understanding of relevant ideas and arguments and put forward a philosophical position in the form of a clear, structured philosophical argument.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

500-1000 word formative assessment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University