pmango@holyapostles · Entry: “Kant’s Philosophy of Science,” section entitled, 2.1 Preface, ... “Alasdair MacIntyre and Thomas Kuhn: Rationality and Progress in Science,”

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PHS 721 Online

Philosophy of Science Term: Spring 2017

Peter J. Mango, Ph.D.

[email protected]

1. COURSE DESCRIPTION

This course will consider some of the historical origins, some of the methods, and some of the implications of “science” – in both the traditional and the more modern sense – as well as sociocultural implications of scientific claims within the history of ideas. The course will examine the purposes of science, claims regarding the reliability of scientific theories, as these overlap with metaphysics and epistemology; as well as the implications of appeals to “science” for philosophical anthropology and ethics.

2. ENVISIONED LEARNING OUTCOMES

Students will analyze and discuss select texts on the subject

Students will communicate an understanding of the rudiments of the history of philosophy of science

Students will defended claims made using arguments, with supporting illustrations

Students will demonstrate an ability to work both independently and collaboratively

Students will display an ability to follow clearly defined directives

3. COURSE SCHEDULE

Week 1: The Concept of “Science” from Antiquity to the Present

Lectures

Readings

Book chapter 26 entitled “Science and Certainty,” by Robert Pasnau on Aristotle’s Posterior Analytics, p.357, and first three (3) paragraphs of p.358: http://spot.colorado.edu/~pasnau/inprint/pasnau.sciencecertainty.pdf

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Summa Theologiae, Prima Pars, Question 1, “Whether Sacred Doctrine is a Science,” Article 1; Article 2; Article 4; Article 6, www.newadvent.org/summa/1001.htm#article2

Entry: “René Descartes: Scientific Method”: Introductory paragraph and first two (2) paragraphs in the section entitled “2. Cartesian Rationalism a. A Priori Method,” www.iep.utm.edu/desc-sci

Entry: “Kant’s Philosophy of Science,” section entitled, 2.1 Preface, first four (4) paragraphs of this section, http://plato.stanford.edu/entries/kant-science/#Pre

“Science as technology: Aspects of a potent myth,” in Minerva: A Journal of Science, Learning, and Technology, by J. W. Grove, first two (2) pages http://link.springer.com/article/10.1007/BF01100250

Entry: “Methodological Naturalism”: www.conservapedia.com/Methodological_naturalism

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments

Week 2: The Pre-Socratics and Plato

Lectures

Readings

Entry: “Pre-Socratics,” sections on the Milesians; Xenophanes; The Plurarlists; Anaxagoras and Empedocles; the Presocratic Atomists: http://plato.stanford.edu/entries/presocratics/#Mil

Aristotle’s “Metaphysics,” Book One (I), 983b – 989b

Plato’s “Timaeus,” 30a—31b; 32c –35a; 36b–38d; 47a–50c, www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.01.0180%3Atext%3DTim

Entry: “Platonic solid,” http://en.wikipedia.org/wiki/Platonic_solid

“Still debating with Plato: Where do mathematical objects live?” By Julie Rehmeyer, in Science News, April 25, 2008, www.sciencenews.org/article/still-debating-plato

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments

Week 3: Aristotle and Philosophy of Science

Lectures

Readings

Entry: “Aristotle's Metaphysics” in The Stanford Encyclopedia of Philosophy, http://plato.stanford.edu/entries/aristotle-metaphysics :

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- section entitled, “8. Substances as Hylomorphic Compounds,” from the second (2nd), third (3rd),

and fourth (4th) paragraphs of this section;

- the section entitled, “9. Substance and Definition,” from the fifth (5th) and sixth (6th), seventh

(7th), and eighth (8th) and ninth (9th) paragraphs of that section

- the section entitled “11. Substance as Cause of Being,” from the second (2nd), third (3rd), and

fourth (fourth) paragraphs of this section

- the section entitled, “12. Actuality and Potentiality,” all paragraphs in this section minus (except

for) the fourth (4th)

Entry: “Aristotle’s Psychology,” in The Stanford Encyclopedia of Philosophy, http://plato.stanford.edu/entries/aristotle-psychology

- section entitled, “3. Hylomorphic Soul-Body Relations: Materialism, Dualism, Sui Generis?”

paragraphs one through five (1-5) of this section

- section entitled, “4. Psychic Faculties,” first (1st) paragraph of this section

- section entitled, “5. Nutrition,” paragraphs one through five (1-5) of this section

- section entitled “7. Mind,” paragraphs one (1) and five (5) [“Here, at least…”] of this section

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments

Week 4: The Medievals: Albert, Aquinas, Roger Bacon, and the Nominalists

Lectures

Readings

1) Entry: “Saint Thomas Aquinas”:

- section entitled, “2. Philosophy and Theology,” all paragraphs of this section

- section entitled, “5. The Order of Philosophical Inquiry,” first (1st), second (2nd) , and fourth

(4th) paragraphs of this section

- section entitled, “6. Composition of Physical Objects,” first (1st), second (2nd), third

(3rd)/fourth (4th) [extended quote], fifth (5th), and sixth (6th) paragraphs of this section

- section entitled, “8. Body and Soul,” sixth (6th) (beginning, “In 75.1 Thomas had argued…”);

tenth (10th) (beginning In 75.7, Thomas argues…”); seventeenth (17th) (beginning “The third

significant result is…”); nineteenth (19th) (beginning “This movement in understanding…”);

twentieth (20th) paragraphs of this section.

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- Section entitled, “10. Beyond Physics,” seventh (7th) (beginning, “Thomas discusses

early…”), and ninth (9th) paragraphs of this section

2) “Thomas Aquinas, Scientist: How Might He Approach 21st Century Biotechnology?,” by

Stephen Meredith, Professor in Pathology and the Biological Sciences at The University of

Chicago: http://vimeo.com/5698286

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments

Week 5: Francis Bacon and Trans-valuation in Renaissance England

Lectures

TBD

Readings

“The New Atlantis” online, by Lord Francis Bacon, www.gutenberg.org/files/2434/2434-h/2434-h.htm (text); OR “The New Atlantis,” by Lord Francis Bacon, https://librivox.org/the-new-atlantis-by-francis-bacon (audio).

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 6: Newton, Galileo, Descartes

Lectures

The Universal Law of Gravitation, “Newton’s Universal Law of Gravitation – Science in a Minute,” www.youtube.com/watch?v=Jk5E-CrE1zg

Professor Rob Iliffe, Descartes and the Mechanists How Cartesian ideas cast the world as a machine,

suggesting that there was no need for God.[ 680x360 mp4 (8.6 Mb)] [ 1280x720 mp4 (21.8 Mb)], www.newtonproject.sussex.ac.uk/ref2014#trans

Readings

1) The Mathematical Principles of Natural Philosophy, Volume One (1), The Three Laws of Motion – ONLY (i.e., not the Corollaries):

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http://en.wikisource.org/wiki/The_Mathematical_Principles_of_Natural_Philosophy_(1846)/Axioms,_or_Laws_of_Motion 3) 2) Rules for Reasoning in Philosophy, Volume Three (3),: http://en.wikisource.org/wiki/The_Mathematical_Principles_of_Natural_Philosophy_(1846)/BookIII-Rules

3) Volume Three (3), General Scholium, paragraphs two (2) and following, http://en.wikisource.org/wiki/The_Mathematical_Principles_of_Natural_Philosophy_(1846)/BookIII-General_Scholium

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 7: Deep Time and Development: Steno, Buffon, Lyell, Hutton, Lamarck

Lectures

Readings

Pages 218—220; 226–232 of Steno’s Prodromus pages 69-72, and 79—82 of PDF document at this link: https://ia802606.us.archive.org/19/items/prodromusnicola00wintgoog/prodromusnicola00wintgoog.pdf

Theory of the Earth, by James Hutton, Chapter XIV (14), entitled, “Summary of the Doctrine which has been now Illustrated,” www.sacred-texts.com/earth/toe/toe38.htm

Pages 106—110, from Chapter Four (4) of Charles Lyell’s Principles of Geology, http://babel.hathitrust.org/cgi/pt?id=hvd.hw234y;view=1up;seq=141

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 8: Explanation versus Description, Methodological Monism, Quine, Kuhn, Popper, Feyerabend, MacIntyre Lectures Readings

“Alasdair MacIntyre and Thomas Kuhn: Rationality and Progress in Science,” www.academia.edu/11817476/Alasdair_MacIntyre_and_Thomas_Kuhn_Rationality_and_Progress_in_Science

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“Michael Polanyi, Alasdair MacIntyre, and the Role of Tradition,” Mark T. Mitchell, www.nhinet.org/mitchell19-1.pdf

“Lakatos and MacIntyre on Incommensurability and the Rationality of Theory-change,” Robert Miner, www.bu.edu/wcp/Papers/Scie/ScieMine.htm Lectures

Video: On “interpretation”: watch “What is Gravity Made of?” on NOVA, www.youtube.com/watch?v=wCZgi2heJt8 ; after this, read comments posted by other who watched this video

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 9: “Evolution”: Claims of Natural Selection, Descent with Modification, Sociobiology: Russell and Darwin

Lectures

Readings

The Origin Of Species By Means Of Natural Selection, Or The Preservation Of Favoured Races In The Struggle For Life, Chapter XV (15), http://darwin-online.org.uk/content/frameset?viewtype=text&itemID=F401&pageseq=1

Darwin, C. R. 1874. The descent of man, and selection in relation to sex. London: John Murray. 2d ed., http://darwin-online.org.uk/content/frameset?itemID=F944&viewtype=text&pageseq=1 Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Video: Professor Rob Iliffe, Natural Theology and the Anglican Church How faith was valued above

reason, while championing those 'scientists' they saw as good Anglicans.[ 680x360 mp4 (6.8 Mb)], www.newtonproject.sussex.ac.uk/ref2014#trans

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 10: Matter, Energy, and the Big Bang

Lectures

Readings

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Aristotle’s Metaphysics Book Five (5), 1019a—1019b; Book Nine (9) 1047a30—1048a30ff; 1051a21—23; Book Eleven (11) 1066a

Aristotle’s Physics 192a—193b

"Thomas Aquinas and the Big Bang," William E. Carroll, www3.nd.edu/Departments/Maritain/ti/carroll.htm

For contrast:

Video: “Force, Work, and Energy,” www.youtube.com/watch?v=WSY4HzWZIlo – 1:50 minutes in to video

Week 11: The Nature of the Organism: Form, Sex, and Temperament

Lectures

Readings

- “The Fall and Rise of Systems Biology,” by Stuart A. Newman, www.councilforresponsiblegenetics.org/viewpage.aspx?pageid=81

Entry “Jerome Kagan,” https://en.wikipedia.org/wiki/Jerome_Kagan

“Galaxy Of Genetic Differences Between Men & Women: Latest Research Into X Chromosome Brings Startling Discoveries,” by Robert Lee Hotz in The Scotsman, March 20, 2005,

www.rense.com/general63/galaxyofgeneticdifferences.htm

Videos

“The Four Temperaments,”

www.youtube.com/watch?v=6NNzNlKFm2k

“Zimbardo, Kagan on Personality Traits,”

www.youtube.com/watch?v=URee25502aU

“Brain Research: Girls vs. Boys,” in “National Geographic” (from about 2:10 minutes in)

www.youtube.com/watch?v=AzNjd8rftlA

“Dr Daniel Amen, MD: ‘Men and Women's Brains Are Different,’” www.youtube.com/watch?v=m98VHVHV0Bo

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 12: Religion: Inspiration for Science, Drag on Science, Enemy of Science? The “Fathers” of Various Sciences

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Lectures

Readings

Read now fewer than 20 pages of your choice of the 1991 online version of Science and Religion: Some Historical Perspectives, John Hedley Brooke, Cambridge University,

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 13: Neuroplasticity and Hylemorphism. The Brain; the Heart-Brain; the Gut-Brain

Lectures

Readings

Aranda-Anzaldo, A., “Back to the Future: Aristotle and Molecular Biology,” 2007. Ludus Vitalis, XV(28), pp. 195-198, www.yumpu.com/en/document/view/27999176/back-to-the-future-aristotle-and-ludus-vitalis

Video: “Boy Without a Cerebellum Baffles Doctors,” February 12, 2011, www.youtube.com/watch?v=TCisaP09yFU

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 14: The “Man Behind the Curtain”: Cultural Implications of the Metaphysics Behind Scientific Claims Through History

Lectures

Readings

Entry: “Democritus,” http://plato.stanford.edu/entries/democritus/#2

“Man a Machine,” by Julien Offray de la Mettrie, http://bactra.org/LaMettrie/Machine/ Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

Week 15: Select Questions in Contemporary Bioethics: Science and Metaphysics – What Faces Us in the Twenty-First (21st) Century

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Lectures

Readings

“Scientists Seek Ban on Method of Editing the Human Genome,” by Nicholas Wade, MARCH 19, 2015

“How to create the world’s most complex 3D-motion nanomachines from DNA,” January 12, 2015,

“Brain Computer Interfaces,”

Entry: “Neuroethics,” http://en.wikipedia.org/wiki/Neuroethics

“Trapped In His Body For 12 Years, A Man Breaks Free,” JANUARY 09, 2015

www.npr.org/blogs/health/2015/01/09/376084137/trapped-in-his-body-for-12-years-a-man-breaks-free

Assignments

1) In no fewer than 150 words, and no more than 300 words, respond to “Question(s) of the week” posted; 2) In no fewer than 150 words, and no more than 300 words, respond to at least one (1) other student’s comments.

4. COURSE REQUIREMENTS

Quizz One (1), 10%: January 21, 2017

Quizz Two (2), 10%: January 28, 2017

Midterm Exam, 20%: March 10, 2017

Final Paper, 20%: April 8, 2017 [no shorter than 3-5 double-spaced pages, excluding cover and bibliography pages, in 12 pt Times Roman, and citing at least three (3) sources

Final Exam 20%: April 21, 2017

Class Participation 20%

5.1 REQUIRED READINGS and RESOURCES:

Selected links to entries and publications available online (TBD). No course textbook for purchase.

6. SUGGESTED READINGS and RESOURCES:

The Beginnings of Western Science: The European Scientific Tradition in Philosophical, Religious, and Institutional Context, Prehistory to A.D. 1450, David C. Lindberg, The University of Chicago Press, 1992, 2008, ISBN: 9780226482057 2008 / E-book $7.00 to $18.00, ISBN: 9780226482040 Published February 2010 (on the medieval period)

Audio download for purchase entitled “History of Science: Antiquity to 1700” (sections relating to the medieval period), Professor Lawrence M. Principe Ph.D., Johns Hopkins University, available for download (not gratis) from The Great Courses, www.thegreatcourses.com/courses/history-of-science-antiquity-to-1700.html

Posterior Analytics AUDIO BOOK for free, in public domain (Octavio Owen’s translation): https://archive.org/details/posterior_analytics_ge_librivox

Posterior Analytics online for free, in public domain https://archive.org/stream/L391AristotlePosteriorAnalyticsTopica/L391-Aristotle%20Posterior%20Analytics%20Topica#page/n35/mode/2up

“Methodological Naturalism?” by Dr. Alvin Platinga, www.arn.org/docs/odesign/od181/methnat181.htm

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Entry: “Aristotle’s Psychology,” the section entitled, “2. Hylomorphism in General,” paragraphs 1-6 of this section (table of causes included), http://plato.stanford.edu/entries/aristotle-psychology

Book Chapter entitled, “Changing Aristotle’s Mind” in Words and Life, authored by Drs. Hilary Putnam and Martha Nussbaum, pp.24-25; 42 (par.2), 50; 51 (par. 2); 52-56

http://books.google.com/books?id=wfE6xy-SNS4C&pg=PA22&dq=%22changing+aristotle's+mind%22&hl=en&sa=X&ei=hxFqVJ7GNIbgsAS81IHoDQ&ved=0CB8Q6AEwAA#v=onepage&q=%22changing%20aristotle's%20mind%22&f=false

Book Two (2), Lecture One (1) of Thomas Aquinas’s Commentary on Aristotle’s De Anima, Translated by R.A. Kocoureck. E.g., No.213; No. 215; and/or Lesson Thirteen (13) No. 385; No. 386; https://archive.org/stream/CommentaryOfSt.ThomasAquinasOnAristotlesTreatiseOnTheSoul.Tanslated/kocourek#page/n7/mode/2up/search/soul

7. EVALUATION

(Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below). Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).

GRADING SCALE:

A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below

CONTENT

Absence of Understanding

Analysis shows no awareness of the discipline or its methodologies as they relate to the topic.

Lack of Understanding

Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them.

Inadequate understanding

Analysis is sometimes unclear in understanding or articulating concepts of the discipline.

Adequate understanding

Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity.

Solid Understanding

Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications.

Insightful understanding

Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connections to other concepts; integrates concepts into wider contexts.

RESEARCH

Missing Research

Paper shows no evidence of research: citation of sources missing.

Inadequate research and/or documentation

Over-reliance on few sources; spotty documentation of facts in text; pattern of citation errors.

Weak research and/or documentation

Inadequate number or quality of sources; many facts not referenced; several errors in citation format.

Adequate research and documentation but needs improvement

Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors.

Solid research and documentation

A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.

Excellent critical research and documentation

Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow

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standard bibliographic format.

WRITING & EXPRESSION

Incomplete writing

Analysis is only partially written or completely misses the topic.

Writing difficult to understand, serious improvement needed

Analysis fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage.

Episodic writing, a mix of strengths and weaknesses.

Analysis noticeably neglects or misinterprets the topic; simplistic or repetitive treatment, only partially-internalized; weak organization and development, some meandering; simple sentences, below-level diction; distracting errors in grammar, mechanics, and usage.

Acceptable writing, but could use some sharpening of skill

Analysis is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors.

Solid writing, with something interesting to say.

Analysis is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; level-appropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error.

Command-level writing, making a clear impression

Analysis is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; error-free grammar, mechanics, and usage.

COMMUNITY INTERACTION

Inadequate response

Response merely provides laudatory encouragement for original post, e.g., “Excellent post! You really have thought of something there.”

Poor response

Response misses the point of the original posting.

Weak response

Response summarizes original posting to which it responds.

Acceptable response

Response makes a contribution to the posting to which it responds.

Individually-conscious contributory response

Response makes a contribution to the posting to which it responds and fosters its development.

Community-conscious contributory response

Response makes a contribution to the learning community and fosters its development.

8. DISABILITIES ACCOMMODATIONS POLICY

Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of Online Student Affairs, at [email protected] or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery.

9. ACADEMIC HONESTY POLICY

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Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism

In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.

Students, where applicable:

Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites.

Students should not copy more than two paragraphs from any source as a major component of papers or projects.

Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites.

Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab’s website at http://www.holyapostles.edu/owl/resources).

Consequences of Academic Dishonesty:

Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program.

10. ATTENDANCE POLICY

You are expected to login several times during each week. Because this class is being taught in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50-minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade.

11. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.

To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.

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Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.

Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.

A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester.

12. ABOUT YOUR PROFESSOR

My name is Dr. Peter J. Mango. I grew up in Jersey City, N.J. I currently am a resident of Westchester County, N.Y. My Ph.D. in Philosophy is from Rome’s Pontifical Athenaeum Regina Apostolorum. I have a degree in Information Studies from the University of Wisconsin-Milwaukee. I taught Philosophy full time for several years into 2012, and have engaged in adjunct teaching at CUNY York, SUNY-Westchester, and Molloy College, among others.

My teaching assumptions include the following:

1) the proposition of philosopher Alasdair MacIntyre that philosophy too often is expounded separately from its own history; i.e., presented as a “finished” product when it’s really not

2) the understanding (in the spirit of Socrates) each student I teach probably knows lots of things I don’t know, so I ought to learn from them – that we’re all seeking truth together

3) the claim of Augustine and Aquinas that “no one says something that is completely false”

4) the belief one should hear out just about everyone, in the spirit of Aquinas

5) the belief students should feel comfortable raising objections about ideas proposed (i.e., the classroom method of Aquinas)

6) the simultaneous belief one should proceed “systematically” too, seeking coherence and not just “picking and choosing” from the flow of ideas without standards for evaluating these

7) the belief that one’s standards inevitably come from a “tradition” of thought – one better, less, least, or perhaps best, conformed to reality

Partial translation: This course will be at least part history lesson. I wish to hear you out. Observe the Golden Rule when communicating. There’s no penalty for disagreeing with what I say. You may learn something from this course, and I may learn something from you. We’re going to get through this together. Hopefully we may become conscious of whichever tradition(s) of thought we inhabit as the course progresses – and there’s nothing wrong with having one. (It’s inevitable that we do.)

The broad field of “Philosophy of Science” may legitimately explore the following:

1) Epistemology of Science (with which “Philosophy of Science” is often identified)

2) History of Science

3) Cultural History / Social History

4) Metaphysics

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5) Philosophy of Logic

6) Philosophy of Mathematics

5) Philosophy of Medicine

6) Philosophy of Technology

7) Bioethics

8) Philosophy of Nature, and its subdivisions:

- Philosophy of Biology / Theoretical Biology

- Philosophy of Chemistry

- Philosophy of Geology

- Philosophy of Physics

- Philosophical Anthropology

- Philosophy of Mind / Neuro-philosophy

In addition to Epistemology of Science, and History of Science, this course will tangentially engage only some the above fields; and in no way exhaustively. This course is an Introductory course only.

It may also be viewed as partially preparatory to the study of such fields as Philosophical Theology; Theological Epistemology; Theology of Nature; Theology of Science; Theological Anthropology; etc.