Epistemology and History of Science

Code:

E304

Acronym:

EHC

Keywords
Classification	Keyword
OFICIAL	Research Methodologies in Education

Instance: 2010/2011 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	73	Official Curricular Structure	2	-	3	-

Teaching language

Portuguese

Objectives

This disciplines aims to initiat students in deep debates in epistemological field as in the thought of important authors of the main traditions of historic and epistemológical analysis of science. It is intended to debate the nature of the scientific knowledge and the truth in its joint with the process of scientific inquiry. These debates and traditions will be articulated with the analysis of the socio-historical construction of the cientificity of education, aiming at the development of a critical sense in research. One understands that this is a space where they can reflect on the processes of production of scientific knowledge and the social practical inquiry. One intends that students had acquired knowledge on different forms to produce knowledge, different models of inquiry and argument. It is looked to stimulate a critical position before phenomena, processes, speeches, specialy related to the construction of the scientific knowledge, as well as contributing for the formation of positions before distinct scientific paradigms that mean equally distinct policical and ethical options. In synthesis, the aims of this curricular unit are:
- To identify different distinct paradigms that accuse démarches of inquiry that have underlying them different considerações on the citizens, the objects and the problem;
- To argue on the concept of scientific knowledge and truth from the contact with several authors;
- To recognize the production of different types of knowledge on one same phenomena;
- To argue the paradigms in the socio-historical construction of the cientificity in sciences of the Education;
- To articulate the debate on science and on the cientificity in sciences of the education with different ways of doing research in sciences of the education, considering a topological model of inquiry;
- To acquire critical position before the problems and boarded ultimate issues in the curricular unit.

Program

1.Epistemologcal debates on scientific investigation:
1.1. The debate between the dominant paradigm and the emergent (post-modern) paradigm;
1.2. The debate between explanation and comprehension and its relation with experimental, funcionalist, struturalist and ethnometodological models;
2.Models of analysis of science:
2.1.Comte and the positivism
; 2.2.Karl Popper and critical rationalism;
2.3.Thomas Khun and the theory of the scientific revolutions;
2.4. Michel Foucault and the archaeology-genealogy of knowing;
2.5. Pierre Bourdieu and the sociology of science.
2.6. Donna Haraway and Sandra Harding - the question of science in the feminism. The feminist theory of the scientific knowledge: situated knowledge and stand point theory.
3.A socio-historical construction of the cientificity in education.
3.1. The relation between subject and object, subjectivity and objectivity, neutrality/implication and its integration in the inquiry process;
3.2.The value of the truth in Sciences of the Education.
4. A topological model of the scientific investigation: the fields of the research according to De Bruyne et all.

Mandatory literature

Foucault Michel; A^vontade de saber. ISBN: 972-708-240-8
Popper Karl R.; La^logique de la découverte scientifique. ISBN: 2-228-88010-8
Harding Sandra; The science question in feminism. ISBN: 0-8014-9363-3
Bachelard Gaston; O^novo espírito científico
Correia José Alberto; Para uma teoria crítica em educação. ISBN: 972-0-34127-0
Kuhn Thomas S.; A^tensão essencial
Harding Sandra; Whose science? Whose knowledge?. ISBN: ISBN 0-8014-9746-9
Kuhn Thomas S.; A^estrutura das revoluções científicas. ISBN: 85-273-0111-3
Coulon Alain; Ethnométhodologie et éducation. ISBN: 2-13-045236-1
Bruyne Paul de; Dinâmica da Pesquisa em Ciências Sociais
Bachelard Gaston; A^epistemologia
Baptista Manuel António; O^discurso pós-moderno contra a ciência. ISBN: 972-662-829-6
Bourdieu Pierre; Science de la science et réflexivité. ISBN: 2-912107-14-8
Hadji Charles; Investigação e educação
Aron Raymond; As^etapas do pensamento sociológico. ISBN: 972-20-0922-2
Foucault Michel; A^arqueologia do saber. ISBN: 85-218-0344-3
Stengers Isabelle; L.invention des sciences modernes. ISBN: 2-08-081308-0
Bourdieu Pierre; Para uma sociologia da ciência
Santos Boaventura de Sousa; Um discurso sobre as ciências. ISBN: 972-36-0174-5

Complementary Bibliography

Allègre Claude; Dictionnaire amoureux de la science. ISBN: 2-286-01283-0

Teaching methods and learning activities

This curricular unit is A type, developing in large group and being predominantly theoretical. However, and given the aims of the curricular unit, we will balance different methods (theoretical presentations and debates).

Software

http://sigarra.up.pt/fpceup/conteudos_adm.conteudos_list?pct_pag_id=1639&pct_parametros=p_ano_lectivo=2010/2011-y-p_cad_codigo=E304-y-p_peri

keywords

Humanities > Philosophy > Epistemology
Social sciences > Educational sciences > Research methodology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	44,00
Debate	Teste	15,00		2010-09-13
Tutorials	Trabalho escrito	8,00		2010-12-17
Individual Report	Trabalho escrito	30,00		2010-12-17
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
Theoretical approach	Frequência das aulas	22	2010-12-13
	Total:	22,00

Eligibility for exams

75% of attendance
- Level 10 (minimum) in the assignment: critical reflection
- com nota igual ou superior a 10 valores no trabalho desenvolvido ao longo do semestre: reflexão e análise individual escrita sobre um trabalho de investigação em educação, na forma de dissertação de mestrado, à luz dos conteúdos, autores/as e bibliografia em torno dos quais se desenvolve a UC (75%). Pode haver necessidade de defesa oral do trabalho.
- com nota igual ou superior a 10 valores na participação oral na dinâmica das aulas (25%) - apresentação, discussão e debate de textos.
A não realização de alguma actividade prevista nos métodos de avaliação terá como consequência a não obtenção de frequência à Unidade Curricular.