Class Epistemology of Social and Human Sciences

This Course Unit introduces students to general epistemology, the philosophy of science, and the epistemology of the human and social sciences, through a historical, conceptual, and critical approach to the conditions under which scientific knowledge is produced, validated, and circulated. The Course Unit examines the historical, technical, and cultural constitution of modern science, the main epistemological models of the twentieth century, and the social, institutional, and material dimensions of scientific activity. It aims to develop students' ability to critically analyse scientific paradigms, their methodological assumptions, and their contexts of production, enabling them to assess the validity of scientific knowledge and to make informed choices regarding research methods and approaches. Its relevance to training in Psychology lies in fostering an understanding of the epistemological specificity of the human sciences and of the plurality of contemporary scientific cultures.

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M1: Historical, technical and cultural conditions of scientific knowledge 1.1 Mediation of knowledge: the judgement of Thamus. 1.2 History of science and the modern subject. 1.3 Simondon: technical culture and knowledge. 1.4 Image technologies and scientific experience. 1.5 Rationalism and empiricism: Descartes and Bacon. 1.6 Hume and induction. M2: Structure and limits of scientific knowledge 2.1 Epistemological obstacle (Bachelard). 2.2 Paradigms and scientific revolutions (Kuhn). 2.3 Language and knowledge (Wittgenstein). 2.4 Falsifiability and critical rationalism (Popper). 2.5 Methodological pluralism (Feyerabend). M3: Epistemology of the human and social sciences 3.1 Explanation and understanding (Dilthey). 3.2 Knowledge and communication (Habermas). 3.3 Science, institutions and power (Weber and Bourdieu). 3.4 Laboratory studies and epistemic cultures (Latour and Knorr-Cetina).

As this is an introductory first-year course unit, a dialogic lecture-based methodology is adopted, aimed at the progressive acquisition of conceptual foundations, scientific literacy and critical analytical skills. Contents, support materials and core readings are made available on Moodle from the beginning of the semester, supporting guided study, class preparation and autonomous consolidation of learning. Pedagogical innovation is grounded in visual problem-based learning, through the guided analysis of film excerpts, scientific images, technical objects and contemporary cultural debates, used as entry points into abstract epistemological problems. This approach does not replace teacher mediation with technology; rather, it reinforces the teacher's role as critical curator, conceptual mediator and facilitator of debate, combining theoretical rigour, active participation, well-founded argumentation and critical thinking.

Bourdieu, P. 2003 [1997], Usos Sociais da Ciência: por uma sociologia clínica do campo científico. São Paulo: UNESP (cota: S/789-BC) Habermas, J. (1993 [1968]). Técnica e Ciência como Ideologia. Lisboa Edições 70 (cota: F/163-BC) Kuhn, T. (2012 [1962]) The Structure of Scientific Revolutions. University of Chicago Press (HC/97-BC) Knorr-Cetina, K. (1999), Epistemic Cultures. How the Sciences Make Knowledge. Cambridge & London: Harvard University Press Popper, K. 1975 [1934], A lógica da Pesquisa Científica. São Paulo: Cultrix (cota: F/454.2-BC). Simondon, G. (2012). On the mode of existence of technical objects (C. Malaspina & J. Rogove, Trans.). Univocal Publishing. Weber, M. (2002 [1918]), A Ciência como Profissão. Lisboa: Edições Universitárias Lusófonas (cota: F/19-ER)   nota: cotas da biblioteca Vítor de Sá