Class History and Philosophy of Science

The History and Philosophy of Science course unit approaches science as a historically situated form of knowledge production, examining the development of scientific ideas, practices and modes of validation from Classical Antiquity to the present day. It explores major transformations in scientific conceptions and practices, the relationships between science, society and culture, and the ethical issues associated with scientific development. Particular attention is given to the establishment of Psychology as a scientific field and to its emergence within the context of modern and contemporary science. In this respect, the course unit contributes to an understanding of the historicity of science and of the processes through which it is constructed and transformed, as well as to the development of a critical and well-grounded perspective on scientific knowledge, relevant to academic education, research and future professional practice in Psychology.

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SC1. History and Philosophy of Science 1.1. Philosophy and science in Classical Antiquity 1.2. From Classical Antiquity to modern science 1.3. The emergence of science as an autonomous field in the Modern Age 1.4. The emergence of Psychology as a science 1.5. Transformations in science in the twentieth and twenty-first centuries SC2. Construction and validation of scientific knowledge 2.1. Science as a form of knowledge 2.2. Science and pseudoscience: implications for Psychology 2.2.1. Myths, beliefs and simplifications in the understanding of psychological phenomena 2.2.2. Knowledge and scientific evidence 2.3. Criteria of scientificity and the limits of scientific knowledge SC3. Science, technology and society 3.1. Relationships between scientific development, technology and society 3.2. Neuroscience, Artificial Intelligence and Psychology 3.3. Social impacts and ethical challenges of contemporary science

TM1: Interactive lectures and debates (LO1), combining conceptual systematisation with the critical analysis of historical and philosophical perspectives. TM2: Problem-based learning (PBL) and text analysis (LO2), exploring the relationships between science and historical, social and cultural contexts. TM3: Case studies, collaborative work and quizzes (LO3), examining scientific transformations and the emergence of Psychology as a science. TM4: Analysis of texts and cases, debates and critical reflection (LO4), addressing criteria of scientificity, the limits of knowledge and ethical issues. TM5: Oral presentations, individual and group assignments, and critical syntheses (LO5), drawing on the concepts and perspectives covered in the course unit. Continuous feedback, self-assessment and peer assessment are transversal to the learning outcomes and support students' self-regulation of learning. The methodologies promote active participation, autonomy, collaboration and critical thinking.

Acot, P. (2001). História das ciências. Edições 70. Burke, P. (2003). Uma história social do conhecimento: De Gutenberg a Diderot. Zahar. Gavroglu, K. (2007). O passado das ciências como história. Porto Editora. Hannam, J. (2021). A origem da ciência. Alma dos Livros. Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2009). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. Wiley-Blackwell. Schultz, D. P., & Schultz, S. E. (2016). A history of modern psychology (11th ed.). Cengage Learning. Stanovich, K. E. (2022). How to think straight about psychology (11th ed.). Pearson. Wootton, D. (2017). A invenção da ciência: Nova história da revolução científica. Temas e Debates.