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Presentation
Presentation
This Curricular Unit involves general epistemology as well as the epistemology of science and of the social sciences in particular. Its main aim is to challenge students to reflect on the validity of the scientific paradigms and approaches of science, so that they become able both to choose scientifically valid approaches in research and to make choices informed by scientific validity in their future practice in the field of psychology.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT35-15406
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Epistemological currents, questions, and definitions
1.1. Definition and types of knowledge
1.2. Epistemology from Antiquity to Modern Age
2. Logic and structure of scientific knowledge
2.1. Epistemological Rupture and Epistemological Obstacle (Bachelard)
2.2. The structure of science (Kuhn)
2.3. The limits of the formalization of scientific language (Wittgenstein)
3. The epistemology of the social sciences
3.1. Quarrel of the Method (Dilthey)
3.2. Overcoming the Quarrel of the Method: the communicational paradigm (Habermas)
3.3. Sociological Mediation (Weber, Merton, Bourdieu)
3.4. The Laboratory (Latour, Knorr-Cetina)
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Objectives
Objectives
LO1: identify the tension between scientific knowledge and common sense
LO2: understand the historical evolution of epistemology in its relation to Faith, Reason, and Science
LO3: apply theory to the construction of knowledge
LO4: analyse the main epistemological positions of science in general and the social sciences and humanities in particular
LO5: develop the ability to critically evaluate the validity of paradigms and approaches in the social sciences
LO5: evaluate the practical challenges to epistemological validity in the sciences today
LO6: develop discussion and writting skills centered on the contemporary debate of science
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Teaching methodologies and assessment
Teaching methodologies and assessment
Theoretical course, of expositive nature but that encourages the debate of ideas in class. All contents are published on moodle at the beginning of the semester to allow continuous learning.
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References
References
Bourdieu, P. 2003 [1997], Usos Sociais da Ciência: por uma sociologia clínica do campo científico. São Paulo: UNESP (cota: S/789-BC)
Foucault, M. 1966. As palavras e as coisas: uma arqueologia das ciências humanas. Lisboa: Portugália. (conta: L/103-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
Weber, M. (2002 [1918]), A Ciência como Profissão. Lisboa: Edições Universitárias Lusófonas (cota: F/19-ER)
nota: cotas da biblioteca Vítor de Sá
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Office Hours
Office Hours
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Mobility
Mobility
No
