1/8

ATENEO DE MANILA UNIVERSITY

LOYOLA SCHOOLS

COURSE SYLLABUS

COURSE NUMBER: Ph 133 A / Ph 30 A

TITLE: Philosophy of Science
PRE-REQUISITE/S: NA
DEPARTMENT: Philosophy
SCHOOL: Humanities
SEMESTER AND SCHOOL YEAR: Second Semester, SY2019 - SY2020
NUMBER OF UNITS: 3
FACULTY: Michael Ner E. Mariano
SCHEDULE AND VENUE: T-Th 15:30-17:00 CTC-206

A. COURSE DESCRIPTION

This course studies modern science and its relation to man's other ways of knowing and
experiencing. The roots and meaning of science are sought in the historical development of the
ideal of science. The role of genius in scientific discovery and revolution concludes the course.
[Official Course Description from the Department of Philosophy, Loyola Schools, Ateneo de
Manila University]

This course on the Philosophy of Science aims at a rigorous, disciplined examination of the basic
components that people have traditionally attributed to the human enterprise known as
“science.” Through the thorough reading and discussion of several key writings in the field, the
students will be given a general introduction to the major trends in the contemporary
philosophy of science. [Mariano’s Course Description]

B. LEARNING OUTCOMES

• To equip the students with the necessary critical attitude to fully appreciate and question the
capacity of science to provide knowledge. [ELO1]

• To create with the students an environment in which to reflect on the different facets of what
are taken to comprise “science.” [ELO2]

• To awaken in students the awareness of the possibilities and limitations of the scientific
endeavor. [ELO3]

C. COURSE OUTLINE

Thematic Wk Date Topics Methodology/ Assigned Text

Division Learning Activity
Introduction 1 Jan. Introduction to the course Lecture; Discussion Course Syllabus
23 What is the philosophy of
science?

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)

 2/8

“What is this 2 Jan. A Short History of Science Lecture; Discussion Bacon, “The Inductive
thing called 28, 30 Method”
‘science’?” On induction

3 Feb. The problem of induction Lecture; Discussion Hume, “The Problem of

4, 6 Induction”
Group 1 Report Popper, “The Problem
of Induction”
4 Feb. On falsification Lecture; Discussion Popper, “Science:
11, 13 Conjectures and
Film Viewing: On Refutations”
Einstein’s Theory
of Relativity
5 Feb. On “strong research Group 2 Report Lakatos, “Science and
18, 20 programmes” Pseudo-Science”
Lecture; Discussion
6 Feb. [Feb. 25: EDSA People Power Lecture; Discussion Laudan, “Commentary:
25, 27 Anniversary] Science at the Bar—
Film Viewing: On the Causes for Concern”
Applying so-called demarcation Theory of
criteria: The case of Evolution
creationism
7 Mar. Applying so-called demarcation Group 3 Report Ruse, “Response to the
3, 5 criteria: The case of Commentary: Pro
creationism, part 2 Judice”
Science and 8 Mar. Kuhn on “normal science” vs. Group 4 Report Kuhn, from The
Objectivity 10, 12 “revolutionary science” Structure of Scientific
Lecture; Discussion Revolutions
Kuhn on paradigms
Film Viewing: The
Copernican
Revolution
9 Mar. Kuhn on “scientific revolutions” Lecture; Discussion
17, 19
Midterm 10 Mar. MIDTERM ORAL EXAMINATIONS Coverage: Everything
Exam 23-28 from the beginning of
the semester.
Science and 11 Mar. Kuhn on “subjectivity” and Group 5 Report Kuhn, “Objectivity,
Objectivity, 31, theory choice Lecture; Discussion Value Judgment, and
part 2 Apr. 2 Theory Choice”
12 Apr. [Apr. 9: Araw ng Kagitingan/ Lecture; Discussion
7, 9 Maundy Thursday]
13 Apr. Feyerabend on science as Group 6 Report Feyerabend, “How to
14, 16 “ideology” Defend Society
Lecture; Discussion Against Science”
Underdeter 14 Apr. Duhem on isolated hypothesis Group 7 Report Duhem, “Physical
minism and 21, 23 vs. theoretical group Theory and
the Duhem- Lecture; Discussion Experiment”
Quine Thesis 15 Apr. Quine on the “dogma of Group 8 Report Quine, “Two Dogmas
28, 30 analiticity” and the “dogma of Empiricism”
of reductionism” Lecture; Discussion
Realism- 16 May The Realism-Antirealism Group 9 Report Sankey and Ginev, “The
Antirealism 5, 7 Debate Scope and Multi-
Debate Lecture; Discussion dimensionality of the
Scientific Realism
Debate

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)

 3/8

17 May Synthesis of the Course + Lecture; Discussion

12, 14 Buffer Week
Final Exam 18 May FINAL ORAL EXAMINATIONS Coverage: Everything
for Non- 18-23 from the beginning of
graduating the semester.
Students

D. REQUIRED READINGS

Bacon, Francis. “The Inductive Method.” In The Philosophy of Science: An Historical Anthology, ed. Timothy
McGrew, Marc Alspector-Kelly, and Fritz Allhoff, 190-193. Chichester, West Sussex: Wiley-Blackwell,
2009.
Duhem, Pierre. “Physical Theory and Experiment.” In Philosophy of Science: The Central Issues, 2d ed., ed.
Martin Curd, J.A. Cover, and Christopher Pincock, 227-249. New York: W.W. Norton, 2013.
Feyerabend, Paul. “How to Defend Society against Science. In Introductory Readings in the Philosophy of
Science, ed. E.D. Klemke, Robert Hollinger, and A. David Kline, 34-44. Buffalo, New York: Prometheus,
1988.
Hume, David. “The Problem of Induction.” In The Philosophy of Science: An Historical Anthology, ed.
Timothy McGrew, Marc Alspector-Kelly, and Fritz Allhoff, 219-225. Chichester, West Sussex: Wiley-
Blackwell, 2009.
Kuhn, Thomas S. “Objectivity, Value Judgment, and Theory Choice.” In Philosophy of Science: The Central
Issues, 2d ed., ed. Martin Curd, J.A. Cover, and Christopher Pincock, 94-110. New York: W.W. Norton,
2013.
Kuhn, Thomas. “The Structure of Scientific Revolutions.” In The Philosophy of Science: An Historical
Anthology, ed. Timothy McGrew, Marc Alspector-Kelly, and Fritz Allhoff, 489-513. Chichester, West
Sussex: Wiley-Blackwell, 2009.
Lakatos, Imre. “Science and Pseudoscience.” In The Philosophy of Science: An Historical Anthology, ed.
Timothy McGrew, Marc Alspector-Kelly, and Fritz Allhoff, 514-518. Chichester, West Sussex: Wiley-
Blackwell, 2009.
Laudan, Larry. “Commentary: Science at the Bar—Causes for Concern.” In Philosophy of Science: The
Central Issues, 2d ed., ed. Martin Curd, J.A. Cover, and Christopher Pincock, 47-51. New York: W.W.
Norton, 2013.
Popper, Karl. “Science: Conjectures and Refutations.” In The Philosophy of Science: An Historical
Anthology, ed. Timothy McGrew, Marc Alspector-Kelly, and Fritz Allhoff, 471-488. Chichester, West
Sussex: Wiley-Blackwell, 2009.
Popper, Karl. “The Problem of Induction.” In Philosophy of Science: The Central Issues, 2d ed., ed. Martin
Curd, J.A. Cover, and Christopher Pincock, 406-411. New York: W.W. Norton, 2013.
Quine, W.V.O. “Two Dogmas of Empiricism.” In The Philosophy of Science: An Historical Anthology, ed.
Timothy McGrew, Marc Alspector-Kelly, and Fritz Allhoff, 412-423. Chichester, West Sussex: Wiley-
Blackwell, 2009.
Ruse, Michael. “Response to the Commentary: Pro Judice.” In Philosophy of Science: The Central Issues, ed.
Martin Curd and J.A. Cover, 54-61. New York: W.W. Norton, 1998.
Sankey, Howard, and Dimitri Ginev. “The Scope and Multidimensionality of the Scientific Realism Debate.”
Journal for General Philosophy of Science 42, no. 2 (November 2011): 263-283.

E. SUGGESTED READINGS

Balashov, Yuri, and Alex Rosenberg, eds. Philosophy of Science: Contemporary Readings. London:
Routledge, 2002.

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)

 4/8

Boyd, Richard, Philip Gasper, and J.D. Trout, eds. The Philosophy of Science. Cambridge, Mass: MIT Press,
1991.
Chalmers, A.F. What is this Thing Called Science? 3d ed. Indianapolis: Hackett Publishing, 1999.
DeWitt, Richard. Worldviews: An Introduction to the History and Philosophy of Science, 2nd ed. Chichester,
UK: Wiley-Blackwell, 2010.
Gower, Barry. Scientific Method: An Historical and Philosophical Introduction. London: Routledge, 1997.
Hazen, Robert M., and James Trefil. Science Matters: Achieving Scientific Literacy, New Edition, Expaned
and Updated. New York: Random House, 2009.
Kitcher, Philip. Science, Truth, and Democracy. Oxford: Oxford University Press, 2001.
Kuhn, Thomas S. The Structure of Scientific Revolutions, 4th ed. With an Introductory Essay by Ian Hacking.
Chicago: University of Chicago Press, 2012.
Kukla, André. Social Constructivism and the Philosophy of Science. Philosophical Issues in Science. London:
Routledge, 2000.
Kukla, André. Studies in Scientific Realism. Oxford: Oxford University Press, 1998.
Ladyman, James. Understanding Philosophy of Science. London: Routledge, 2002.
Lewens, Tim. The Meaning of Science: An Introduction to the Philosophy of Science. New York: Basic Books,
2016.
Lightman, Alan. The Discoveries: Great Breakthroughs in 20 th-Century Science, Including the Original
Papers. New York: Random House, 2006.
Losee, John. A Historical Introduction to the Philosophy of Science, 4th ed. Oxford: Oxford University Press,
2001.
Newton-Smith, W.H., ed. A Companion to the Philosophy of Science. Blackwell Companions to Philosophy.
Malden, Mass: Blackwell, 2000.
Okasha, Samir. Philosophy of Science: A Very Short Introduction. Oxford: Oxford University Press, 2002.
Papineau, David, ed. The Philosophy of Science. Oxford: Oxford University Press, 1996.
Popper, Karl. Conjectures and Refutations: The Growth of Scientific Knowledge, 2d ed. Routledge Classics.
Oxford: Routledge, 2002.
Popper, Karl. The Logic of Scientific Discovery. Routledge Classics. London: Routledge, 2002.
Psillos, Stathis, and Martin Curd, eds. The Routledge Companion to the Philosophy of Science. Oxford:
Routledge, 2008.
Rosenberg, Alex. Philosophy of Science: A Contemporary Introduction, 2d ed. New York: Routledge, 2005.

F. ASSESSMENT METHODS (OR COURSE REQUIREMENTS)

1. Group Project: The group project will consist of both a written component and an in-class
presentation. Each group will be assigned a particular topic or reading that constitutes a major
segment of the course. The group will have to accurately identify the central question(s),
claim(s), and argument(s), as well as provide their critical response to these aforementioned
three, for the topic that they are given. They must record all of these in their written report,
copies of which must be provided all the other members of the class, as well as present this
report in class at a date that will be specified for them. The group must be prepared to answer
questions from their classmates regarding the topic or reading they are reporting on. This
requirement will amount to 30% of the individual student’s final grade.
2. Midterm Oral Examination: The midterm oral exam will cover all material up to that point in
the semester. The exam will be ten (10) minutes long. A thesis sheet will be given the students

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)

 5/8

two weeks before the exam. Each student is expected to prepare an intelligent 6-minute long
answer or discussion for each thesis. More details about the content and the form of the exam
will be disclosed during the semester. The exam amounts to 30% of the student’s final grade.
3. Final Oral Examination: The final oral exam will cover all material taken up in the whole
semester. The exam will be twelve (12) minutes long. A thesis sheet will be given the students
two weeks before the exam. Each student is expected to prepare an intelligent 8-minute long
answer or discussion for each thesis. More details about the content and the form of the exam
will be disclosed during the semester. The exam amounts to 40% of the student’s final grade.

Assessment Methods Weight(%) ELO1* ELO2* ELO3*

Group Project 30% Y Y Y
Midterm Oral Examination 30% Y Y Y
Final Oral Examination 40% Y Y Y
Total 100%
*ELO—Expected Learning Outcome [See part B. Learning Outcomes above]

G. GRADING SYSTEM

The following table explains the grades to be given the individual requirements in class:

A The student has a thorough understanding of the topic: complete and in-depth knowledge
of the most important aspects of the topic, firm grasp of the essential details, possesses an
overview of the interrelationship between topics, synthesis is clear; and on top of all these,
has developed a genuine personal insight and can elicit fresh questions on the matter.
B+ Answer is complete, there is a grasp of details, the context of the question is evident, a
synthesis has emerged, and a genuine personal insight is starting to coalesce.
B Answer is complete, there is a grasp oF details, the context of the question is evident.
C+ The most important details are mentioned, but the student might just be throwing back
what is already stated in the notes or in the texts. Still needs to deepen understanding; still
needs to show an intelligent appreciation of the relation of topics to one another.
C Minimum understanding of the topic, but there still are some errors in details and the
discussion is incomplete.
D Some understanding of the topic, but too many erroneous or missing details.
F Fundamental error. The real meaning of the question might not have been understood, or
the student is just fibbing, or could not provide any answer.

Course requirements and corresponding Range of final grades (Note that a minimum final
weight as percentage of final mark numerical grade of 1.0 is required to pass the
course.)
A 3.75-4.0
30% Group Project B+ 3.25-3.74
30% Midterm Oral Examination B 2.75-3.24
40% Final Oral Examination C+ 2.25-2.74
----- C 1.75-2.24
100% = Final grade for the course D 1.0-1.74
F 0-0.99

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)

 6/8

H. CLASSROOM POLICIES

1. Carefully read the Loyola Schools Student Handbook, the Magna Carta for Student Rights, and
The Student Guide to the Code of Academic Integrity in order to know the rights as well as the
responsibilities of students. Mindfulness and respect for oneself and others should be basic
principles in our classes.

2. The teacher will construct a seat plan. At the fifteenth (15th) minute, the teacher will call the
names of students who are not in their proper seats and they will be recorded as being “absent”
for that day. The teacher and the beadle will record the absences. In this T-Th class: students
can be absent for six (6) class days (an absence in a 1.5-hour class amounts to 1.5 cuts;
remember the rule in AdMU: max.# of cuts = 3 units x 3 = 9 [hours of classroom time]; our T-Th
class has 1.5 hour-long classes). Whoever goes beyond the maximum number of cuts (9 cuts),
for whatever reason, will automatically be given the final grade of W. Lateness/tardiness (i.e.,
arriving after the fifteenth minute) is automatically recorded as 1.5 cuts. It is the student’s task
to continually monitor his/her attendance record. Remember, there is no such thing as an
“excused cut” for whatever reason (even if it is sickness or representing the school in an official
capacity). The teacher will not honor the “unlimited cut” privilege of Dean’s Listers.

3. The student needs to attend the schedule in which s/he is enrolled. Attendance and absences
only count for the schedule of the enrolled section. Once the class starts, no one is to go out of
the classroom (therefore, visit the bathroom before the class starts). Whoever goes out without
the prior approval of the teacher merits 1.5 cuts.

4. The following are not allowed in class: smoking; bringing/drinking alcoholic beverages; making
noise; conversing/performing horse play; sleeping; coming to class inebriated or high on drugs;
using cellphones in any way (even for checking on the time); using any other electronic gadgets
or allowing them to emit noise (laptops, recording devices [audio/video, taking pictures],
ear/headphones, music players, e-book readers, etc); reading/working on assignments not
meant for our class; and attending class without one’s required readings for the day. Whoever
the teacher catches doing any of the above will be sent out of class for that day, which will incur
the student 1.5 cuts.

5. We need to form the habit of maintaining the cleanliness and order of our own working area,
and thus everyone in class is expected to help in the arrangement and cleaning of the classroom
both at the start and at the end of class for that day. It is everyone’s duty to pick up and dispose
of trash from one’s surroundings (even if that is not one’s own refuse), arrange the rows of
seats, clean the black/white boards at the start and at the end of class, turn on/off electric
appliances as needed.

6. The student is expected to be always ready for class; if not, it will be better for the student not
to come to class at least for that day. The student needs to be constantly, actively asking
questions and attempting answers in class: participation is of vital importance in the classroom.
Just make sure that if you need to say anything, say only intelligent things, things that one has
spent much thought on. Avoid wasting the time and attention of the class. Always read the
assignments thoroughly. Construct outlines if needed. Discuss the topics with classmates as
preparation, so that once class day comes, we will not be mired in preliminary discussions, but
will be involved in higher-level discourse.

7. We will be using English for this class. Make sure you employ correct and proper English in
writing and speaking in class. “Taglish” is completely forbidden.

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)

 7/8

8. Please read the Loyola Schools Undergraduate Student Handbook (Revised 2018 Edition),
Section II: Loyola Schools Rules and Regulations, Academic Regulations, items number 41 and 42
concerning incomplete graded requirements, including for the final examination.

9. The beadle is responsible for managing the class so that studying inside the classroom
becomes efficient and orderly:

• The beadle will have a copy of the seat plan to aid the teacher in tracking attendance.

• The beadle also manages the order and cleanliness of the classroom at the start and
end of every class. This does not mean that s/he her/himself cleans the room, instead, the
beadle will be the one to remind the classmates to put the room in order: to make sure the
chairs, windows, fans, and air con are in order; to clean the boards; to pick up and dispose of
trash; etc., at the start and at the end of class.

• If the teacher has not arrived yet, the beadle is tasked to make sure the other students
are not noisy and are observing propriety. If the teacher has not arrived within the
allowance prescribed (after the fifteenth [15th] minute for this T-Th class), the beadle calls
the Department of Philosophy to inquire the whereabouts of the teacher and report his
absence to the secretary. The beadle then makes sure that the other students leave the
classroom in a silent and orderly manner. The beadle will also be in charge of officially
recording the attendance of the teacher on the official form provided by the ADAA, and
submitting the filled-up form to the ADAA on a monthly basis.

• Lastly, it is the beadle’s function to make sure that all members of the class have copies
of required readings during the times when the class must obtain photocopies of texts (the
beadle must also take charge of obtaining and keeping class funds, if needed).

10. Against Cheating. Part of intellectual training is fidelity to the truth, thus any act of
cheating will be dealt with in strict accordance with the Student Handbook. If the student cheats
in any course requirement, s/he will automatically get a grade of F for that requirement. It is the
teacher’s prerogative if he will file a case with the ADSA and to the Committee on Discipline, if
needed (See Code of Discipline for Students, III.E, and IV.B). Therefore, please make sure you
truly understand what constitutes cheating (which includes plagiarism)—read the Code of
Academic Integrity. Remember, a student cannot escape the charge of cheating or plagiarism
because s/he “did not know it was already considered cheating/plagiarism,” or because s/he “did
not intend to cheat/plagiarize.”

I. CONSULTATION HOURS

Tuesdays, 14:00-17:00hrs, and Thursdays, 14:00-15:00hrs

Department of Philosophy (please make an appointment with the teacher beforehand)
E-mail: mmariano@ateneo.edu
Department telephone: 426-6001 loc. 5360 / 426-5665 [direct line]

Syllabus Ph 30 A / Ph 133 A Philosophy of Science Sem 2 SY 2019-2020 (M. Mariano)