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首页> 美国卫生研究院文献>Journal of Undergraduate Neuroscience Education >A Rationale and Outline for an Undergraduate Course on the Philosophy and History of Science for Life Science Students
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A Rationale and Outline for an Undergraduate Course on the Philosophy and History of Science for Life Science Students

机译：生命科学专业的哲学和历史学本科课程的基本原理和大纲

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There are compelling reasons for teaching a philosophy of science course to undergraduate life science students. The main reason is to help them understand that modern science is not based upon a single, consistent philosophical system; nor is it based upon common sense, or a method, set of rules or formulas that can be used to make unerring predictions. Rather, science is a dynamic process that is constantly being modified and refined to reflect and encompass an ever-expanding set of hypotheses, observations, and theories. To illustrate these points, we developed a course that examined the history and philosophical underpinnings of modern science, and we discussed famous experiments that challenged the prevailing norm and led to Kuhnian revolutions in scientific thought. Building upon this knowledge, students investigated how different philosophical systems address controversial social issues in the biological sciences. They examined the teaching of intelligent design and creationism in public schools, the implications of legalized abortion and physician-assisted suicide, the potential impact of DNA fingerprinting on human rights and racism, the promise and pitfalls of stem cell research, and the neurobiological basis of consciousness and its relevance to mental health therapies and the animal rights movement. We believe undergraduate life science students should be exposed to these issues and have an opportunity to develop informed opinions about them before they graduate from college. Exploration of such topics will help them become better prepared for the inevitable public debates that they will face as science educators, researchers, and leaders of society.
机译：有充分的理由为本科生生命科学专业的学生教授科学哲学课程。主要原因是为了帮助他们了解现代科学不是建立在统一的，统一的哲学体系之上。它也不是基于常识或方法，规则或公式集来进行准确的预测。相反，科学是一个不断变化和完善的动态过程，以反映和涵盖不断扩大的假设，观察和理论。为了说明这些观点，我们开发了一门课程，对现代科学的历史和哲学基础进行了研究，并讨论了挑战现行准则并导致科恩式科学思想革命的著名实验。在这些知识的基础上，学生们研究了不同的哲学体系如何解决生物科学中有争议的社会问题。他们研究了公立学校中智能设计和创造论的教学，合法堕胎和医生协助自杀的含义，DNA指纹图谱对人权和种族主义的潜在影响，干细胞研究的前景和缺陷，以及干细胞研究的神经生物学基础。意识及其与心理健康疗法和动物权利运动的关系。我们认为，生命科学本科生应该在大学毕业前接触到这些问题，并有机会就这些问题形成见解。对这些主题的探索将帮助他们为科学教育家，研究人员和社会领袖将要面对的不可避免的公开辩论做好充分的准备。

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