| Code |
17503
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| Year |
2
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| Semester |
S1
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| ECTS Credits |
6
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| Workload |
TP(45H)
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| Scientific area |
Philosophy
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Entry requirements |
-
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Learning outcomes |
This course unit aims to provide students with a critical understanding of the main epistemological currents, from classical foundations to contemporary approaches. Students are expected to develop analytical skills to identify and compare different conceptions of knowledge, the scientific method, and scientific progress. The objectives include: distinguishing the fundamental elements of knowledge; understanding the contributions of key figures such as Galileo, Bacon, Hume, Comte, Popper, and Kuhn; and critically analysing epistemology as a dynamic and evolving discipline. The teaching methodology, based on lectures combined with critical discussion of texts and case studies, promotes the development of autonomous and reflective thinking, ensuring full alignment between the intended learning outcomes and the pedagogical methods adopted.
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Syllabus |
The course unit covers the following topics:
Fundamental concepts in epistemology: belief, truth, justification; scepticism, empiricism, and rationalism.
Galileo and the scientific revolution: the hypothetico-deductive method.
Francis Bacon and the inductive method: science and progress.
David Hume: empiricism, scepticism, and the problem of induction.
Auguste Comte: positivism, the law of three stages, and classification of the sciences.
Darwin and Spencer: evolutionism and its epistemological implications.
Neopositivism: verifiability, confirmability, and critique of metaphysics.
Karl Popper: critical rationalism and falsifiability.
Thomas Kuhn: paradigms and scientific revolutions.
Imre Lakatos: scientific research programmes.
Paul Feyerabend: epistemological anarchism.
These topics enable a comprehensive analysis of epistemology as both a philosophical and historical discipline.
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Main Bibliography |
Galileu Galilei, Diálogo sobre os Dois Máximos Sistemas do Mundo. São Paulo: Editora 34, 2011.
Francis Bacon, The New Organum. Cambridge: Cambridge University Press, 2000.
David Hume, Investigação sobre o Entendimento Humano. Lisboa: Edições 70, 2013.
Auguste Comte, Curso de Filosofia Positiva: Síntese Geral do Positivismo. São Paulo: Nova Cultura, 1988..
Charles Darwin, A Origem das Espécies. Lisboa: Guimarães Editores, 2009.
Karl Popper, The Logic of Scientific Discovery. London and New York: Routledge, 2002.
Thomas Kuhn, A Estrutura das Revoluções Científicas. Lisboa: Guerra e Paz, 2009.
Imre Lakatos, The Methodology Of Scientific Research Programmes: Volume 1. Cambridge: Cambridge University Press, 1980
Paul Feyerabend, Contra o Método. Lisboa: Relógio D'Água, 1993.
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Teaching Methodologies and Assessment Criteria |
Classes within a TP register, in scientific and pedagogical consonance with the defined learning objectives.
Criteria: Written attendance tests on October 13, 2024 (45%) and December 15 (45‰) ; active participation in the proposed activities (10%). Factors such as active participation in the proposed activities as well as the overall behavior of students (aspects such as evidenced interest, relevance, or objectivity of students contribution) will be some of the features appreciated.
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Language |
Portuguese. Tutorial support is available in English.
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