Science Wars: What Scientists Know and How They Know It

Rated 5 out of 5 by from Beautifully executed by masterful teacher This professor is so very adept at presenting this subject. I have watched it twice, some parts 3 times. I wish i were as effective a teacher as he.
Date published: 2020-09-18
Rated 5 out of 5 by from Historical thinking in science. Excellent Professor and enlightening course content.
Date published: 2020-03-02
Rated 3 out of 5 by from Not enough real-world examples. It's a bit hard to follow all the philosophizing when the concepts are not related to something we can comprehend in the physical realm. Goldman does give some real-world examples as he goes along, but not nearly enough. Therefore I find I sometimes just give up and skip to the next lecture.
Date published: 2019-09-29
Rated 5 out of 5 by from extraordinarily good Whoever is interested in the development of the philosophy of science, everyone a bit critical amongst scientist and people interested in science, everyone who wants to know from which assumptions he or she starts looking at science without being aware of it,all of them should buy this course,its fascinating in every aspect-and dont forget to also listen to the philosophy of science course by another professor..If You have made it through this two you will see science in a new light..satisfaction guaranteed
Date published: 2019-09-15
Rated 5 out of 5 by from This is the best course on Science Greetings, I am motivated to write a review because of all the course I have taken this is the best, most insightful review of how we know what we know and how science works. This course should be all five reviews but there are people who have given it a one and I do not understand that. One person who gave it a one said it was mis-titled, because it was suppose to be a about science and it wasn't. I disagree. Having done science for a living, poured gels and sequenced DNA the old fashioned way, spliced genes and written many papers in Science, I can say this course is all about science. It is not mis-named. Dr. Goldman's other two course are equally excellent.
Date published: 2019-06-08
Rated 5 out of 5 by from One of the best ever "The Great Courses" This course is hard to categorize because it explores the philosophy of science as well as the scientific method. It is simply stunning in its scope. Dr. Goldman's presentation is passionate, thorough and compelling. A knock-out!!!
Date published: 2019-06-08
Rated 4 out of 5 by from Epistemology on Steroids In 24 lectures, this course discusses the nature of scientific knowledge, from a historical and philosophical point of view. Specifically, it addresses the dichotomy of (1) science as revealing concepts and truths that are objective, absolute, and independent of our understanding of them, versus (2) scientific knowledge as provisional and evolutionary over time as it is qualified and extended by new discoveries, concepts, and technology. This is heavy stuff—definitely a graduate-level course for people with both a solid grounding in science and also some background in philosophy—and I found it both excellent and hard work, whose content I could not handle in doses exceeding one lecture a day. Professor Goldman is impressive: brilliant, insightful, and erudite. The course in video is almost entirely just him standing there (or, actually, gesturing as he paces back and forth), with very little illustrative material, for content that is often conceptually both complex and abstract—although I think that on audio it would have been even more difficult to concentrate on and follow. Dr Goldman is as articulate as any course presenter I have encountered, although I must say he also wins the prize for the longest, most complex sentences—often more than 100 words long, with dependent clauses within dependent clauses, yet always grammatically correct. This feature, combined with the highly abstract, frequently subtle nature of the topics under discussion made this course the most challenging I have taken. Worth it, though: I learned a lot.
Date published: 2019-01-21
Rated 5 out of 5 by from Great insights about scientific knowledge In order to better understand “what scientists know”, the course examines the history of a variety of scientific theories. By doing so, we come to understand the nature of truth, knowledge, and reality from the perspective of science – namely, that scientific theories employ deductive logic but are ultimately based on specific assumptions that reflect current empirical evidence, that the scientific community itself, to some extent, defines “truth” through the use of language and socially accepted values, and that theories evolve or are replaced over time as scientists gain additional experience (possibly through the use of new instrumentation). As a result of this analysis, we must conclude that science thus far has not and in principle cannot define reality, though no one would dispute the value of science as demonstrated even in our everyday lives. It’s interesting to read in the description of other science courses offered by The Great Courses statements that science defines reality. Prof Goldman is able to convincingly present theories others have had about scientific knowledge. In fact, his presentations of these alternative theories are so faithful, unbiased, and convincing that I found myself paradoxically agreeing with conflicting theories. It’s not clear to me upon completion of the course whether Prof Goldman holds that no knowledge is possible, if even science is not able to claim “knowledge” in the philosophical sense. If no “knowledge” is possible, must we conclude that the theory presented in this course also does not constitute “knowledge” of reality? But if that’s our conclusion, then aren’t we just validating the theory? One aspect of the course which I found somewhat confusing is that certain topics are covered multiple times, from different perspectives. For example, the same ideas might be covered through an historical / chronological analysis, and then again when exploring “Scientific Knowledge as Social Construct”, the view of one individual, or the perspective from the scientific community. It felt like we were just repeating material we had already covered earlier in the course. I thought this was an excellent course and would highly recommend it.
Date published: 2018-11-21
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Knowledge and Truth Are Age-Old Problems
1: Knowledge and Truth Are Age-Old Problems

What is it that scientists know, and how do they know what they know? The "science wars" in the late 20th century were a dispute within modern science that signals a deep, longstanding conflict over this question....

32 min
Competing Visions of the Scientific Method
2: Competing Visions of the Scientific Method

This lecture casts doubt on the popular notion that the rise of modern science in the early 17th century was the result of discovering a single method for extracting objective truths about nature from subjective experience....

30 min
Galileo, the Catholic Church, and Truth
3: Galileo, the Catholic Church, and Truth

The Catholic Church has been cast as villain in its condemnation of Galileo, but a great deal hinges on whether Galileo possessed knowledge and was defending truth, or was promoting personal opinions based on his beliefs....

30 min
Isaac Newton's Theory of the Universe
4: Isaac Newton's Theory of the Universe

Isaac Newton's mathematical theory of gravity and motion works, and for more than 200 years was lauded as finally giving knowledge of physical reality. But Newtonian physics is wrong, in spite of "working."...

31 min
Science vs. Philosophy in the 17th Century
5: Science vs. Philosophy in the 17th Century

From the beginning, modern science used novel instruments that disclosed realities that cannot be experienced directly. But the very novelty of these instruments raised questions about what it was they revealed....

31 min
Locke, Hume, and the Path to Skepticism
6: Locke, Hume, and the Path to Skepticism

John Locke formulated the classic empirical theory of knowledge, while George Berkeley mounted a vigorous attack on modern science, and David Hume embraced skepticism, criticizing unjustifiable knowledge claims....

31 min
Kant Restores Certainty
7: Kant Restores Certainty

Immanuel Kant invented a philosophical system that guaranteed universal, necessary, and certain knowledge, but at a price. We could have knowledge of experience, but not of the world as it "really" is, beyond experience....

31 min
Science, Society, and the Age of Reason
8: Science, Society, and the Age of Reason

The role that scientific knowledge plays in society today is the realization of the 18th-century Enlightenment vision linking social reform and the idea of progress to reason by way of science....

31 min
Science Comes of Age in the 19th Century
9: Science Comes of Age in the 19th Century

In spite of science's growing applicability to the real world through technology, scientists began to question the relationship between theories and reality, influenced by such startling ideas as non-Euclidean geometry....

31 min
Theories Need Not Explain
10: Theories Need Not Explain

Joseph Fourier and others showed that a theory can provide prediction and control without describing realities behind experience. But then as now, the dominant view was that scientific theories reveal what is really out there....

32 min
Knowledge As a Product of the Active Mind
11: Knowledge As a Product of the Active Mind

William Whewell invented the term "scientist" and tried to demonstrate that creative activity by the mind is a fundamental factor in scientific reasoning, and that the history of science is crucial in understanding this process....

31 min
Trading Reality for Experience
12: Trading Reality for Experience

This lecture looks at thinkers as diverse as Ernst Mach, Pierre Duhem, and Heinrich Hertz, who argued from three different perspectives that theories were non-unique interpretations of experience, not descriptions of reality....

31 min
Scientific Truth in the Early 20th Century
13: Scientific Truth in the Early 20th Century

Ironically, just as science increasingly mattered to the general public, and for that reason scientific knowledge was accepted as true, the 19th-century scientific theories responsible for this perception were being discarded!...

32 min
Two New Theories of Scientific Knowledge
14: Two New Theories of Scientific Knowledge

The most proscience philosophies in the first half of the 20th century were logical positivism, which embraced the primacy of scientific knowledge, and pragmatism, a homegrown American philosophy that rejected it....

32 min
Einstein and Bohr Redefine Reality
15: Einstein and Bohr Redefine Reality

Relativity and quantum theory raised new questions about the relationship of science to reality. This lecture addresses these questions, which continue unresolved to this day....

32 min
Truth, Ideology, and Thought Collectives
16: Truth, Ideology, and Thought Collectives

The most radical theory of scientific knowledge to be formulated in the 1930s came from immunologist Ludwik Fleck, who used the history of syphilis as a vehicle for exploring what scientists know and how they know it....

32 min
Kuhn's Revolutionary Image of Science
17: Kuhn's Revolutionary Image of Science

The 1962 publication of Thomas Kuhn's The Structure of Scientific Revolutions sparked a reassessment by intellectuals of the privileged status of scientific knowledge and more broadly of the possibility of true objectivity....

32 min
Challenging Mainstream Science from Within
18: Challenging Mainstream Science from Within

Scientific thinking has a collective character shaped by education and professional community life, but scientific theories also evolve, and highly credentialed "outsiders" play a role....

32 min
Objectivity Under Attack
19: Objectivity Under Attack

Israel Scheffler and Paul Feyerabend assumed opposite stances in response to Kuhn's thesis. Independently, Michel Foucault and Jacques Derrida launched an attack on the very possibility of objective knowledge....

32 min
Scientific Knowledge as Social Construct
20: Scientific Knowledge as Social Construct

In the 1980s, a consensus formed that scientific and technological knowledge were not value-neutral, but the products of communal practices deeply affected by professional and societal values....

32 min
New Definitions of Objectivity
21: New Definitions of Objectivity

While many intellectuals after 1960 were busily denouncing Western ideals of rationality, knowledge, and truth as politically motivated myths, many philosophers of science proposed defensible theories of scientific realism....

32 min
Science Wars of the Late 20th Century
22: Science Wars of the Late 20th Century

In 1996, a postmodern journal addressed the science wars after a decade of hostility between scientists and supporters of the social construction view. The journal unwittingly published a parody of postmodernism known as Sokal's hoax....

31 min
Intelligent Design and the Scope of Science
23: Intelligent Design and the Scope of Science

Is intelligent design a scientific hypothesis? This question highlights issues of who defines what science is, what constitutes good science, and what words like rationality, truth, knowledge, and reality mean....

32 min
Truth, History, and Citizenship
24: Truth, History, and Citizenship

At a time when science is involved in profound social, moral, and environmental challenges, misunderstanding the positions of competing interpretations of science is an obstacle to effective action....

33 min
Steven L. Goldman

After 50 years, I continue to find new depths and fresh excitement in studying the history and philosophy of science.

ALMA MATER

Boston University

INSTITUTION

Lehigh University

About Steven L. Goldman

Dr. Steven L. Goldman is the Andrew W. Mellon Distinguished Professor in the Humanities at Lehigh University, where he has taught for 30 years. He earned his B.S. in Physics at the Polytechnic University of New York and his M.A. and Ph.D. in Philosophy from Boston University.

Before taking his position at Lehigh, Professor Goldman taught at The Pennsylvania State University, where he was a cofounder of one of the first U.S. academic programs in science, technology, and society studies.

Professor Goldman has received the Lindback Distinguished Teaching Award from Lehigh University. A prolific author, he has written or edited eight books, including Science, Technology, and Social Progress, and he has an impressive list of scholarly articles and reviews to his credit. He has been a national lecturer for the scientific research society Sigma Xi and a national program consultant for the National Endowment for the Humanities.

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