- •Give a definition of science. Open the three values of science.
- •2. Name the criteria (features) scientific. Determine each criterion.
- •3. Expand the example of your own science structure of scientific knowledge.
- •4. Define the object and subject of research. Open these concepts as an example of your science.
- •5. Show the difference between the scientific and religious world view as the two ways of perceiving the world.
- •6. Specify the differences between science and art as the two ways of knowing.
- •7.Formulate the concept of ‘scientism’ and ‘anti-scientism’. Arguments each of them.
- •8. Identify the difference between externalism and internalism in science. Give examples of each.
- •Identify the difference between externalism and internalism in science. Give examples of each.
- •9. Evaluate the unity and specify the differences between philosophy and science as two forms of rationality.
- •10. Expand the concept "quantifier of existence".
- •11. Display the fundamental differences between scientific, anti-scientific and extra-scientific knowledge.
- •12. A comparative analysis of the concepts: information, knowledge, wisdom.
- •13. Explain the three tasks of science.
- •14. Expand the 5 points of view on the problem of the beginning of science. Explain your position on this issue.
- •15.Explain the concept of verification and falsification in the science.
- •16 Name and define the form of non-scientific knowledge. Give examples of each.
- •17. Specify the main problems described in the text "Science without hope."
- •18. Determine the ability of the productive imagination.
- •19. Give your assessment of the text ‘The phenomenon of alternative science’.
- •20. Illustrate the essence of quasi-science and para-science.
- •21. Open the myths of your science.
- •22. Analyze "outstanding issues" of your science.
- •23. Define the concept of ‘knowledge’. Name the three characteristics of knowledge.
- •24. Consider the main ideas, hypotheses and theories on the topic "Knowledge".
- •25. Define the essence of thinking and show how it differs from the mind (intellect).
- •26.Identify and expand the main features pre-science.
- •27. Formulate and expand the scientific ideas and the main program of Antiquity.
- •Identify and expand the main features pre-science.
- •28. Expand the paradigm of ancient science.
- •29. Evaluate the major achievements of science in the Middle Ages (Europe and the Arab East).
- •31.Formulate discoveries and personalities in classical science.
- •32. Formulate and expand the main ideas and principles of classical science.
- •33. Expand the paradigm of classical science.
- •34. Name and expand the main ideas and principles of non-classical science.
- •35. Name and expand the main ideas and principles of the post-non-classical science.
- •36. Make the analysis of the socio-cultural environment of Kazakhstan science (5 parameters).
- •37. Give your assessment of the intellectual level of the Kazakhstan society.
- •38. Please rate the prestige of Kazakhstan science and formulate your recommendations on this issue.
- •39. Consider the main ideas, hypotheses and theories on the topic ‘Planet earth’. The Solar Nebular Hypothesis
- •A Cloud of Gas
- •Sun Formation
- •Planet and Asteroid Formation
- •40. Consider the main ideas, hypotheses and theories on the topic "Mind & Body"
- •41. Describe the content of the videotext "Agora" and formulate your conclusions on it.
- •42. Evaluate the main issues and features an ancient science in videotext "Agora".
- •43. Expand the content of the videotext "a Beautiful Mind" and make your own conclusions on it.
- •44. Consider the problem of creativity and personality of the scientist in videotext "a Beautiful Mind."
- •45. Show in the context of the video-text "a Beautiful Mind" and other examples of the difference of genius and talent in science.
- •46. Make a glossary of basic scientific ideas and concepts in videotext "Interstellar"
- •47. Describe the content of the videotext ‘Interstellar’ and formulate your conclusion on it.
- •48. Determine the nature of scientific creativity. Formulate the paradox of creativity. Evaluate the role of intuition in scientific discovery.
- •49. Consider the main ideas, hypotheses and theories on the topic "Universe"
- •Inflation
- •Inflation
- •50. Consider the main ideas, hypotheses and theories on the topic "Human Evolution".
17. Specify the main problems described in the text "Science without hope."
• Science invented by autistics and schizophrenics
• Science is no longer young
Neurophysiologists want to make marvelous
In this text, the scientific called autistic and schizophrenic. From my point of view, it is very abusively to call scientists like this. As it says: "To be a scientist, you need at heart be a little shaman or witch or little as Newton, - alchemist. And always a dreamer. "With these two sentences, I agree. Because if you do not have ideas, the new opening will not be. You always have to dream, any it be true or false. You should always Try in the modern, that is in the same, I agree with that, because now , If we consider morals a science, mainly looking for various new methods have previously set problems.
THE World War did much effort towards the benefit beyond the grave, and much of the revival was brought about through the yearnings of men and women to find if their beloved dead had crossed the unbridged chasm to a happier state and one where individuality was Still preserved. Prominent among the leaders in the widespread sports to obtain definite proof of a future life through communication with the spirit world was Sir Arthur Conan Doyle, who since his initial investigations has practically devoted himself to the subject. The statement of Henry Ford as To its positive belief in reincarnation will, it is propulsion, do much toward stimulating investigators to increased efforts in their quest for proof of the life everlasting. IMPETUS is given to the cause of science, which many fundamentalists have as as arch-enemy of Theology, in the recent address at Yale University of Prof. Kirtley F. Mather, of Harvard. Prof. Mather, who was one of the expert witnesses who was expected to testify at the Scopes evolution trial in Dayton, Tenn., Announced that modern Science has forced theology into a revolution. While denying that science opposes religion, Prof. Mather condemns "narrow theologians who think their their business to preserve a tradition than than to tell truth."
Stung by what they conceive to be a serious moral slump and an increasing atheistic attitude on the part of the younger generation since the war, a large number of preachers and reformers have launched the latest attack against science, and in particular against evolution, as its Most obnoxious principle, was the declaration of Prof. Mather.
If a plebiscite of all American voters could be taken today it would explain an overwhelming majority of adherents to the view that evolution is anti-Christian and modern science is destructive to belief in God, as a result of this campaign, he asserted.
"Theology may be just as scientific as geology," stated the professor. "Many scientists believe that real Christianity is just that sort of religion; that the theology of Jesus of Nazareth is just that sort of theology. Ancient Hebrew folklore is not the basis Of Christianity, no matter how much it may have contributed to the philosophy which made Christianity possible.
"Men of science are hastening to the development of a true religion when they aid in stripping off the husks of tradition that compass Christianity round about, and so help to reveal the kernel of truth which is its really fundamental basis. In that sense evolution and Religion are in harmony.
THERE is much in common between the declarations of Prof. Mather and those of Nikola Tesla, man of science.
