- •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".
40. Consider the main ideas, hypotheses and theories on the topic "Mind & Body"
Mind-Body Identity Theory
Mind-Body Identity Theory is the idea that the mind is just a part of the physical body.
Mind-brain identity theorists like to say that "mental states" are "brain states," but we will see that much more than abstract "states," "events," "properties," and "laws" are involved in explaining how the mind emerges from the brain.
A more extreme position is to simply deny the existence of mind (there is only a brain), or to say that mind is at best an epiphenomenon, with no causal influences on the physical world.
Most identity theorists have been materialists who argued for a form of eliminative materialismor reductionism. Ultimately, they regard physics as the foundational science. They expect that molecules are reducible to atoms, biological cells are reducible to molecules, the brain is reducible to its neurons, and the mind is reducible to the brain.
Other philosophers argue that the mind somehow "emerges" from the brain. They see emergence as producing new "laws" at each hierarchical level of "self-organization." Thus, cells have complex biological laws that emerge from simpler molecular laws. On this view, the mind has "states," "events," "properties," and "laws" that are not predictable based on those of the brain.
Some emergentists believe that the new laws in an upper hierarchical level are not reducible to those of the lower levels. They can thus claim to be materialists or physicalists but deny reductionism. This is known as "non-redcutive physicalism." Other philosophers describe the relationship between hierarchical levels as one of supervenience. They claim that "mental events" supervene on "physical events."
Many writers over the centuries have simply identified the mind with the brain, noticing the empirical fact that when the brain is damaged, mental properties are also impaired. But others, following René Descartes, have assumed that mind is an immaterial, non-physical substance. Descartes and others simply assumed that the mental world could influence the physical world and vice versa, but the mystery of exactly how this might be possible led to the "mind-body problem" the question how two unlike substances, one material, the other immaterial, can interact. Identity theory is one solution to that problem.
The other solution is dualism and a theory of interactionism (notably the work of Karl Popperand John Eccles).
Twentieth-century philosophers best known to argue for an identity of mind (or consciousness) and brain include Ullin T. Place (1956), Herbert Feigl (1958), and J.J.C.Smart (1959).
Place explicitly describes "consciousness as a brain process," specifically as "patterns" of brain activity. He does not trivialize this identity as a succession of individual "mental events and physical events" in some kind of causal chain. He compares this identity to the idea that "lightning is a motion of electrical charges."
("Is Consciousness a Brain Process?", in British Journal of Psychology, 47, pp.44-50 (1956))
Herbert Feigl's work was independent of Place's, but he said that the fundamental idea had been held by many earlier materialist (monist) thinkers.
