- •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".
41. Describe the content of the videotext "Agora" and formulate your conclusions on it.
Set in the Roman Egyptian city Alexandria in the 4th century Agora is something of a revisionist epic that is less about male heroes in sandals achieving glory with their swords and more about celebrating the achievements of proto-feminist mathematician, philosopher and astronomer Hypatia (Rachel Weisz) in an era of religious turmoil.
While the various men in the film are seen preaching the supposedly definitive virtues of their chosen religion, Hypatia is seen teaching, engaged in early scientific and astronomical research, and calling for calm and mutual respect. Her scientific work, in particular on the movement of celestial bodies, is often presented in Agora with the sort of grandiosity that other films reserve for the climax of a great battle scene. When Hypatia has her various breakthroughs the music swells and the tempo of the editing increases to heroically present such moments. In this way director and co-writer Alejandro Amenábar (The Others, The Sea Inside) stylistically privileges the pursuit of knowledge and rational thought. On the other hand, at the conclusion of the first half of the film when the Christian hordes gain control of the city, over run the Library of the Serapeum and destroy its contents, the camera is turned upside-down to depict the triumph of religious fundamentalism over intellectual enquiry as an example of the world literally turning itself on its head.
To give the film a human-interest angle and to create focal points for the various political and religious factions, Agora includes a love triangle subplot between Hypatia, one of her students, the aristocrat Orestes (Oscar Isaac), and one of her slaves, Davus (Max Minghella). As a woman devoted to her work teaching philosophy Hypatia has no desire to marry and end her professional career, plus she is extremely wary of the romanticised visions of what constitutes as love and demonstrates her cynicism by giving Orestes a very abject reminder of a significant element of womanhood that he probably wasn’t thinking about while publicly serenading her.
Agora is a film more to be admired than truly enjoyed. It effectively dramatises the events that occurred in the life of a remarkable woman in order to critique the intrusiveness of religion on intellectual and political discourse. Made at a time when pockets of the Christian Right are increasingly attempting to depict other religious groups as violent barbarians, Agora is also commendable for reminding audiences about the less than noble origins of Christianity. However, Agorais ultimately weighed down by the lumbering nature of the historical epic genre. The sweeping shots of the reconstructed settings and the elaborate crowd scenes are impressive but feel strikingly empty in contrast to the core of the film, which is Hypatia’s relentless philosophical and scientific enquiry. Agora could have been a powerfully subversive feminist film, but while it does have its moments it never truly lives up to its ambitious potential.
