- •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".
48. Determine the nature of scientific creativity. Formulate the paradox of creativity. Evaluate the role of intuition in scientific discovery.
Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn't really do it, they just saw something. It seemed obvious to them after a while. That's because they were able to connect experiences they've had and synthesize new things.” Creativity is the ability to generate new ideas and new connections between ideas, and ways to solve problems in any field or realm of our lives.” There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” — Edward de BonoCreativity was present through major human accomplishments that changed the course of history: the formation of revolutionary inventions like the wheel, the origin of new concepts like the theory of relativity, and during the introduction of new art forms such as cubism or jazz. Today, as technology advances at such a rapid pace, it’s increasingly clear that creativity is thriving; also that creativity and its cousin innovation never sleep. Constant competition to advance the world as we know it has made creativity that a more sought-after attribute in employees, in employers, in medicine, in music, in design, in entertainment -- in everything.So we know it’s prevalent and that we all want more of it, but we have questions. Where does creativity come from? What’s the science behind it? Are some of us more creative than others? If so, can we learn to be more creative? And if we are in fact born with it, is creativity lost somewhere along the journey from childhood to adulthood? Like many matters of the brain, creativity is a vexing puzzle even to the world of medical science. However, it’s an exciting time for the science of creativity with truly groundbreaking pieces of the puzzle continually surfacing. Before we dive in, here’s a disclaimer: I am not a scientist. Not even close. In fact, I myself had some misunderstandings about creativity before I began my research. This post is an attempt to explore what we know about creativity, starting with one indisputable fact: creativity is vital to human growth and progress
49. Consider the main ideas, hypotheses and theories on the topic "Universe"
The big Bang/ String theory
Dark matter and dark energy
Inflation
Parallel worlds
Ekpyrotic theory
The big Bang/ String theory
The Big Bang Theory is the leading explanation about how the universe began. At its simplest, it says the universe as we know it started with a small singularity, then inflated over the next 13.8 billion years to the cosmos that we know today. Monseigneur Georges Lemaître, a Belgian Catholic Priest, was the originator of what would become known as the "Big Bang Theory".
In physics, string theory is a theoretical framework in which the point-like particles of particle physics are replaced by one-dimensional objects called strings. It describes how these strings propagate through space and interact with each other. String theory is a theory of quantum gravity.
Dark matter and dark energy
Dark matter is a hypothetical type of matter distinct from baryonic matter (ordinary matter such as protons and neutrons), neutrinos and dark energy.
In physical cosmology and astronomy, dark energy is an unknown form of energy which is hypothesized to permeate all of space, tending to accelerate the expansion of the universe. Dark energy is the most accepted hypothesis to explain the observations since the 1990s indicating that the universe is expanding at an accelerating rate. The first to suggest the existence of dark matter (using stellar velocities) was Dutch astronomer Jacobus Kapteyn in 1922.
