- •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".
5. Show the difference between the scientific and religious world view as the two ways of perceiving the world.
Many people, both religious and non-religious, hold not only that traditional religious beliefs and the claims of modern science are in direct conflict but also that the respective presuppositions of religion and science are fundamentally opposed. One critic of Islam, claims that science directly conflicts with Muslim religious beliefs on a number of issues. But the more fundamental.difference is a question of methodology—Islam relies on blind faith and the uncritical acceptance of texts on which the religion is based, whereas science depends on critical thought, observation, deduction, and results that are internally coherent and correspond to reality. Clearly, according to this position, scientific theories will not be viewed as alternative accounts of reality that rival religious ones. The claim is not, therefore, that scientific theories are substitutes for religious theories, or vice versa. Rather, scientific and religious theories are regarded as leaving room for (and even requiring) one another. It is no surprise, then, that proponents of this view characteristically focus on what have been called ‘boundary questions’: religious questions that purportedly arise at the boundaries of science the hope of those adopting this particular approach is that the claims of modern science and those of traditional religion can be rendered mutually coherent. Thus, the ambition of those endorsing this position is subtler than that of earlier thinkers who sought to demonstrate that religious doctrines directly support the findings of modern science, or vice versa. Their position is also in sharp contrast to the two positions we have reviewed above. Consider, for example, the religious doctrine that God created the universe and the scientific theory that the universe originated in a Big Bang. Those holding the antagonistic relationship view would regard the religious doctrine and the scientific theory as in deep conflict. In contrast, those holding the non-antagonistic incommensurability view might claim that the religious doctrine concerns the value and meaning of the universe, while the scientific theory explains the objective facts about it. According to the complementarity view, however, one might interpret the religious doctrine not as a theory of cosmogenesis but as a claim about the world’s ultimate dependence on God. God might then be envisaged as providing the conditions under which the Big Bang took place. In such a manner, the claims of scientists and those of religious believers might be rendered mutually coherent. As Ernan McMullin, an advocate of the complementarity view, puts it, the religious person cannot separate his science from his theology as though they were in principle incapable of interrelation. On the other hand, he has learned to distrust the simpler pathways from one to the other. He has to aim at some sort of coherence of world-view, a coherence to which science and theology…must contribute. He may, indeed must, strive to make his theology and his cosmology consonant in the contributions they make to his world-view.
In conclusion, then, there are three basic ways in which the relationship between religion and modern science can plausibly be construed: as fundamentally antagonistic; as nonantagonistically incommensurable; and as complementary. And while each construal offers benefits to the religious believer, none is without its costs. Nevertheless, it does seem that the third construal—complementarity—offers the best prospect for ongoing, creative religious thought .
