- •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".
12. A comparative analysis of the concepts: information, knowledge, wisdom.
Although commonly included as a level in DIKW, "there is limited reference to wisdom" in discussions of the model. Boiko appears to have dismissed wisdom, characterizing it as "non-material".
Zeleny described wisdom as "know-why", but later refined his definitions, so as to differentiate "why do" (wisdom) from "why is" (information), and expanding his definition to include a form of know-what ("what to do, act or carry out"). According to Nikhil Sharma, Zeleny has argued for a tier to the model beyond wisdom, termed "enlightenment".
Ackoff refers to understanding as an "appreciation of 'why'", and wisdom as "evaluated understanding", where understanding is posited as a discrete layer between knowledge and wisdom. Adler had previously also included an understanding tier, while other authors have depicted understanding as a dimension in relation to which DIKW is plotted. Rowley attributes the following definition of wisdom to Ackoff:
Wisdom is the ability to increase effectiveness. Wisdom adds value, which requires the mental function that we call judgment. The ethical and aesthetic values that this implies are inherent to the actor and are unique and personal.
Cleveland described wisdom simply as "integrated knowledge—information made super-useful". Other authors have characterized wisdom as "knowing the right things to do" and "the ability to make sound judgments and decisions apparently without thought". Wisdom involves using knowledge for the greater good. Because of this, wisdom is deeper and more uniquely human. It requires a sense of good and bad, right and wrong, ethical and unethical.
Knowledge is a thought in the individual's mind, which is characterized by the individual's justifiable belief that it is true. It can be empirical and non-empirical, as in the case of logical and mathematical knowledge (e.g., "every triangle has three sides"), religious knowledge (e.g., "God exists"), philosophical knowledge (e.g., "Cogito ergo sum"), and the like. Note that knowledge is the content of a thought in the individual's mind, which is characterized by the individual's justifiable belief that it is true, while "knowing" is a state of mind which is characterized by the three conditions: (1) the individual believe[s] that it is true, (2) She can justify it, and (3) It is true, or it [appears] to be true. (Italics added. Bold in original.)
Information meets the definition for knowledge by description ("information is contained in descriptions"), and is differentiated from data in that it is "useful". "Information is inferred from data", in the process of answering interrogative questions (e.g., "who", "what", "where", "how many", "when"), thereby making the data useful for "decisions and/or action". "Classically," states a recent text, "information is defined as data that are endowed with meaning and purpose."
Information definite knowledge acquired or supplied about something or somebody the collected facts and data about a particular subject a telephone service that supplies telephone numbers to the public on request. the communication of facts and knowledge computer data that has been organized and presented in a systematic fashion to clarify the underlying meaninga formal accusation of a crime brought by a prosecutor, as opposed to an indictment brought by a grand jury