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\begin{center}
{\huge \textsc{PHIL 12\\\medskip
Scientific Reasoning}}\\
\bigskip
{\large Course Description}\\
\bigskip
\bigskip
Winter 2015\\

\bigskip
\textbf{Lead Instructor:}
\medskip
Kerry McKenzie\\
\href{mailto: kmckenzie@ucsd.edu}{\texttt{kmckenzie@ucsd.edu}}\


\medskip
\textbf{Office:} HSS 8088
% \href{http://www.leeds.ac.uk/students/assets/campus_map.pdf}{Baines
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\textbf{Office Hours:} Thursday 10-12pm\\
\bigskip
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\textbf{Teaching Assistants}: Matthew Braich and Titus Jewell \\
\medskip
Matthew Braich ({\texttt{mmbraich@ucsd.edu}})\\  Office hours: WF 2-3pm in 7093\\
\medskip
Titus Jewell ({\texttt{titusjewell@gmail.com}})\\ Office hours: M 11-1pm in biomedical sciences library, floor 2 (make appointment first).  
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\Large \textsc{Schedule of Classes}
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\[
\begin{tabular}{c|l}
   \emph{Wk: Date} & \emph{Topic}\\
   \midrule
   1: 01/05 & 1. Introduction and Overview\\
   1: 01/07 & 2. Introduction to Argument \\
   1: 01/09 & 3. Deductive arguments\\
   2: 01/12 & 4. Inductive arguments \\
       \midrule{}
   2: 01/14 & 5. Inductive Generalization: Polling and Sampling\\
   2: 01/16 & 6. Imprecision and Confidence Level\\
   3: 01/21 & 7. Correlations and Statistical Significance\\
  3: 01/23 & 8.  Introduction to Causation \\
  4: 01/26 & 9. Mill's Methods for Inferring Causes\\
   4: 01/28 & 10. Clinical Methods 1: Clinical Trials\\
   4: 01/30 & 11. Clinical Methods 2: Animal Testing \\
   5: 02/02 & 12. Review of Causation and Clinical Methods \\
     \midrule{}
   5: 02/04 & 13. Confirmation of hypotheses: the HD model \\
   5: 02/06 & 14. HD and the Duhem-Quine problem\\

  6: 02/09 & 15. HD and Underdetermination\\
  6: 02/11 & 16. Inference to the Best Explanation \\
    \midrule{}
  6: 02/13 & 17. Hume's problem of induction  \\ 
 7: 02/18 & 18.  Problem of Induction 2 \\
  7: 02/20 & 19.  How to write a philosophy essay \\

  8: 02/23 & 20. In-class exam \\ 
      \midrule{}
 8: 02/25 & 21.  Introduction to Science vs Pseudoscience\\
  8: 02/27 & 22. Demarcation 1: Popper\\
 9: 03/02 & 23.  Demarcation 2: Kuhn\\
  9: 03/04 & 24.  Demarcation 3: Lakatos\\
  9: 03/06 & 25.  Case study 1:  Astrology\\
 10: 03/09 & 26. Case study 2: Homeopathy\\
  10: 03/11 & 27. Case study 3: Creationism /Review \\
  10: 03/13 & 28. Essay exchange / essay trouble shooting\\
  \midrule
\end{tabular}
\]

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%%%%%%%%%%%%%%%%%%%%%%%%                ADMINISTRATION
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\section{Objectives, methods, requirements}

\subsection{What this course is about}
\label{sec:what-this-course}

This course concerns a topic of great social, philosophical, and personal significance: the nature and justification of scientific knowledge.  In it, we will look at a range of topics including: the nature of inductive justification; how the statistics decribing the makeup of societies and the likely outcomes of our lifestyle choices are arrived at; how we acquire knowledge of unobservable entities such as quarks and electons; and what, if anything, makes scientific theories different in kind from those of other disciplines, such as the humanities and `quack' theories such as parapsychology and astrology.  

A key theme running throughout the course is that, although we take science to be the paradigm of rational activity, scientific knowledge is never certain.  But many incompatible claims on how to think about the world and how to act in it compete for our aseent -- claims that come from folk theories, pseudcosciences, and indeed the sciences themselves.  As such, it seems that we must negotiate a concept of justification that is, on the one hand, relaxed enough to allow some theoretical claims to be regarded as sufficiently justified even though they lack certainty, while on the other hand is strong enough to exclude many such claims.  Thinking about how good is good enough will be a recurrent theme in what we do.  



\subsection{Objectives}
\label{sec:objectives}

On completion of this module students should be able to critically
discuss a variety of issues concerning the nature of scientific evidence and the ways in which scientific theories are justified . The main topics include: 
inductive and causal reasoning; confirmation and the scientific method; the demarcation of science from non-science.  


\subsection{Assessment}
\label{subsec:assessment}
There are five parts to your assessment.

\begin{itemize}
\item Assignment on concepts of argument (7.5\%) -- submit at lecture, Wednesday 21st January.
\item Assignment unpicking a scientific paper (7.5\%) -- submit at lecture, Wednesday 4th February.
\item In-class exam (40\%) -- 1pm, 23rd February.
\item Term paper (35\%) -- submit Friday 20th March between 11.30-2.30 (location TBC).
\item Attendance (10\%) -- 1\% per session with your TA.
\end{itemize} 

\paragraph{First two assignments.}  Please submit these in lecture. There will be a 3 mark penalty for all work received between the due date and the first weekend after then, a 5 mark penalty for all work received after that.

\paragraph{Exam.}  Ahead of time, you will be given six questions to think about, of which three will be chosen for the exam.  You will write short essays on two.   


\paragraph{Term paper.}
Your paper should be 1,500 words (+/- 10\%) long. In class we will discuss the sort of thing I'm looking for you in your term paper and mini exam essays.  But in grading the essays the TA's will be looking for three things, weighted roughly equally: 

\begin{quote}
  \begin{description}
  \item [Comprehension:] understanding of the concepts and ideas
    discussed in the essay.
  \item [Clarity:] presentation of the ideas and concepts  in a clear and concise
    manner. 
  \item [Engagement:] independent thinking about the items under
    discussion.
  \end{description}
\end{quote}
You must submit both a hard copy of your paper as well as submit it through Turnitin.  \\

\paragraph*{Grading scale.}
Your TAs will be assigning letter grades for your exam and term paper corresponding to these marks:
\begin{center}
\begin{tabular}{ l | c | r | t}
  $ 95-100=A^+$ & $78-80=B^+$  & $68-70=C^+$   & $58-60=D^+$ \\
    $85-94=A$    & $75-77=B$    & $65-67=C$     & $50-57=D$ \\
    $81-84=A^-$  & $71-74=B^-$  & $61-64=C^-$   & $< 50=F $\\
\end{tabular}\\
\end{center}
\vspace{0.5cm}
The final letter grade you receive however will be `graded to the curve', so that the top 25-30\% of students will get a grade in the A range, the next 25-35\% a grade in the B range, the next 25-30\% a grade in the C range, and the remaining 5-25\% a D or an F.  This is the minimum I guarantee; if the class has worked well and no-one deserves a D or an F, the curve will be adjusted accordingly.  


\section*{Your TAs.}

This class has two TAs: Matthew  Braich and Titus Jewell.  Make sure you know which is yours, and mark their name on all written work.  \\
$  $\\
Matthew Braich (mmbraich@ucsd.edu): office hours WF 2-3pm in 7093.\\
$  $\\
Titus Jewell (titusjewell@gmail.com / 619-821-0389): office hours M 11-1pm, second floor of biomedical sciences library: please make appointment beforehand. 


\subsection*{Academic Integrity.}  UCSD is committed to academic integrity.  According to their \emph{Policy on Integrity of Scholarship},\footnote{For the full statement, go to https://students.ucsd.edu/academics/academic-integrity/policy.html}
\begin{quote}
``Integrity of scholarship is essential for an academic community. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University intellectual work. For students, this means that all academic work will be done by the individual to whom it is assigned, without unauthorized aid of any kind.''
\end{quote}

If you are unsure in any way of what acting with integrity demands of you in this context, I'll be happy to discuss it with you.





\paragraph{Set reading.}
You should acquire \emph{Scientific Thinking} by Robert M. Martin.  Extra readings will be put up on TED. Don't hesitate to get in touch if you would like anything else to read!  


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