28111 - Epistemology of Human Science (1) (2nd cycle)

Learning outcomes

The course aims at providing a deep knowledge of the major issues tackled in the contemporary epistemological debate on the social sciences. The main methodological and conceptual aspects in history, archaeology, anthropology, economics, psychology and - partly - medicine are addressed. Students will get familiar with core debates in contemporary philosophy of the social sciences, and shall be able to analyse and discuss key topics on the construction of scientific knowledge in such disciplines.

Course contents

The course will deal with the most relevant epistemological issues in the debate on the methods and conceptual tools adopted in the social sciences. The main contemporary views concerning the status of the so-called social sciences, their relationships with the natural sciences, the meaning and use of laws, explanations and predictions in such disciplines as history, economics, archaeology, anthropology, psychology and, partly, medicine will be analysed and discussed. Reductionism/antireductionism and realism/antirealism issues with respect to such disciplines will be considered as well.

Readings/Bibliography

Readings:

1 M. Salmon, "Philosophy of the Social Sciences", in M. Salmon, J. Earman e a., Introduction to the Philosophy of Science, Prentice Hall, 1992, pp. 404-425. (Trad. it. in R. Campaner (a cura di), La spiegazione nelle scienze umane, Carocci, 2004, pp. 57-75).

2 F. Machlup, "Are the Social Sciences Really Inferior", in M. Martin e L. McIntyre (a cura di), Readings in the Philosophy of Social Science, The MIT Press, 1994, pp. 5-19.

3 B. Fay e J.D. Moon, "What Would an Adequate Philosophy of Social Science Look Like", in M. Martin e L. McIntyre (a cura di), Readings in the Philosophy of Social Science, The MIT Press, 1994, pp. 21-35.

4 C. Taylor, "Interpretation and the Sciences of Man", in M. Martin e L. McIntyre (a cura di), Readings in the Philosophy of Social Science, The MIT Press, 1994, pp. 181-211.

5. M. Martin, “Taylor on Interpretation and the Sciences of Man”, in in M. Martin e L. McIntyre (a cura di), Readings in the Philosophy of Social Science, The MIT Press, 1994, pp. 259-279.

6 J. Watkins, "Historical Explanations in the Social Sciences", in M. Martin e L. McIntyre (a cura di), Readings in the Philosophy of Social Science, The MIT Press, 1994, pp. 441-450.

7 H. Kincaid, "There are Laws in the Social Sciences", in C. Hitchcock (a cura di), Contemporary Debates in Philosophy of Science, Blackwell, 2004, pp. 168-185.

8 J.T. Roberts, "There are no Laws of the Social Sciences", in C. Hitchcock (a cura di), Contemporary Debates in Philosophy of Science, Blackwell, 2004, pp. 151-166.

9 S. Mitchell, “Complexity and Explanation in the Social Sciences”, in Philosophy of the Social Sciences, ed. by C. Mantzavinos, Cambridge University Press, 2009, pp. 130-145.

10 J. Reiss, "Do We Need Mechanisms in the Social Sciences?", Philosophy of the Social Sciences 37, 2007, 163-184.

11 Brante, T., “Explanatory and Non-explanatory Goals in the Social Sciences. A Reply to Reiss”, Philosophy of the Social Sciences, Volume 38 Number 2, June 2008, pp. 271-278

12 P. Ylikoski, “Micro, macro, and Mechanisms”, in The Oxford Handbook of Philosophy of Social Science, ed. by H. Kincaid, OUP, 2012, pp. 21-45.

13 M. Salmon, "Causal Explanations of Behavior", Philosophy of Science 70, 2003, 720-738.

14 H. Kincaid, "Functionalism Defended", in Philosophical Foundations of the Social Sciences, Cambridge University Press, 1996, pp. 101-141.

Teaching methods

Classes will be partly devoted to a general introduction to the main topics as dealt with in the contemporary debate, and partly to a discussion of the texts to be read by the students in advance. Students are hence required to take active part in the course.

Assessment methods

The elaboration of an essay on one of the course's topics is required. The essay shall be handled in and then discussed with the lecturer.   

Assessment methods are meant to test whether the student has reached the aims of the course, and is hence able to address crtically the topics dealt with in the course, showing a mastery of the core notions and the specific language. 

Teaching tools

Teaching tools include powerpoint slides and handouts summarizing the main course topics.

Supplemental material will be available online in due course.

Office hours

See the website of Raffaella Campaner