I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be submitted
for the course to receive subsequent general education status.
Group
II. Mathematics
VII. Social Sciences
(submit
III. Language
VIII. Ethics & Human Values
separate forms
III. Exception: Symbolic Systems * IX. American & European
if requesting
IV. Expressive Arts
X. Indigenous & Global
more than one
V. Literary & Artistic Studies
XI. Natural Sciences
general
w/ lab  w/out lab X
education
VI. Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Philosophy
Course #
PHL 241H
Course Title
Prerequisite
History and Philosophy of Science
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Armond Duwell
Phone / Email armond.duwell@umontana.edu
Program Chair Paul Muench
Dean
Jenny McNulty, Associate Dean
III. Type of request
New x
One-time Only
Renew
Reason for Gen Ed inclusion, change or deletion
3
Date
Change
Remove
This course provides students with
an introductory and foundational
introduction to the epistemological
and metaphysical development of
natural philosophy or science from
the Greeks through Einstein.
Description of change
Add Group XI designation (w/o
lab)
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This is a survey course of the epistemological and metaphysical development of natural
philosophy or science from the Greeks through Einstein. We will outline Greek views on the
ultimate nature of reality, with an emphasis on Greek physics. We will pay special attention to
the developments in physics during the Scientific Revolution including the metaphysical shift to
corpuscularianism and mechanism, and the new emphasis on experimentation and
quantification. We will look at the change in the conception of space and time after Newton, as
well as views about the nature of scientific theories. We will examine the history of evolutionary
theory with an emphasis on the kind of evidential support Darwin mustered for his theory, the
objections he encountered, and the use of statistics to support Darwin’s theory in the 20th
century. Finally, we will discuss philosophical issues related to the history of science.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
These courses present scientific conclusions
This course presents the history of physics
about the structure and function of the natural
from the Greeks to Einstein, and the history
world, demonstrate or exemplify scientific
of evolutionary biology. Special attention is
questioning and validation of findings.
paid to examining the process of scientific
change and the role of evidence in
1. Courses explore a discipline in the natural supporting such change. The histories of
physics and evolutionary theory presented in
sciences and demonstrate how the scientific
this class tell the story of the development of
method is used within the discipline to draw
scientific methodology before, during, and
scientific conclusions.
after the Scientific Revolution.
2. Courses address the concept of analytic
Analytic uncertainty is introduced
uncertainty and the rigorous process required historically. The primary example comes
to take an idea to a hypothesis and then to a
from the amazingly low analytic uncertainty
validated scientific theory.
associated with Keplar’s measurements of
the positions of the planets in the night sky,
and how this convinced him to reject
compounded circular orbits (compounded by
eccentrics, deferents, and epicycles) in favor
of elliptical orbits. This serves as an example
of the power of quantitative analysis to
motivate theory change.
Time and time again, this course provides
examples of how theories are confirmed or
disconfirmed by evidence. Darwin
discovered the theory of evolution via
natural selection in 1837, but spent 20+ years
compiling evidence to support this theory.
We discuss how Darwin’s theory explains
the fossil record, facts of biogeographic
distribution of species, facts of embryology,
and morphology and does so by employing
only natural causes.

VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of this perspective, a student
In order to understand the empirical and
will be able to:
conceptual status of a theory, one has to
1. understand the general principles associated understand the fundamental principles of the
with the discipline(s) studied;
theory. We will discuss the fundamental
principles associated with Aristotelian
physics, the Ptolemaic model of the solar
system, and the Copernican, Tychonic, and
Keplarian models of the solar system. We
will discuss Newton’s three laws and the
law of gravitational attraction and how they
depend on recognition of forces as the
engine of change in the world. We will also
discuss the light postulate and the relativity
postulate of special relativity and show how
they entail length contraction and time
dilation. We will also discuss the connection
between gravity and the curvature of
spacetime in general relativity.
2. understand the methodology and activities
scientists use to gather, validate and interpret
data related to natural processes;
3. detect patterns, draw conclusions, develop
conjectures and hypotheses, and test them by
appropriate means and experiments;
Regarding evolutionary biology, we will
examine how exponential population growth
and finite resources entail a struggle for
existence. The struggle for existence in
conjunction with the laws of inheritance and
the fact of variation entail evolution.
The history of the science is told by
understanding how scientists utilized the
empirical and conceptual resources at their
disposal to muster evidence for or against
scientific theories. Furthermore, we will
utilize philosophical techniques for
evaluating the use of evidence to confirm or
disconfirm theories.
This is course is not meant to satisfy the
laboratory requirement for natural science
classes. That said, students will detect
patterns in the history of science, examine
theories about scientific change (conjectures
and hypotheses), and evaluate them by
seeing how well they fit the history of
science and explain theory change. I.e.
students will evaluate historical theories just
like Darwin and his contemporaries
evaluated Darwin’s theory.
4. understand how scientific laws and theories
are verified by quantitative measurement,
scientific observation, and logical/critical
reasoning; and

5. understand the means by which analytic
uncertainty is quantified and expressed in the
natural sciences.
The course affords numerous examples of
theories that are verified by quantitative
measurement, observation and critical
reasoning. I have already mentioned the
course will detail the importance of the
quantitative measurements Kepler made and
how important they were for discovering
that the orbits of the planets were elliptical.
Another important example comes from
Galileo’s telescopic evidence and his use of
geometrical reasoning. Galileo was the first
to observe the phases of Venus. Importantly,
he was able to show that the observed
phases of Venus would be geometrically
impossible in a Ptolemaic (geocentric)
arrangement of the sun and planets, but
perfectly expected if we accept the
Copernican arrangement.
I have already mentioned the importance of
analytic uncertainty in the context of Keplar,
but there are a couple of other examples that
are important. A fundamental problem for
the Copernican world view was the lack of
observable parallax (that the stars are
positioned slightly differently depending on
which side of the sun the earth is on when
observations are made). This could be
explained by assuming the stars were vastly
far away, but this was implausible. The
analytic uncertainty of telescopic
measurements of the positions of stars was
low enough to detect stellar parallax only in
the nineteenth century.
Our history of evolutionary biology
concludes with examining the introduction
of statistical methods into biology, which
presented crucial quantitative support for
Darwinian theory. I will discuss the use of
probabilities to represent analytic
uncertainty in this setting.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
See attached.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
PHL 241 History and Philosophy of Science
MWF 9:10-10:00
Professor Armond Duwell
Office: LA 154
Phone: 406-243-6281
email: armond.duwell@umontana.edu
Textbooks (required):
DeWitt (2004). Worldviews: an introduction to the history and philosophy of science.
Blackwell (D)
Larson (2004). Evolution. The Remarkable History of a Scientific Theory. The Modern
Library (E)
Course Goals: Upon completion of this course, students should be able to:
1. Describe the main principles of the scientific theories we discuss in course.
2. Describe the empirical and conceptual problems faced by the theories we discuss in the
course.
3. Describe the use of evidence (qualitative and quantitative) to confirm or disconfirm the
theories we discuss in the course, and the role analytic uncertainty plays in confirmation.
4. Describe the philosophical problems raised by the historical episodes we discuss.
5. Describe the advantages and drawbacks of philosophical theories of science based on the
history of science discussed in this course.
Introduction: This is a survey course of the epistemological and metaphysical development of
natural philosophy or science from the Greeks through Einstein. We will outline Greek views
on the ultimate nature of reality, with an emphasis on Greek physics. We will pay special
attention to the developments in physics during the Scientific Revolution including the
metaphysical shift to corpuscularianism and mechanism, and the new emphasis on
experimentation and quantification. We will look at the change in the conception of space and
time after Newton, as well as views about the nature of scientific theories. We will examine the
history of evolutionary theory with an emphasis on the kind of evidential support Darwin
mustered for his theory, the objections he encountered, and the use of statistics to support
Darwin’s theory in the 20th century. Finally, we will discuss philosophical issues related to the
history of science.
Grading: You will be graded on attendance (10%), two midterms (25% each), and a final
(40%). Class attendance is crucial to your success on the exams. History, to a certain degree,
lends itself to rote book learning, but philosophy does not. To understand the conceptual
problems and developments over the course of the history of science, one has to actively engage
in class. Be here, pay attention, ask questions when you are confused, and learn not only what
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happened, but what was at stake, and why things happened as they did. Towards that end, you
may miss two classes without penalty (non- exam classes). Each additional class missed will
incur a 5% reduction in final grade up to a total of 10%. Midterms and final will be a mix of
multiple choice, short answer, and essay questions.
Make up exams and quizzes will be given only in extreme circumstances, family death, severe
illness, severe car accident, etc. Proof of extreme circumstances is required in order to make up
an exam. Oversleeping is not an acceptable excuse, nor busses running late, stuck in detox, etc.
Take extra precautions on exam or quiz days to avoid these problems. Exams or quizzes not
taken, for any reason, will receive a zero. As always, the sooner you can notify me of a
problem the better. E.g. if you are going to have surgery on an exam day, tell me beforehand!
Note: I will not reschedule exams because you have booked an airline ticket on or before exam
day!
Academic Misconduct: You are strictly held to the University of Montana Student Conduct
Code ( http://www.umt.edu.SA). The quizzes and exams are closed-note: you may not consult
anything but your own mind in order to answer questions on the exam. You may not use cellphones, or any electronic devices to aid you, nor fellow students, nor fellow students' answers,
etc. You will receive no credit for any exam that you cheat on. Your conduct will also be
reported to the Dean.
Classroom courtesy: Please turn off cell phones when you come into class. If you have to
leave early, please indicate that to me before class begins, and let me know why you must leave
early.
Special Needs: Students with disabilities will receive reasonable modifications in this course.
Your responsibilities are to request them from me with sufficient advance notice, and to
provide verification of disability and its impact from Disability Services. Please speak with me
after class or during my office hours to discuss the details. For more information, visit the
Disability Services for Students website at www.umt.edu/dss/
TENTATIVE Schedule (see Moodle for up to date schedule alterations, especially for
reading assignments):
Week 1: 8/24, 8/26, 8/28 Worldviews and Truth
D1-2
Week 2: 9/5, 9/7, (No class Monday 9/3) Empirical/Conceptual Facts, Evidence and
Reasoning
D3-D4
Week 3: 9/10, 9/12, 9/14 The Duhem-Quine thesis, The Problem of Induction
D5-D6
Week 4: 9/17, 9/19, 9/21Falsifiability, Realism/Instrumentalism. D7D8
2
Week 5: 9/24, 9/26, 9/28
Lindberg, 2, 3 (on Moodle) Pythagorean/Platonic worldviews, Aristotelian worldview
Week 6: 10/1, 10/3, 10/5 Heleocentric and Geocentric Astronomy. D916
Week 7: 10/8, 10/10, 10/12 Galileo’s telescopic evidence, Kepler’s measurements, and the
Newtownian worldview
D17-20
Week 8: 10/15, 10/17, 10/19 Exam and Relativity EXAM 1
10/15 (Covers everything through week 6). D22-23
Week 9: 10/22, 10/24, 10/26 Background to Darwin's theory
E1-4
Week 10: 10/29, 10/31, 11/2 Darwin's theory, developments, and criticisms
E5-8
Week 11: 11/5, 11/7, 11/9 Cultural and Scientific reactions/developments to Darwin’s
theory
E9-12
Week 12: 11/14 (No class Monday 11/12 or Friday 11/16)
EXAM 2 (Covers Weeks 7-11)
Week 13: 11/19, (No class Wednesday 11/21 and Friday 11/23) Week
14: 11/26, 11/28, 11/30 Scientific Progress
Kuhn, On the Nature and Necessity of Scientific Revolutions, Objectivity, Rationality,
and Theory Choice (on Moodle)
Week 15: 12/3, 12/5, 12/7 Quantum theory
D24-28
Final: Monday 8:00-10:00 10/12/12
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