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
x VI: Historical & Cultural Studies
w/ lab  w/out lab 
education
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
3
Instructor
Phone / Email
Program Chair
Armond Duwell
Date
2/21/13
Paul Muench
2/19/13
Dean
Jenny McNulty, Associate Dean
2/21/13
III. Type of request
New
One-time Only
Renew x
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
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
N/A
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
Courses teach students how to: present ideas
A common view of the history of science is
and information with a view to understanding
that modern science is the end result of a
the causes, development, and consequences of
long and linear process of accumulation of
historical events; evaluate texts or artifacts
experimental facts from which scientists
within their historical and/or cultural contexts;
logically induce theories that are always
and analyze human behavior, ideas, and
getting closer to the truth. The main goal of
institutions within their respective historical
this course is to get students to understand
and/or cultural contexts.
that this view is far too naive. This is
achieved by having the students study older
The course justification should explain the
scientific theories for themselves. In the
approach and focus with respect to its
course, students will study the birth and
chronological, geographical, and/or topical
development of modern science in the
content. A methodological component (e.g.
context of what we commonly call the Greek
historiography or ethnography) must be
Miracle and the Western Enlightenment.
apparent.
That said, rather than seeing the
contributions of older sciences from our
present vantage point, they will understand
the internal coherence of these sciences, as
well as their relation to the historical and
cultural context of their own times. Students
will thus learn that proper method in history
does not consist in reading the past through
the filter of the present, but rather in
understanding the past in its own right, and
in learning from it.
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
At the end of the course, students are
will be able to:
expected to demonstrate their understanding
1. synthesize ideas and information with a view of the birth and development of modern
to understanding the causes and consequences of science both during the Greek Miracle and
historical developments and events;
the Western Enlightenment. They should
2. evaluate texts or artifacts within their
master the history of the Scientific
historical and/or cultural contexts;
Revolution and the Darwinian Revolution.
3. analyze human behavior, ideas, and
The students will learn to understand how
institutions within their respective historical
scientific views cohered with the
and/or cultural contexts.
worldviews of their own times, but also how
they challenged these views. These
worldviews will be explained from a
broader historical and cultural perspective.
For this reason, student will acquire the
ability to assess views within their historical
and cultural context and to analyze the
historical integrity of past scientific theories
and older scientific methods in their own
times.
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 tenants 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 philosophical problems raised by the historical episodes we discuss.
4. 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, a course
in intellectual history. 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 the
Scientific Revolution including the metaphysical shift to corpuscularianism and
mechanism, and the new emphasis on experimentation. We will look at the ontological
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. Finally, we
will discuss philosophical issues related to the history that we have learned.
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 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 cell-phones, 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.
D7-D8
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. D9-16
Week 7: 10/8, 10/10, 10/12 Galileo’s telescopic evidence, 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