What is Science?

We give a brief discussion of issues related to the nature of science. Our formulation is such that it applies to all scientific domains. We also present an argument which illustrates why mathematics is of fundamental importance to scientific methodology. Finally, a summary is provided of the pre-conditions which must be satisfied, in the physical universe, such that science is possible

What is Science?

We give a brief discussion of issues related to the nature of science. Our formulation is such that it applies to all scientific domains. We also present an argument which illustrates why mathematics is of fundamental importance to scientific methodology. Finally, a summary is provided of the preconditions which must be satisfied, in the physical universe, such that science is possibl

What is Science made of

Science education, which deals with the sharing and communication of science contents, processes and results with people not belonging to the scientific communities, is being increasingly considered a matter of national concern and a priority in the educational agendas of several countries. Promoting and enhancing scientific literacy of citizens is currently a major mission to modern societies, as it is believed that it will contribute to promote and train for a better informed, as well as a more conscious, critical and committed citizenship (Fiolhais, 2011). But the education for this scientific literacy is also a great challenge as target individuals may be very diverse, either in terms of age or in what concerns knowledge backgrounds, and can range from children to adults within the general public. The language, the format and the way this communication/ education is made should obviously take into consideration the public profiles to which is addressed, being as clear, accurate and demystified as possible. Also, several studies have geared to the view that scientific literacy is best taught by seeing science education as “education through science” as opposed to “science through education.” (Holbrook and Rannikmae, 2009) Although science and technology are ubiquitous in our everyday lives, their role and impacts are not perceived equally by all citizens. For a large part of the population, science, in particular, is still something unknown, often complex, strange and distant — being seen as something intangible for those not directly related to the scientific arena. For others, scientists are still seen as a distracted figure wearing a white tap and glasses fully dedicated to the pursuit of knowledge, though this image is gradually disappearing from the nowadays collective imagination. And what is Science made of? Is it possible to get a clear, precise and instantaneous response? Probably not! Much of what happens in science and in scientific research is still seen by many as pure magic, something transcendental. However it is important to discredit such stereotypes, throwing light on scientists´ work, science tools as well as on the human skills and qualities that make science happens. With this goal, we idealized and prepared an exhibition entitled “What is Science made of", aiming to create a new relationship between science and the general public, in an appealing, innovative and challenging way. "What is Science made of" is a set of twelve images, each one starting from a common laboratory object. The images represent a group of words expressing concepts and values that ideally mirror the relationship between science and scientists. In this work we justify the choice of the twelve words, describe the design and assembly of the set of images as well as its exhibition and the public receptiveness and reactions to such initiative.info:eu-repo/semantics/publishedVersio

What is science-engaged theology?

Publisher PDFPeer reviewe

What is science for? The Lighthill report on artificial intelligence reinterpreted

This paper uses a case study of a 1970s controversy in artificial-intelligence (AI) research to explore how scientists understand the relationships between research and practical applications. It is part of a project that seeks to map such relationships in order to enable better policy recommendations to be grounded empirically through historical evidence. In 1972 the mathematician James Lighthill submitted a report, published in 1973, on the state of artificial-intelligence research under way in the United Kingdom. The criticisms made in the report have been held to be a major cause behind the dramatic slowing down (subsequently called an ‘AI winter’) of such research. This paper has two aims, one narrow and one broad. The narrow aim is to inquire into the causes, motivations and content of the Lighthill report. I argue that behind James Lighthill's criticisms of a central part of artificial intelligence was a principle he held throughout his career – that the best research was tightly coupled to practical problem solving. I also show that the Science Research Council provided a preliminary steer to the direction of this apparently independent report. The broader aim of the paper is to map some of the ways that scientists (and in Lighthill's case, a mathematician) have articulated and justified relationships between research and practical, real-world problems, an issue previously identified as central to historical analysis of modern science. The paper therefore offers some deepened historical case studies of the processes identified in Agar's ‘working-worlds’ model

May 5, 2013: So, What Is Science As We Know It Is at an End?

Blog post, “So, What Is Science As We Know It Is at an End?“ discusses politics, theology and the law in relation to religion and public life in the democratic United States of America