σε δοκιμαστική λειτουργία

Κατηγορία: Προπτυχιακά
Εξάμηνο: ΣΤ-Η
Τομέας: Τομέας Γενικής Κοινωνιολογίας
Κατηγορία: Μάθημα
Χαρ.: Υπ./Ε.
Διδακτικές Μονάδες:
Διδάσκων: Ξανθόπουλος Χρήστος


Assis. Prof. Ch. Xantopoulos
 
Social Theory of Knowledge 
 
Departement of Sociology
 
Panteion University of Social and Poltical Sciences
 
Office: B 2 DESKOI
 
E-mail: xanthopoulosc@panteion.gr

 
Course Programme
Undergraduate

 
Introduction to Epistemology 013  
   
This teaching unit aims to offer students the chance to apprehend the basic queries of the Theory of Knowledge. Questions concerning the way we form knowledge claims, the sources of knowledge – experience, rational speculations - in an historic and systematic form are addressed in this lesson. Plato, ancient skeptic philosophers, Rennes Descartes, John Locke, George Berkeley, David Hume are some of the philosophers, their theses about knowledge are analyzed.  Furthermore, Science as a knowledge producer is studied and compared to Theory of Knowledge as such. 
The lesson is in lecture form, but questions can be asked during teaching time. The grading depends on oral or written exams. 
 
Social Theory of Knowledge I  204  
   
In the course titled “Social Theory of Knowledge I”, students have the chance to come close to positions claiming that knowledge is a social product. Teaching lectures sequence is as follows. 
The “mainstream” perspectives about knowledge beliefs forming are presented in the beginning, reviewing science as a rational and cumulative process. Following this, points of view about knowledge forming that cast doubt to the former, mainstream, positions are critically discussed. The so called “historicist” narratives are analyzed through the work of Hanson, Kuhn, Feyerabend. Bachelard, Duhem, Popper (specially in reference to Kuhn), Lakatos, are some of the scholars that are referred in the course.
Students that will choose this course will have the opportunity to constitute a novel picture about knowledge forming procedures. 
Lessons are presented as lectures, but students can ask questions during teaching time. Either an essay (under professor’s help and tutelage) concerning the subject matters that are taught or oral exams, are options for the unit’s final grading. Smaller essays, about 1500 words, presented by the students in the classroom, contribute up to 30% of total grading. 
 
Social Theory of Knowledge II 209  
   
In the course titled “Social Theory of Knowledge II”, as in the above presented, students have the chance to become aware about the most recent aspects claiming that knowledge is a social product. It could be considered as a follow up of the Social Theory of Knowledge I, but it can be selected and attended independently from the Social Theory of Knowledge I. The module emphasizes (i) in demonstrating interests as knowledge forming elements according to the Edinburgh School (that is Barry Barnes and David Bloor) and (ii) to display accounts of knowledge radiating from Latour and Woolgar to Pels. 
Students that will choose this course will have the chance to constitute a novel and most up to-date picture about knowledge forming procedures. 
Lessons are presented as lectures, but students can ask questions during teaching time. Either an essay (under professor’s help and tutelage) concerning the subject matters that are taught or oral exams are options for the module’s grading. Smaller essays, about 1500 words, presented by the students in the classroom, contribute up to 30% of total grading. 
 
Seminar in Social Theory of Knowledge Issues 205  
   
In this Seminar some of the most fundamental issues in Social Theory of Knowledge are considered and thoroughly analyzed through the presentation of arguments which support a Social Theory of Knowledge. 
Some of the basic queries include the distinction between the Sociology of Knowledge and the Sociology of Science (or Sociology of Scientific Knowledge), the matter of progress (or just change) in science, the puzzling question about how we choose between rival theories that are supported by the same empirical evidence; the construction of concepts, their validity and their duration, how do they change, what they refer to, is also an issue that concerns us during the Seminar. Finally relativism - its perils and its challenges - is a subject matter which is analyzed. 
Students that will choose to follow it will write an essay, about 4000 – 5000 words, on a subject matter which will be agreed with the professor. Titles of possible essays as well as bibliography are offered by the professor. Furthermore every student could introduce her own work (subject to agreement and acceptance by the professor). 
 

 

 

 

 

 

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