A Novel Exercise for Teaching the Philosophy of Science

Philosophy of Science 81 (5):1184-1196 (2014)
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Abstract

We describe a simple, flexible exercise that can be implemented in the philosophy of science classroom: students are asked to determine the contents of a closed container without opening it. This exercise has revealed itself as a useful platform from which to examine a wide range of issues in the philosophy of science and may, we suggest, even help us think about improving the public understanding of science

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Matthew Slater
Bucknell University

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