Introductory description

The COVID-19 pandemic has affected everyone. The responses to the pandemic (e.g. 'lockdowns' and mass vaccination) have been one of the most significant public health interventions in recent times. From coronavirus briefings to vaccinations, everyone has become aware of the importance of health and medical sciences. This module is inspired by these recent events to ask wider, more general questions about how we all think - and should think - about aspects of the theory and practice of health and medical sciences. It is an opportunity for any undergraduates (from their 2nd year) who are interested in thinking through some fascinating but complex questions.

How do theoretical and practical aspects of scientific research (particularly in health and medical sciences) relate to the wider societies that research is conducted in (e.g. how do biomedical theories about mental disorder impact on wider society)? Viewed as a group of disciplines, how do the sciences relate to other disciplines (e.g. in terms of what constitutes evidence and justification)? Viewed as a group of skilled and specialist activities with correspondingly specialised knowledge, how might scientific research (e.g. regarding a new disease) be most effectively communicated to the public?

This module aims to encourage participants from across the University to start thinking about these and related questions in a systematic way. Drawing on philosophy of science and life sciences, the module will cover some more conceptual, theoretical content (e.g. causation, reductionism, objectivity) and some more applied content (e.g. communicating science, science and authority, collaboration and peer review).

In terms of teaching and learning, the emphasis will be on encouraging critical thinking skills and the effective communication and justification of ideas in written form and discussion. To this end, where practicable, students will be encouraged to analyse and present information to each other (e.g. in group discussions or short presentations) and to offer constructive critiques of those positions and presentations.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The topics this module will cover include interdisciplinarity, causation, reductionism, disease and health, evidence and justification, objectivity, science and authority, and communicating science.

Learning outcomes

By the end of the module, students should be able to:

• Recognise, understand and use key concepts in the research and application of science, in particular life sciences and medicine (e.g. ‘cause’, ‘objectivity’ and ‘disease’)
• Analyse ways in which scientific research is conducted and communicated to the public.
• Analyse texts and other material with a comparative understanding of different disciplinary uses of evidence and argument.
• Imaginatively respond to a range of stimuli (e.g. texts, films, ideas) to aid learning individually and as part of a group, and use their responses to initiate the formulation of questions for further research
• Critically reflect on their own and others’ experiences as participants in a creative and interdisciplinary learning process
• Articulate and justify arguments verbally and in writing using resources and referencing material on topics of interest.

Indicative reading list

Handbook of the Philosophy of Medicine, edited by Thomas Schramme and Steven Edwards, Springer, 2017
The Routledge Companion to Philosophy of Medicine, edited by Miriam Solomon, Jeremy R. Simon and Harold Kincaid, Routledge, 2016
Establishing Medical Reality: Essays in the Metaphysics and Epistemology of Biomedical Science, edited by Harold Kincaid and Jennifer McKitrick, Springer, 2007
Objectivity, Lorraine Daston and Peter Galison, Zone Books, 2007
Psychiatry and Philosophy of Science, Rachel Cooper, Acumen, 2007
The Blackwell Guide to the Philosophy of Science, edited by Peter Machamer and Michael Silberstein, Blackwell, 2002
Observation and Experiment in the Natural and Social Sciences, edited by Maria Carla Gavalotti, Kluwer, 2003
Understanding Scientific Understanding, Henk W. de Regt, OUP, 2017

Research element

There will be some guided research towards the assessments.

Interdisciplinary

The module aims to help students arrive at an understanding of the relationship between social, intellectual and cultural movements, and the life sciences and medicine. The module also aims to facilitate students’ critical consideration of specific concepts and practices relevant to science and medicine. To meet those aims, we need vantage points outside science and medicine. Therefore, in addition to aspects of life sciences and medicine, the module will also draw on philosophy of science and medicine, history of medicine, as well as elements of other disciplines (e.g. medical sociology, science and technology studies).

Subject specific skills

• Recognise, understand and use key concepts in the research and application of science
• Analyse and evaluate forms of scientific research
• Analyse and evaluate forms of communicating scientific research
• Understand and use elements of different disciplinary languages
• Demonstrate an understanding of different disciplinary uses of evidence and argument

Transferable skills

• Critical reflection and thinking
• Team working
• Analytical skills
• Cognitive flexibility
• Complex problem solving
• Written communication skills
• Verbal communication skills
• Management of learning
• Independent working skills
• Research skills