ECEN 3070 - Edges of Science
Course objectives:
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In
textbooks, science and engineering are usually presented as universally
accepted, stagnant bodies of knowledge, but in fact they are in constant
turmoil such that today's fiction becomes tomorrow's fact and vice versa. Many
claims are made about scientific findings and theories, on one extreme that
they represent the ultimate truth, and on the other that they are unscientific
or fraudulent. One course objective is to develop a mental tool set, understanding
of the scientific method, and a careful approach for analyzing scientific
claims, to distinguish fuzzy thinking and an irrational response to new
scientific concepts from a healthy skepticism.
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The
second objective is to learn about current research in psychic phenomena and
the underlying science in sufficient depth to be able to follow and possibly
even participate in its progress. A wide array of these phenomena cannot stand
up to critical scrutiny, while a subset have exhibited a stubborn positive statistical
effect in hundreds of published scientific studies. These will be analyzed
using the texts, scientific publications, and direct experimentation.
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Conveying
ideas and understanding effectively is particularly important for contentious
subjects. An objective of this course is to help refine those skills through
in-class discussion and debates, short advocacy papers, and a longer research
paper.
Course Credit:
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Provides
H&SS credit for Engineering students taking the course.
Textbook:
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D.
Radin, Entangled Minds, Simon & Schuster, 2006
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Chris
Carter, Parapsychology and the Skeptics, SterlingHouse Books, 2007
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Primary
sources: multiple published articles
Prerequisite:
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MATH
1020, 1070, or 2510 or PSYC 3101 or SOCY 2061 or 4061 or equivalent (i.e., basic
math). If you have any concerns about not meeting this prerequisite, email the
instructor.
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Minimum
GPA of 3.3.
Class schedule:
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3
hours of seminar (discussion and presentation) per week. Independent laboratory
work.
Topics:
1.
The
scientific method
a.
Format:
Mixed lecture and classroom discussion
b.
Content:
An examination of the scientific method, first in general and later in light of
experimental data.
2.
Historical
examples and critical methods
a.
Format:
Dominantly discussion.
b.
Content:
Tracing through development of several scientific theories to the point where
they become generally accepted or rejected, using several historical examples.
3.
Basic
experimental methods, hypothesis testing, and statistical analysis
a.
Format:
Dominantly lecture
b.
Content:
Analyzing one experiment or model, or related group of experiments or models,
during each class meeting. Many assertions of anomalies are anecdotal and are
not susceptible to rigorous inquiry. We work to distinguish appropriately
documented research from unsupported assertions. We show how a healthy
skepticism can see through unsupported assertions, and how pathological
skepticism can work against honest scientific inquiry.
4.
Current
experiments:
a.
Influences
through space: telepathy.
b.
Influencing
physical objects: Psychokinesis in random event generator experiments.
c.
Influences
through time: precognition.
5.
Implications
and models:
a.
The
experimenter effect.
b.
Energy
conservation.
c.
Distance
and time in classical and quantum physics.
d.
Assumptions
of forward causality.
e.
Thermodynamics
and entropy considerations.
f.
Information
and Shannon entropy.
g.
Sample
size and statistical power.
h.
"Extraordinary
claims require extraordinary evidence." How much evidence is required to
legitimize psi research?
6.
Student
project presentations
a.
Format:
Project papers passed out in advance. Advocates are the students who carried
out the research and any others who choose to support them.
Class format:
Each class includes a
discussion which usually takes up the majority of the class time. For the first
half of the semester the class is divided into three groups (make-up of groups
varies over semester):
1.
Advocates
2.
Skeptics/traditionalists
3.
Questioners/judges
For each topic, advocates
and skeptics provide a short opening statement. The questioners query both the
advocates and the skeptics. The goal is not to "win" the
"debate," but rather to examine the subject in as much depth as
possible. Therefore, after the initial round of discussion, advocates and
skeptics may change their positions following what they believe or becoming
devil's advocates. For topics requiring a particular background, a lecture
format is used for part of the class period.
Homework:
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Assigned
readings from the texts and journal articles. Additional reading by the
students to support arguments to be presented in class an in reports.
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Advocacy
reports
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Tight
argument in favor of or against a particular anomalous finding or theory
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Based
on assigned readings, material students find and studentsŐ own ideas
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Forms
the basis for the advocatesŐ in-class arguments
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Research
project
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In previous offerings of the course, these
were projects carried out by pairs of students. To reduce the workload, in
future offerings they will instead be class research projects, with students
participating in larger groups.
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High-quality
research on a particular topic (Six previous class projects have been
published)
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Rigorous
analysis of the data; comparison of results to those in the published
literature
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Final
paper written in the style of a journal publication
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Human
research training
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All
students must take the online training to be certified by the University to
carry out research on humans
Catalog Description:
Examines the evidence for paranormal phenomena, reasons for skepticism, and physical models that could account for the data. Reviews controversial scientific theories that overcame barriers to acceptance and how world views shift. Considers the scientific method and ways uncontrolled factors might influence experiments. Develops skill in statistical analysis of data. Includes group projects testing for anomalous and parapsychological effects.