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, Science and Psychic Phenomena: The Fall of the House of Skeptics ,
Inner Traditions (2012)
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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:
á Assigned readings from the texts and journal
articles. Additional reading by the students to support arguments to be
presented in class an in reports.
á 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
á 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
á 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.