In 2016 the Ministry of Education in British Columbia (BC), Canada introduced the topics of quantum mechanics (QM) into the Grade 8 science curriculum. Science teachers with or without QM background are expected to learn and teach QM. Stemming from a constructivist theoretical framework, this in-depth exploratory case study explores the processes of learning and teaching the topics of QM by asking: “How does a Grade 8 science teacher learn to teach QM?” The purpose was to understand the teacher’s QM learning process, the development of pedagogical content knowledge (PCK) in QM and teacher’s views of the nature of science (NOS). The data was collected through multiple sources and analyzed by using thematic analysis. The themes were identified under five main categories: 1) the development of PCK in QM is complex, 2) the student-centered approach mandated in the redesigned curriculum may be limiting, 3) the nature of learning QM is not different than learning other subjects, 4) middle school science education is inconsistent with the current level of scientific knowledge, and 5) the development of informed views of NOS requires an accumulation and synthesis of prior knowledge in history and philosophy of science (HPS). The study proposes two previously unexplored integral aspects of PCK framework, since: the ‘allotted time’ in learning and teaching a subject and ‘pre-PCK’ change the nature of PCK development. The term pre-PCK was coined referring to the specific content oriented and student-centered activities that take place before the class with the goal of establishing an effective basis for the PCK development. The insights emerging from the study would be of interest to other Grade 8 science teachers in BC, pre-service teacher program coordinators at the universities, and the Ministry of Education in BC to provide institutional support. This study would also contribute to closing the knowledge and communication gaps between the fields of science, science education practice and science education research. / Graduate

Abstract This dissertation analyzes conceptions of the nature of the Treaty of Nöteborg, signed in 1323 between Sweden and Novgorod, especially in 19th and 20th century Finnish historical research and popular literature. The methodologies used are contextualization and the sociology of science. The treaty rose to great prominence in mid-19th century periodization of Finnish history. At the time, Finnish historiography considered the Crusade Period in Finland as a showdown between Sweden and Russia and emphasized the significance of interstate treaties. The treaty has maintained its status as a cornerstone of the periodization of Finnish history up to the present. It has symbolized the Christianization and Swedification of Finland and the nationalist myth of the birth of a unified Finnish people in medieval times. With the view of an era of Karelian disunity, symbolized by the treaty, an image of history was constructed in Finnish kinship ideology from the mid-19th century up to the end of World War II. This image was used in furthering the unification of Eastern Karelia with Finland. An image of the treaty as having confirmed an ancient Karelian position of power in Northern Finland was created with the view of the border as stretching to the Bay of Bothnia. This was important particularly in the 19th century, as various nations were constructing views of their own ancient dominance in the North Calotte region. Using these border conceptions, a nationalist image of Finns as having conquered Eastern Savo and Northern Finland for Sweden in late medieval times was also created. The conception of Northern Finland as a common was created in the 1960s. This view was partially based on the 19th century Swedish nationalist conception of the border as stretching to the Arctic Sea. Especially in Savo, views of the location of one’s own locality on the ancient borderline have been used in creating a local identity in the late 20th century. The conception of the border as a dividing line between modern Western and Eastern Finland arose in early 20th century Finnish ethnology based on dubious views of settlement history and geography. The hazy source material concerning borders has been interpreted based on various theoretical background assumptions, and it has been compatible with several different theories. / Tiivistelmä Tässä väitöskirjassa analysoidaan käsityksiä Ruotsin ja Novgorodin välillä vuonna 1323 solmitun Pähkinäsaaren rauhan luonteesta erityisesti 1800- ja 1900-lukujen suomalaisessa historiantutkimuksessa ja populaarissa kirjallisuudessa. Metodeina käytetään kontekstualisointia ja tieteensosiologian metodeja. 1800-luvun keskivaiheilla Pähkinäsaaren rauha nousi merkittävään asemaan Suomen historian aikakausijaottelussa. Ajan suomalainen historiantutkimus piti Suomen ristiretkiaikaa venäläis-ruotsalaisena välienselvittelynä ja korosti valtioiden välisten sopimusten merkitystä. Rauha on säilyttänyt asemansa Suomen historian periodisoinnin kulmakivenä nykypäivään asti. Se on symboloinut Suomen kristillistymistä ja ruotsalaistumista sekä nationalistista myyttiä yhtenäisen Suomen kansan synnystä keskiajalla. Käsityksellä Pähkinäsaaren rauhan symboloimasta Karjalan hajanaisuuden ajasta rakennettiin 1800-luvun puolivälistä toisen maailmansodan loppuun heimoaatteessa historiakuvaa, jonka mukaan itäinen Karjala tulisi yhdistää Suomeen. Käsityksellä Pähkinäsaaren rauhan Pohjanlahdelle ulottuneesta rajasta luotiin 1800-luvulla kuvaa rauhan luonteesta muinaisen karjalaisvallan vahvistajana pohjoisessa Suomessa. Tällä oli merkitystä varsinkin 1800-luvulla, jolloin eri kansakunnat rakensivat näkemyksiä omasta muinaisvallastaan pohjoiskalotilla. Rajanäkemyksillä on myös rakennettu nationalistista näkemystä siitä, että suomalaiset valloittivat itäisen Savon ja pohjoisen Suomen Ruotsille myöhäiskeskiajalla. 1960-luvulla syntynyt näkemys piti Pohjois-Suomea yhteisalueena. Se perustui osittain 1800-luvun ruotsalaiseen nationalistiseen näkemykseen, jonka mukaan raja ulottui Jäämerelle. Erityisesti käsityksiä oman paikkakunnan sijainnista muinaisella rajalla on voitu käyttää etenkin Savossa paikallisen identiteetin rakentamisessa 1900-luvun lopulla. Käsitys rajasta Itä- ja Länsi-Suomen jakajana syntyi 1900-luvun alkupuolen suomalaisessa kansatieteessä kyseenalaisten maantieteellisten ja asutushistoriallisten näkemysten pohjalta. Rajoihin liittyvää epäselvää lähdemateriaalia on tulkittu useiden eri teoreettisten taustaoletusten pohjalta, ja se onkin ollut yhteensopiva useiden eri teorioiden kanssa.

À partir d'une analyse de la science contemporaine comme état de pluralité scientifique, nous nous intéressons à la situation épistémologique particulière qu'est la mise en œuvre de cet état de pluralité, c'est-à-dire à la pluralité scientifique en action, sous la forme de projet de relations entre disciplines scientifiques distinctes. Nous définissons la relation disciplinaire comme une relation d'interaction volontaire entre différents chercheurs issus de disciplines et/ou de spécialités différentes, autour d'un problème commun, pour lequel leurs compétences épistémiques spécifiques sont requises. Dans ce but, nous associons une réflexion théorique à une d'un terrain propice : le LabEx IMU (Laboratoire d'Excellence de l'Intelligence des Mondes Urbains) et les projets scientifiques qui émergent en son sein, à partir de disciplines aussi distinctes que les sciences informatiques, l'archéologie, la biologie, sociologie, philosophie, etc. L'étude de pluralité scientifique en action veut également dire : telle que la pluralité scientifique est pratiquée. Notre objectif est de mobiliser les ressources philosophiques ( philosophie des sciences générale, pragmatisme, épistémologie sociale, philosophie empirique) pour rendre compte de la dimension proprement épistémique de ces projets, c'est-à-dire leur objectif de connaissance. Dans ce but, nous analysons le contexte de spécialisation disciplinaire dans lequel des situations d'interactions émergent, en considérant que bien que cette spécialisation soit le plus souvent justifiée épistémique, d'autres dynamiques scientifiques apparaissent comme nécessaires. Nous défendons la thèse suivante : ces interactions sont des réponses à la nécessaire tension à l'unité dans la science, tout en étant devant être considérées sur un plan épistémologique comme des tentatives de mise en ordre non théoriques, qui anticiperaient ce que la science qui devrait être. Pour préciser ce que sont les projets de relation disciplinaire, nous nous intéressons à la condition de la science qui les rend possible (division du travail scientifique ; communauté scientifique), ainsi qu'aux moyens d'instruire philosophiquement de telles situations, en mobilisant la notion d'enquête chez Peirce et Dewey, notamment dans le lien qu'elle permet entre sens commun et enquête scientifique. À l'encontre de plusieurs approches de l'interdisciplinarité, qui cherchent à définir un niveau d'interaction satisfaisant, nous proposons de rendre compte de la multiplicité des interactions épistémiques au sein de la science et de développer des moyens d'analyse susceptible de représenter ces situations. Dans ce but, nous revalorisons la place des disciplines, afin de justifier le fait que ces projets sont principalement la poursuite d'une science normale par d'autres moyens. Nous analysons également en quoi ces projets doivent être considérées comme une bonne manière de faire de la science, fondés en premier lieu par leur excellence épistémique. D'autres valorisation deviennent alors possibles : comme commensurabilité aux phénomènes, comme confrontation à des problèmes pratiques et comme maximisation de la culture et des valeurs scientifiques. En confrontant ces analyses à notre terrain d'étude, nous développons des catégories analytiques susceptibles de représenter les situations d'interactions, en proposant une typologie des relations disciplinaires ainsi qu'une étude plus globale des projets de relations disciplinaires en eux-mêmes. Nous terminons notre étude par l'analyse de différents projets du LabEx IMU, en leur appliquant les catégories de représentation précédemment développées. / From an analysis of contemporary science as a state of scientific plurality, we study the particular epistemologic situation of the implementation of this state of plurality, that is to say the scientific plurality in action, as it takes form into projects of relationships between distinct scientific disciplines. We define disciplinary relationship as a volunteer relation of interaction between different searchers from different scientific disciplines/specialites around a common issue, for which their specific epistmemic competences are required. In this goal, we associate a theoric reflexion with a fieldwork : the study of the Labex IMU - (Laboratoire d'Excellence de l'Intelligence des Mondes Urbains ; Excellence Laboratory of the Intelligence of Urban Worlds) within which scientific projects emerge, from disciplines as different as computer science, archeology, biology, sociology, philosophy and so on. Thus, the study of the scientific plurality in action means : as the plurality is practised. Our objective is to use philosophical ressources (general philosophy of science, pragmatism, social epistemology, empirical philosophy) to describe the epistemic dimension of these projects, that is to say their objective of knowledge. With this objective in mind, we analyse the origin of this state of diversity through the problem of disicplinary specialization, by showing that, even if these specialization is most of the time justified, other dynamics appears necessary. We defend the following these : these interactions are answers to the necessary tension toward the unity of science, and they must be considered from an epistemologic point of view as non-theoric set in order attempts which would anticipate the science that must be. To specify what are the projects of disciplinary relationships, we study at firt the scientific condition that makes it possible (scientific work division ; scientific community), and the means to analyse philosophically such situations, by engaging the notion of inquiry of Peirce and Dewey, in particular the link that it allows between common sens and scientific inquiry. On opposition to several interdisciplinarity approaches, which seek to define a satisfactory level of interaction, we propose to investigate the multiplicity of epistemic interactions in science and to develop analytical means to represent such situations. Thus, we accord more status to disciplines, in order to justify the fact that these projects are a mere continuation of normal science by other means. We analyse also how these projects must considered as good science, founded in epistemic excellence at first place. Other valorisations becomes possibles : as commensurability to phenomenons, as a confrontation to pratical issues and as a maximisation of scientific culture and values By confronting these analysis to our fieldwork, we develop analytical categories capable to represent the situations of interactions, by proposing a typology of disciplinary relationships and a more globla study of the projects of disciplinary relationships in their own. We finish our study by the analysis of several projects of the LabEx IMU, by apling to them the representational categories previously developped.

Dynamic assessment, as manner of alternative process-based assessment, is currently at a cross-roads chiefly characterised by, at times, vague conceptualisation of terminology, blurred demarcation as to its model and theory status and at times ill-defined fundamental philosophy. As a movement in modern psychological assessment within the broader field of intelligence, dynamic assessment does not present with a coherent unifying theory as such and due to its lack of clarity in a number of key areas its eventual disuse might well be the final outcome of this method and its unique history and methodology. In pursuit of this study’s main goal, dynamic assessment models and theories are critically explored by means of a meta-theory largely inspired by the work K.B. Madsen, a Danish meta-theorist and pioneer in theoretical psychology. Madsen’s meta-theory is attenuated in order to suit the nature and purposes of this study; so as to better analyse dynamic assessment within intelligence research and assessment. In its primary aim, this study builds on a foundation of epistemological and ontological considerations within science in general, the social sciences and psychology in particular. In keeping with Madsen’s method of meta-theory analysis, the author’s predilections are stated at the outset in order to place the progression of analyses of the various models and theories within dynamic assessment. Dynamic assessment and intelligence are discussed and a brief digression into the history of Soviet psychology is offered as it is pertinent to the work of Lev Vygotsky and its subsequent influence within process-based assessment. Theory and model development within science and the social sciences are described from a philosophy-of-science vantage point. Psychological assessment’s prime considerations are critically explored and the discussion highlights the role played by the philosophical aspects of mathematics and statistical foundations as leveraging measurement within assessment. Particular attention is paid to the perennial controversy surrounding null hypothesis significance testing and the possible future directions that can be explored by and within dynamic assessment which lends itself to approaches less restrictive than those offered by mainstream statistics. The obvious and not so obvious aspects within the mathematical, statistical and measurement foundations are critically explored in terms of how best dynamic assessment can manoeuvre within the current mainstream psychological assessment system and how new models of item response theory suited to change-based assessment can be explored as possible manner of handling the gain score issue; itself a paradoxical state of affairs within classical and modern test theory. Dynamic assessment’s past has in large part been dictated by mainstream considerations in the areas mentioned and in order to place itself on an alternative path these considerations are critically assessed in terms of dynamic assessment’s future path. Dynamic assessment and its place within the broader intelligence assessment field is then investigated by means of the meta-theory developed. It is envisaged that the intuitive appeal of dynamic assessment will continue to garner support from practitioners across the globe, specifically those trained in countries outside the traditional stronghold of Western psychological theory. However, the position taken in this argument is that in order to ensure its survival it will need to make a decision in terms of its future progress: either to branch off from mainstream assessment altogether or to become fused within mainstream assessment. The “best of both worlds” scenario has obviously not worked out as it was originally hoped. The study concludes with the meta-theoretical exploration of dynamic assessment within intelligence by utilising a small selection of current models. The application of the attenuated Madsenian framework seeks to explore, place and ascertain the nature of each model regarding the ontological and philosophical status of the approach; the nature of the hypothetical terminology, scientific hypotheses and hypothesis system utilised and lastly the nature of the abstract data, concrete data and prime considerations as implicit concerns within the varied approaches. An HQ score is calculated for each such model and is a partial indicator of the testability (verifiability or falsifiability) of the model in question. The models are thus couched in meta, hypothetical and data strata and can be positioned on a continuum of sorts according to which tentative claims can be made regarding the veracity of the approach behind each model. The study concludes with two appendices; a meta-analysis which was conducted on South African research in the field of dynamic assessment (1961-2002) and which cumulated in a significant effect size evidencing an overall positive effect that dynamic assessment has had as an alternative intervention technique in comparison to conventional or static based assessment models. In order to encourage replication of this study, all details pertaining to the studies included for consideration in the meta-analyses are attached in section 2 of this appendix. Secondly, an informal content analysis was conducted on eleven responses to questionnaires that were originally delivered to one hundred dynamic assessment practitioners and researchers across the globe. The purpose of the questionnaire was to ascertain information on core issues within dynamic assessment, as these fundamental issues were considered as pivotal in the future of this approaches’ eventual development or stagnation. The analysis concluded that dynamic assessment is indeed perceived to be at a crossroads of sorts and thus supported the initial hypothesis stated above. It is hoped that this theoretical study will aid in aligning dynamic assessment in a manner such that its eventual place in psychological assessment will be solidly grounded, theoretically defensible and viable as alternative manner of assessment. / Thesis (PhD (Psychology))--University of Pretoria, 2007. / Psychology / PhD / PhD / unrestricted

The thesis deals with significant moments in the relationship between methodology of economics and implications of the financial crisis culminating in 2008 and 2009. Its key insight rests upon the claim that some theoretical concepts developed within mainstream economics do not tackle the reality adequately and contributed in a significant way to the sequence of events leading to the financial crisis. Most of those concepts were introduced in the second half of the 20th century, during a "high tide" of positivistic ideas in the domain of methodology of mainstream economics. Though the same ideas had been already discredited to a large extent by the philosophy of science at the time, mainstream economists did not reflect it satisfactorily. Aside from a historical expose the thesis consists also of an outline of a possible future development of the prevailing form of economic theory; four scenarios of future potential development are presented. In the final parts of the thesis, which are focused more specifically, the author appraises negatively options of the Austrian School as well as post-Keynesianism to influence in a more significant manner the mainstream economics during the post-crisis era.

A análise do distanciamento entre as orientações teóricas das instâncias decisórias (ID) sobre a inclusão da abordagem dos aspectos da História e Filosofia da Ciência no Ensino de Ciências Naturais (HFCECN) constitui o nosso objetivo de investigação, cujo problema foi identificar as ID e saber em que elas se distanciavam entre si em relação à HFCECN. Para tal, delimitamos o estudo de caso único qualitativo, tendo o Brasil como unidade caso sob o aspecto da HFCECN, cujas múltiplas unidades de análise foram as ID. Para coleta e análise de dados utilizamos a entrevista semiestruturada com especialistas, a análise de conteúdo e a análise documental. Da investigação resultou a identificação de quatro ID em relação à HFCECN, das quais três foram analisadas e identificamos que elas apresentam desconexão/discrepância metodológica e epistemológica de perspectivas diferentes, portanto, a convergência entre as ID está longe de ocorrer na realidade material do sistema educacional, o que pode inviabilizar a efetiva HFCECN. Os regulamentos oficiais apontam para a contextualização externa (sociocultural) e as pesquisas parecem assumir a HFC como conteúdo no ensino de ciências naturais, porém, dos 72 trabalhos de pesquisa analisados, 34 apontam para contextualização interna; 16, criticidade; 9, motivação; 8, contextualização externa. Na formação docente, a maioria das disciplinas aponta para contextualização interna (7); as percepções dos docentes formadores apontam para instrumentação didática e criticidade e uma abordagem da HFC enquanto perspectiva de reflexão crítica. As três ID constituem seus próprios cenários ontológico, político e decisório, formam uma constelação bicondicional com rupturas de sequência comunicativa e tomada de decisões. A realidade escolar não tem sido considerada enquanto instância decisória e nem consultada o suficiente para tomada de decisões e prescrições das três ID. Finalmente, apresentamos algumas reflexões e perspectivas propositivas sobre o tema. / Our research goal is to analyze the detachment of the theoretical orientations from the decision-making institutions (DMIs) with regards to the inclusion of aspects of the approach of History and Philosophy of Science in the Teaching of Natural Sciences (HPSTNS), in order to identify the decision-making institutions and learn where they distanced themselves from each other regarding HPSTNS. Thus, a single qualitative case was delimited, using Brazil as a study unit under the HPSTNS aspect and the DMIs as multiple analyses units. To collect and examine the data, semi-structured interviews with experts, content and documentation analysis were used. The outcome of the research was the identification of four decision makers related to HPSTNS, of which three were analyzed. We concluded that they exhibit methodological and epistemological disconnection/discrepancy with different perspectives, therefore, the convergence between the DMIs is far from occurring in the educational systems actual material, rendering unfeasible the effective HPSTNS. The official rules point to an external contextualization (social-cultural) and the research appears to assume the HPS as the natural science teaching content. However from the 72 research papers analyzed: 34 showed internal contextualization; 16, criticisms; 9, motivations; and 8, external contextualization. In teacher education, most of the courses point to the internal context (7), the teachers perceptions indicate didactic instrumentation, and criticism is an HPS approach as a perspective of critical reflection. The three DMIs constitute their own ontological, political and decision-making scenario, they form a bi-conditional constellation with communicative sequence and decision making disruptions. The school reality has not been considered as a Decision-Making Institution nor sufficiently consulted for the recommendations of decisions and directives of those three (DMIs). Finally, we offer some reflections and proactive perspectives on the subject.

Current literature on teaching research methodology in the social sciences points to the changing nature of our world in terms of its complexity and diversity and how this affects the way in which we search for answers to related problems. New ways of approaching research problems that relate to the demands of practice need to be explored, which is in contrast with the ‘either-or’ world we coach our students for, that is to be either qualitative or quantitative researchers. Also, educational policy reform in South Africa has sought to address the issue of real-life relevance of curricula, and specifically, reformists have turned to proponents of Mode 2 knowledge to inform initiatives for change. This means that tertiary institutions will have to adjust the way in which they deliver education to future generations of South Africans. The aim of this study was to map the content of undergraduate research methodology courses at South African universities and to explore the beliefs held by some academics that inform the way in which these courses are constructed. Critical theory allowed the researcher to search for unequal distributions of power and is defined in this study in its oppressive role, that is, its productive ability to bring about inequalities and human suffering. As some critical social theorists embrace specific, and at times divergent, methodologies, a pluralistic approach, based on Habermas’ idea of the relative legitimacy of all theories and methods, was used to. The study revealed that there is a heavy reliance on the methods that are traditionally linked to the positivist paradigm. It also revealed that alternate paradigms focusing on philosophies that dictate the use of qualitative methods are increasingly included in methodology courses and juxtaposed against or used to supplement positivist approaches to research. As academics may struggle to let go of traditional paradigms, they may find a compromise in presenting both. By acknowledging the limitations of past curricula, academics actively seek to change these discourses, but by doing so they may be instituting new hegemonies. One of the findings of this study is thus that distinctions about the content of research courses are being made on a methodological level instead of also acknowledging the epistemological and pragmatic grounds for making choices. Moreover, it is argued that the consensus achieved regarding the curriculum for a research course is the result of conversations held between academics in an ideal speech situation that excludes other significant voices. The lecturers' dominance over the students is maintained in the dialogical activities that they undertake with colleagues that confirm their position of authority in academic society. Students recognise this authority and consent to it. It is proposed that the way forward for curriculum construction lies in establishing academic communities of practice that should be viewed as the type of university that Habermas would advocate: where academics need to share power and be open to the challenges that they face such as negotiating what is accepted as knowledge. / Thesis (DPhil (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

No description available.

Many prominent scientists have pointed out that philosophy is of no benefit to science. Stephen Hawking asserts: Philosophy is dead! Sciences use conceptions like natural laws, matter, nature, theories, etc. But science is also confronted with questions such as: "What is a natural law?" "What is nature?" "What is matter?" and "What is a scientific theory?" These (metatheoretical) questions exceed the sphere of competence of science – they are items of the philosophy of science. Philosophy of science is a metatheory of science. The Philosophy of science overlaps epistemology, ontology, and metaphysics by exploring whether scientific results are true, or whether entities like quarks or electrons really exist. More detailed investigations bring various questions into consideration such as: "How do we define the boundaries between different scientific disciplines?" "Is there a relation between the beauty and the truth of a scientific theory?" and "How do we distinguish between science and pseudoscience?" Additionally, the philosophy of science is concerned with ethical problems of modern technology, with the methodological questions, with the reconstruction of the structure and the development of scientific theories, and with revealing of any indoctrination of science. The optimistic conclusion of this paper is: Philosophy is still alive – but the philosopher has to participate in round-table discussions with scientists. We just want philosophers talking to scientists!:I. Über die Kompetenz und Inkompetenz von Philosophie 09 II. Philosophie und Wissenschaft 12 III. Philosophische Rückverweise in den Naturwissenschaften 15 IV. Kompass wissenschaftsphilosophischer Kompetenz 26 01. Ontologische Kompetenz 28 02. Epistemologische Kompetenz 28 03. (Meta-)Methodenkompetenz 29 04. Kompetenz der logisch-begrifflichen Analysen 30 05. Metaphysische Kompetenz 30 06. Begründungskompetenz 31 07. Kompetenz der philosophisch motivierten Antizipation 33 08. Rekonstruktionskompetenz (historisch und systematisch) 34 09. Die Abgrenzungskompetenz 38 10. Grenzziehungskompetenz 38 11. Antinomien- und Krisenmanagement-Kompetenz 39 12. Kooperationskompetenz 42 13. Ethische Kompetenz 42 14. Deideologisierungskompetenz 45 15. Ästhetische Kompetenz 46 16. Inkompetenzdestruktionskompetenz 51 Ausblick 53 Abkürzungen 55 Literatur 55

Many prominent scientists have pointed out that philosophy is of no benefit to science. Stephen Hawking asserts: Philosophy is dead! Sciences use conceptions like natural laws, matter, nature, theories, etc. But science is also confronted with questions such as: "What is a natural law?" "What is nature?" "What is matter?" and "What is a scientific theory?" These (metatheoretical) questions exceed the sphere of competence of science – they are items of the philosophy of science. Philosophy of science is a metatheory of science. The Philosophy of science overlaps epistemology, ontology, and metaphysics by exploring whether scientific results are true, or whether entities like quarks or electrons really exist. More detailed investigations bring various questions into consideration such as: "How do we define the boundaries between different scientific disciplines?" "Is there a relation between the beauty and the truth of a scientific theory?" and "How do we distinguish between science and pseudoscience?" Additionally, the philosophy of science is concerned with ethical problems of modern technology, with the methodological questions, with the reconstruction of the structure and the development of scientific theories, and with revealing of any indoctrination of science. The optimistic conclusion of this paper is: Philosophy is still alive – but the philosopher has to participate in round-table discussions with scientists. We just want philosophers talking to scientists!:I. Über die Kompetenz und Inkompetenz von Philosophie 09 II. Philosophie und Wissenschaft 12 III. Philosophische Rückverweise in den Naturwissenschaften 15 IV. Kompass wissenschaftsphilosophischer Kompetenz 26 01. Ontologische Kompetenz 28 02. Epistemologische Kompetenz 28 03. (Meta-)Methodenkompetenz 29 04. Kompetenz der logisch-begrifflichen Analysen 30 05. Metaphysische Kompetenz 30 06. Begründungskompetenz 31 07. Kompetenz der philosophisch motivierten Antizipation 33 08. Rekonstruktionskompetenz (historisch und systematisch) 34 09. Die Abgrenzungskompetenz 38 10. Grenzziehungskompetenz 38 11. Antinomien- und Krisenmanagement-Kompetenz 39 12. Kooperationskompetenz 42 13. Ethische Kompetenz 42 14. Deideologisierungskompetenz 45 15. Ästhetische Kompetenz 46 16. Inkompetenzdestruktionskompetenz 51 Ausblick 53 Abkürzungen 55 Literatur 55