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The Role of Science in Defining Truth

The document discusses different perspectives on knowledge and truth. It describes how the author as a child was curious about why the moon followed them at night, and how they learned from parents and school that the moon orbits the Earth. It discusses how science establishes facts through evidence and experimentation, though established truths may change over time with new information, as was the case with Pluto no longer being classified as a planet. The author realizes science is complex and can take a long time to fully understand natural phenomena.

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jamesmakarioslabrusca
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17 views2 pages

The Role of Science in Defining Truth

The document discusses different perspectives on knowledge and truth. It describes how the author as a child was curious about why the moon followed them at night, and how they learned from parents and school that the moon orbits the Earth. It discusses how science establishes facts through evidence and experimentation, though established truths may change over time with new information, as was the case with Pluto no longer being classified as a planet. The author realizes science is complex and can take a long time to fully understand natural phenomena.

Uploaded by

jamesmakarioslabrusca
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

1. Think of one of your childhood curiosities.

What was that one thing that you were so curious about when
you were a child? What are the answers that you found to your question? How did you find the
answers? Do you have the same answers to that question at present? Why or why not?
- When I was a kid, we travel a lot and reached many places, every time we are traveling during
nighttime, I always stare at the moon asking myself, “why is the moon following us?”. After some
years, I got a chance to ask my parents about that and they said that the moon was not following us
and they also said that we are far from the moon so everywhere we go, it will always be noticeable.
I believe my parents on that, when I was in grade 4, we studied about planets, and I learned that
the moon orbits around the earth. Both my parents and knowledge from school was true and I didn’t
need more information about it since then.

2. As you grow up, you learn so many things and acquire different forms of knowledge. Some knowledge
you call facts, while others you consider as opinions. But what makes something a fact or an opinion?
What should be the basis of some knowledge for it to qualify as truthful and correct?
- Things that have scientific evidence and studies must be considered as fact. Most people tend to
believe that some things came out of nowhere. Experience is the best basis on what to consider as
a fact or opinion.

3. You have different sources of knowledge and beliefs that helped you find answers to your questions.
Some information you get from your family, from your community, from religion, from mass media, from
school. But we mostly believe that the knowledge we consider as truth is the one created by science.
How does science come up with the truth? More importantly, is science prone to mistake and change
the truths that it previously pronounced?
- By the earth constantly evolving, we create new concepts and study about things that really matter
in this world. Researchers and scientists are the most important people in terms of deciphering
truths about things. Dealing with concepts on how things are created and where they came from
are risks that they dealt with. By thorough investigation and experimentations, they will come up to
a conclusion that is true and understandable to people. Science is not perfect, there are truths that
was altered already by present people, beliefs and it changes over time.

4. By explaining why Pluto is not a planet anymore, it will give you a glimpse of the changing stance of
science of what is factual or not based on new information. After watching the video, what tickled your
mind about ways of doing and knowing science?
- It came to my mind that it takes hundreds or thousands of years to figure out how one thing was
made. Science was complicated, it will take a long time for people to trust and truly understand how
things are made.

SURVEY:
1. C
2. B
3. A
4. A
5. A
REMARKS:
1. Multiplist
2. Evaluativist
3. Absolutist
4. Absolutist
5. Absolutist
Based on the results of the self-survey, are you predominantly absolutist, relativist, or evaluativist? What is your
realization as far as the results of the self-survey is concerned? What kind of knowledge producer/consumer are
you? Kindly submit a summary or your answers to the questions above.
- Most of my answers are absolutist, I am fully aware that I based my opinions and knowledge
through research and experiences. I love to know more about the things that bothers me, I also
state my opinions through facts that is proven by professionals. Anything without proof or enough
study were not a valid argument for me.

Common questions

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The concept of 'changing truths' suggests educational strategies should emphasize the scientific method, critical thinking, and adaptability to new information rather than rote learning of fixed facts. Teaching scientific concepts as evolving theories encourages students to engage actively with emerging research and fosters lifelong learning .

Scientific truth evolves as new evidence and insights emerge, reflecting the nature of science as a self-corrective process. This evolution implies that scientific inquiry is never final, encouraging ongoing research and openness to revision of theories, as illustrated by the reclassification of Pluto .

The redefinition of planets, particularly Pluto, underscores that scientific knowledge is contingent and subject to revision based on new data, leading to a more nuanced understanding that reliability in science does not mean immutability, but a willingness to adapt frameworks to reflect transparency and accuracy .

The individual's perception changed from believing the moon followed them to understanding it as a stable celestial body due to explanations from parents and later learning about astronomy in school. This progression reveals that as children grow, they move from intuitive reasoning to more scientific understanding facilitated by education and experience .

A predominantly absolutist stance may lead to valuing only knowledge backed by concrete evidence and authoritative sources, potentially discouraging openness to new or subjective interpretations. As a result, this perspective might result in a preference for consuming well-established facts and a cautious approach to novel ideas .

A childhood filled with curiosity and questioning can lead to a lifelong pattern of seeking evidence-based answers, influencing an adult to adopt an absolutist or evaluativist epistemological stance. The ongoing process of questioning can strengthen critical thinking and reinforce a preference for scientifically validated knowledge .

These experiences represent different cognitive approaches: 'multiplist' embraces multiple viewpoints, 'evaluativist' evaluates based on evidence, and 'absolutist' relies on definite truths. Understanding these can reveal how individuals process information and prioritize clarity, evidence, or inclusivity in their knowledge consumption .

A fact is supported by scientific evidence and observable data, whereas an opinion is subjective and based on personal beliefs or interpretations. Personal experience can influence this distinction as experiential learning can reinforce what is perceived as factual or valid, shaping an individual's criteria for truth .

Researchers and scientists decipher truths by conducting experiments and analyses, but their work is inherently provisional due to science's evolving nature. They must adapt to new data and revise conclusions accordingly, acknowledging that current truths can be challenged or refined by future discoveries .

Pluto's reclassification highlighted the dynamic nature of science, challenging public assumptions of scientific stability and illustrating the necessity for clear communication about why scientific changes occur. This suggests that engaging the public in scientific discourse is crucial for fostering understanding and acceptance of scientific evolution .

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