- Chemistry & Physics departments
- Initial training - Continuing education
- Marseille Saint-Jérome
Bi- and inter-disciplinary training in physics and chemistry for research and teaching.
Pedagogy
RESPONSABLES
- Gabriella CROCCO — Director)
- Marie ANGLADE — Associate director)
AIMS
The aim of the four-semester teaching of eacute;pistémology can be summed up as follows:
déconstruct the scientistic posture à to which scientists generally adhere or at least which they have, in most cases, assimilated without realising it. This scientistic posture is a mixture of at least four components:
- A form of naïf reacute;alism: the world is made up of facts and therefore of objects that each science has the task of exploring ;
- · A dogmatic empiricism where the notions of observation and empirical data as well as the relationship between these and the theories are not problematised;
- · A spontaneous confidence in the formal tools employed, which overlooks the notion of meaning ;
- · An absence of historical hindsight or at best an agreed vision (Popper, Kuhn) of the history of science, separated from the history of philosophy and where any thematic pluralism is naturally limited by the progress of science.
The function of teaching eacute;pistémology in the master's degree is therefore to show the necessary link between scientific practice and reflection on the nature of knowledge. The idea would be to take as a starting point Einstein's famous phrase: épistémology without contact with science becomes an empty exercise. Science without épistémology for all that it is thinkable is primitive and muddledée » (“Reply to criticism” in Albert Einstein philosopher scientist, 1949 (édité by Shilpp) p 683-684), in order to equip our students with the means to equip themselves with an eacute;pistémological reflection informed by science and to measure the implications of philosophical choices in the practice of science.
The teaching of épistémology should be constructed à from two questions:
- · that of plurality (plurality of regimes of life, plurality of theoretical principles and norms that regulate the relationship between the shaping of theories and scientific practices) ;
- · that of the sense of seeking unity of knowledge, and therefore of the various modes of classification of the sciences adopted throughout history, even if this unity is always provisional and incomplete, dependent on the choice of principles. Today we tend to criticise the search for such unity as obsolete, but we are still looking for the appropriate tools for dialogue between disciplines, without which science becomes impossible in the long run.
TARGETED STUDENTS
Generally speaking, this Masters course is aimed at two audiences.
Firstly, éstudents who come from science backgrounds. À these étudiants, the master proposes a réflexion on the nature and place that « their » discipline occupies in the body of scientific knowledge. To do this, we will draw diachronically on the history of philosophy and the history of science in order to account for the breaks and choices that have proved necessary for the development of scientific knowledge;On the other hand, synchronically this time, we shall rely on an examination of the place that this discipline occupies vis-à-vis other forms of knowledge.
Then, this course is aimed at students who come from philosophy degrees and interdisciplinary degrees such as Sciences et Humanités. For these students, it offers an in-depth and in-depth psychological reflection based on both the theory of knowledge and an in-depth knowledge of at least certain crucial moments in the development of the sciences and contemporary scientific development.
The course is designed to provide students with an insight into the world of science and humanities.
ADMISSION CONDITIONS
Applications are made on My Master.
FUNDAMENTAL PREREQUISITES
Good command of at least one of the following disciplinary knowledge areas: math, physics, chemistry, life sciences, philosophy.
Curiosity for the history of disciplines and argumentative processes.
Ability to analyse philosophical and scientific texts.
Knowledge of major texts in the history of philosophy, particularly in the field of the philosophy of knowledge and science.
FUNDAMENTAL PREREQUISITES
Good command of French and a foreign language.
STRUCTURE AND ORGANISATION
Pre-requisite training over 4 semesters combining lectures, practical sessions and practical work at the St Charles site
LEARNING SITES
- SCIENCES, Marseille St-Charles
LEARNING AND RESEARCH
A two-year master's course introduces students to research in the field of psychology.
SCHOOL REGISTRATION
Information non disponibleKNOWLEDGE TO BE ACQUIRED
Information non disponiblePROFESSIONAL SKILLS TO BE ACQUIRED
Acquire fundamental knowledge in the theory of knowledge and the history of science (mathematics, physics, chemistry, biology and neuroscience).To understand the sciences through their practical application by means of practical work and dialogue with scientists in the field concerned.
INTERNSHIPS AND SUPERVISED PROJECTS
Prepared research dissertation over the two years
Laboratory visits
Préparation à des séminaires
SEEKED CAREERS
NSF DOMAINS
- 127C Epistémologie des sciences expérimentales (fr)
- 126F Histoire application technologique (fr)
- 320M Spécialités plurivalentes de la communication et de l'information (fr)
SEEKED CAREERS
- doctorate in philosophy
- masters in science with a view to a disciplinary doctorate, or disciplinary doctorate
- concours de l'enseignement supé rieur
- concours de l'administration de la rechercheTYPICAL COURSE
CONTACTS
Information non disponible
Registrations
ADMISSION CONDITIONS
Applications are made on My Master.
SCHOOL REGISTRATION
Information non disponible
Managers
- Gabriella CROCCO — Director)
- Marie ANGLADE — Associate director)
Objectives
- Develop a solid base of knowledge and skills in physics, chemistry and the interface between the two.
- Master formal and numerical languages.
- Develop an independent and rigorous scientific approach based on solid experimental skills and knowledge.
- Develop a sense of direction by developing the thinking, critical thinking and initiative needed for further study (master's degree, engineering school).
Target audience & prerequisites
- Students interested in the two disciplines of physics and chemistry, as well as their interfaces, and wishing to move into teaching or research in the sciences of matter and materials.
- Entry to the Marie-Curie Portal (L1) is possible for students holding the baccalauréat with two of the following scientific specializations: Physics-Chemistry or Engineering Sciences AND Mathematics, or equivalent diploma.
The Licence is directly accessible in L2 or L3 (on application) for students who have taken physics and chemistry courses, and who are graduates of other higher education courses such as scientific licenses, preparatory classes or scientific BUTs.
Skills and knowledge
The Physics-Chemistry License program is structured around three blocks of knowledge and skills.
- Block 1: "from pupil to enlightened student": the courses Methodology of University Work, Personal and Professional Student Project, Laboratory Discovery and Advanced English and French, will enable students to conceptualize, structure and build a professional and/or scientific project, individually or as part of a team, through the implementation of an autonomous and rigorous approach.
- Block 2: "Disciplinary foundation": this is made up of Physics, Chemistry and Physical Chemistry courses, which enable students to develop a foundation of disciplinary concepts and phenomena within and between the two disciplines, so as to be able to understand and solve the scientific problems specific to this course, with a view to research or teaching.
- Block 3: "the language of science": courses in mathematics, numerical tools and the experimental approach will enable students to acquire formal, numerical and experimental tools and apply them in a targeted context.
