Includes bibliographical references and indexes.

F2008 contents; F2008 foreword; F2008 chapter 1; F2008 chapter 2; We will distinguish between the question (i) how science develops and the question (ii) why it develops, id est, what causes it to develop.

Figure 1: Anatomical structures drawn by Leonardo da Vinci2.3 Evolution and revolution; 1883 The Streptococci bacterium Julius Rosenbach; 1884 The Staphylococci bacterium Julius Rosenbach; 1884 The Diphtheria bacterium Friedrich Loeffler; 1884 The Tetanus bacterium Arthur Nicolaier; 1885 The Escherich Coli bacterium Theodor Escherich; Figure 8: Cowpox infected blisters from the milkmaid, Sarah Nelmes.; Living yeast cells; Living yeast cells Fermentation process is working; Dead yeast cells Fermentation process is not working; Reference list.

F2008 chapter 3F2008 chapter 4; 4. What Does Scientific Argumentation Look Like?; The conclusion allows two different interpretations, one which turns the preceding inference into a deduction, and one which keeps it inductive. On the one hand, the conclusion can be interpreted as another way of stating only and exactly what is already said in the premises. While it sounds as if there is talk only about the next patient (singular-objective statement), in fact, there is talk only about a group of earlier patients (frequency-objective statement). Such an interpretation of the ...

This textbook introduces the reader to basic problems in the philosophy of science and ethics, mainly by means of examples from medicine. It is based on the conviction that philosophy, medical science, medical informatics, and medical ethics are overlapping disciplines. It claims that the philosophical lessons to learn from the twentieth century are not that nature is a 'social construction' and that 'anything goes' with respect to methodological and moral rules. Instead, it claims that there is scientific knowledge, but that it is never completely secure; that there are norms, but that they a.

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