After completing the course, students should be able, within the areas below, to:

• demonstrate familiarity with and broad knowledge of the theories of science
• in an in-depth manner, reflect upon and problematize the choice of research methods in relation to different scientific starting points.

• demonstrate the ability to use in-depth scientific analysis and independent critical investigation and assessment of theoretical scientific assumptions
• constructively analyse and critically investigate their own research and that of others from a scientific theory perspective.

• show in-depth insight into and evaluate the possibilities and limitations of science, its role in society and people’s responsibility for how it is used.

- traditions, key concepts and approaches in phiosophy of science
- positivism, Popper and paradigm
- social constructionism, critical realism and feminism
- contemporary debates in philosophy of science
- distinction between ontology, epistemology and methodology.

The course is comprised of lectures and seminars. The course is performed every three terms, every other time on campus in Swedish and every other time web-based in English.

To be enrolled in the course the student should have 240 credits, 60 of which should be at the advanced level, including a written paper of 15 credits.

The course is graded Fail (U) or Pass (G).

The course examination is comprised of individually written papers and opponenthsip.
The course examiner is an associate professor or professor.

Attendance in seminars is mandatory.
The course is run as part-time study unless otherwise stated.
Selection

1. Students registered in the Research School of Health and Welfare
2. Students registered in researcher education from another seat of learning
3. Other applicants: credits (with equal credits, drawing of lots)

Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: New vistas for qualitative research. London: Sage.
Belenky, M.F., Tarule, J.M., Goldberger, N.R., & Clinchy, B.M. (1997). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.
Berger, P.L., & Luckmann, T. (1991). The social construction of reality: A treatise in the sociology of knowledge. London: Penguin.
Danermark, B., Ekström, M., Jakobsen, L., Karlsson, J. Ch. (2006). Explaining society: critical realism in the social acience. London: Routledge.
Kuhn, T.S. (1970). The Structure of Scientific Revolutions. Chicago: The University of Chicago Press.
Ladyman, J. (2001). Understanding philosophy of science. London: Routledge.
Longino, H. (1992). Science as social knowledge. Princeton: Princeton University Press.

Further scientific articles and reports may be added.

The most recent editions of course literature should be used.