Universitat Internacional de Catalunya - Barcelona

Fundamentals of Science

• code 12178
• course 1
• term Semester 2
• type OB
• credits 4

Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Head instructor

Dr. Francesc Xavier ESCRIBANO - xescriba@uic.es

Other instructors

Dr. Josep CORCÓ - jcorco@uic.es

Office hours

To agree with the teacher.

The human being, in the plurality of his dimensions, constitutes simultaneously the subject and the object of the scientific activity and assistencial in health field. For such reason, it is necessary to establish the anthropological and epistemological foundations that make possible and frame his scientific activity.

There are no prerequisites.

1. Know the historical development of the philosophy of the science. Familiarize the student with the main problems and theoretical dilemmas that are find today in the reflection about the experimental sciences.
2. Form a critical attitude in the students that allow them to achieve a personal and reflexive point of view on the real value of the scientific theories.
3. Encourage an interdisciplinarity view of knowledge of human realities.
4. Deepen in the fundamental anthropological concepts that exist in the theoretical frame of nursing and health.

• CG1 - The ability to incorporate new knowledge acquired through research and study and cope with complexity.
• CB10 - To have the learning competences that allow them to continue to study in a way that will have to be mainly independent.
• CB6 - To have and understand knowledge that provide a basis or opportunity to be original in terms of the applkication of ideas, often within a research context.
• CB7 - To know how to apply the knowledge acquired and resolve problems in unknown or little known environments within broader (or multidisciplinary) contexts related to their area of study.
• CB8 - To able to incorporate their knowledge and cope with the complexity of formulating judgements based on information that, since it is incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgements.
• CB9 - To be able to communicate their conclusions and the knowledge and arguments supporting these conclusions to specialised and non-specialised audiences in a clear and unambiguous manner.
• CE9 - To know how to apply specific theoretical and practical knowledge to health science research.

1. The student distinguishes and values properly the concepts of person, care, health and surroundings as fundamental elements in the nursing science and in health’s research. 
2. The student takes conscience of the complex reality of the human being and of the plurality of dimensions that configure it as a person.
3. The student expresses in writing his reflections about the different dimensions of the science.

Part I: Anthropological science foundations

1. The plurality of the dimensions of the human. 
2. Anthropological foundation of the dignity of the human.
3. Phenomenology of the pain, of the illness and of the death.


Part II: Epistemological foundations of science

1. Origin and historical development of the science.

2. Main reflections on philosophy of the science:

● Circle of Vienna.
● K. Popper.
● T. Kuhn.
● P. Feyerabend.
● The scientific realism.

3. Nature and method of the experimental sciences. The science, a human activity.

The formative activities will follow the following dynamic:

1. Exhibition class: exhibition session made by the teacher that have as a purpose, transmit some introductory knowledges of the subject to stimulate the reflection of the student.
2. Autonomous learning: study of the subject from the indicated bibliography.
3. Seminar or mentoring group: dicussion of problems and cases.
4. Written exercise: individual realisation of a comment of a text, or of a brief essay of personal reflection by the students about the main theme exposed in class.
5. Method of the case.

The two blocks or sections of the subject, taught for the corresponding teachers, will have a balanced weight in the final estimation of the student, that will realise through written works, written tests and oral exhibitions, following the indications of the teachers.

• Anrubia, E. (ed.), La fragilidad de los hombres. La enfermedad, la filosofía y la muerte, Eds. Cristiandad, Madrid, 2008.
• Artigas, M., El desafío de la racionalidad, Eunsa, Pamplona, 1999.
• Artigas, M., Filosofía de la ciencia experimental, Eunsa, Pamplona, 1999.
• Diéguez, A., Filosofía de la ciencia, Biblioteca Nueva, Madrid, 2005.
• Echeverría, J., Introducción a la metodología de la ciencia, Cátedra, Madrid, 1999.
• Echeverría, J., Filosofía de la ciencia, Akal, Madrid, 1995.
• Escribano, X. (ed.), Territoris humans de la salut. Societat, cultura i valors en el món sanitari, Duxelm, Barcelona, 2008.
• Feyerabend, P.K., Diálogo sobre el método, Cátedra, Madrid, 1990.
• Kuhn, T.S., La estructura de las revoluciones científicas, F.C.E., México, 1971.
• López Moratalla, N., Repensar la ciencia, Eiunsa, Madrid, 2006.
• Marcos, A., Hacia una filosofía de la ciencia amplia, Tecnos, Madrid, 2000.
• Popper, K.R., El mito del marco común, Paidós, Barcelona, 1997.Roqué, M. V. (ed.), El sentido del vivir en el morir, Thomson Reuters-Aranzadi, Pamplona, 2013.
• Serrano de Haro, A. (ed.), Cuerpo vivido, Editorial Encuentro, Madrid, 2010.
• Szczeklik, A., Catarsis. Sobre el poder curativo de la naturaleza y el arte, Ed. Acantilado, Barcelona, 2010.
• Toombs, S.K., The meaning of illness, Kluwer Academic Publishers, Dordrecht, 1993.
• Torralba, F., Antropología del cuidar, Institut Borja/Mapfre, Barcelona, 1998.
• Vicente Arregui, J. y Choza, J., Filosofía del hombre. Una antropología de la intimidad, ICF-UNAV, Rialp, Madrid, 1993.