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CHOOSE ONE: What is a paradigm shift? Provide one or more examples of a paradigm

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What is a paradigm shift? Provide one or more examples of a paradigm shift. Do you agree with Kuhn’s assessment that scientists that are operating in different paradigms are living in different worlds?
How would Kuhn and friends analyze the case studies we have explored in class? Choose one or more case studies and analyze it through the lens of each of the philosophers of science we have read about in class. What philosophical lens best reflects “how science is done”?
Do you agree with Collins and Pinch’s statement that “perfect hindsight is a dangerous ally in the history of science”? (Golem at Large p. 85) Use examples, evidence, and scholarly sources in constructing your argument.
Who counts as an expert, and why? Develop your argument using case studies from class and other scholarly resources.
What does it mean to say that artifacts have politics? Can technologies have politics? Draw from the Langdon Winner reading and other examples in illustrating your argument.
What makes good science good? What differentiates it from “bad” science? Utilizing cases from Collins and Pinch, provide examples of “good” and “bad” science. To what extent are the constructs of “good” and “bad” science determined by cultural, historic, and social factors?
Can lay people acquire scientific expertise? To what extent, if at all, can patients influence the medical field and research decisions? Draw from examples discussed in the readings in constructing your argument (e.g. the Cumbrian sheep farmers, AIDS activists, and the “Yuppie Flu” chapter – all available in the Golem series).
How can the Madison Collaborative eight key questions be applied to the cases we have read thus far? Select at least one case we have reviewed and illustrate how one or more of the eight key questions is relevant for thinking about decision-making in science and technology. (See to an external site. for specifics ethical frameworks.)

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