Language and Philosophy
School of Literature, Communication, and Culture, Georgia Tech
List of Courses
Click on the name of any course or instructor for more information.
- PST 4875, Engl 3883a. Perspectives on the Nature and Development of Science.
- How do scientific theories develop and change? What is the nature
and role of observation and experimentation in science? What is the
nature of scientific investigation? In what ways do the practices
of a scientific community shape its product, scientific knowledge?
How are these practices created? This seminar will provide a
comparative analysis of these and related issues from the
perspectives of different interpretive frameworks: philosophical,
sociological, and cognitive. These perspectives will be discussed
and compared in light of specific historical and contemporary case
- LCC 5791, CS 8113N, PSY 7011B. Cognitive Perspectives.
- The focus of the course will be on cognitive models of science proposed
by philosophers. We will address such questions as : by constructing
cognitive models can we better understand how scientists devise and execute
real world and thought experiments, construct arguments, create concepts,
invent and use mathematical tools, communicate ideas and practices, and train
practitioners? Can theories and methods in the cognitive sciences provide a
means for reconstructing historical "discovery processes"? What area(s) of
cognitive science offer the most potnetial for fruitful analyses: AI,
psychology, cognitive neuroscience? What is the relation between cognitive
and social models of science?
- LCC 6003B, CS 8113R, ISyE 8100B. Educational Technology.
- Many have claimed that technology can serve as the catalyst for changing
education and training in revolutionary ways. In this course, we will survey
existing theoretical approaches to learning, specific technologies, and
resulting interaction styles. Topics include microworlds, constructionism,
intelligent tutoring systems, student modelling, interactive learning
environments, coaching/apprenticeship learning, collaborative learning,
- LCC 6107. Quantitative Communication Research Methods.
- This course provides an introduction to quantitative communication
research methods, focusing on methods for the study of
computer-mediated communication and multimedia users and products.
The course covers basic research design issues and statistical
concepts as well as specific statistical techniques and software
packages. In addition, students are encouraged and expected to
develop an understanding of basic issues in the visual display of
- LCC 6204, PUBP 8100. Risk Communication.
- How do laypersons think about the risks related to radon exposure,
prescription drugs, AIDS, low-level electromagnetic fields and other science-
and health-related issues? What are the characteristics of an effective risk
communication campaign? This course considers the role of communication in
public perceptions of risk. We will examine methods for assessing laypersons'
cognitive models of risk and for developing effective risk communication
strategies. Because much risk information is inherently probabilistic, we
will explore laypersons' understandings of probability and consider various
strategies for communicating probabilistic information, paying special
attention to visual and verbal representations of risk. We will consider
strategies for involving the public in risk decision-making, and explore the
role of popular media in cultivating risk perceptions. The course will
include extensive analysis of risk communication campaigns and documents,
from print brochures to recent multimedia and Internet initiatives in risk
- LCC 8130A, CS 8113N, PSY 7011C. Cognitive Models of Science: Philosophical Perspectives.
- We will examine to what extent models of human reasoning and
representation proposed in the cognitive sciences can provide the
basis for an enriched, more nuanced understanding of the nature
and development of science. The focus of the course will be on
the cognitive models of science proposed by philosophers. Some
analyses by psychologists and AI researchers will also be
considered. We will address such questions as: By constructing
cognitive models, can we better understand how scientists devise
and execute real world and thought experiments, construct
arguments, create concepts, invent and use mathematical tools,
communicate ideas and practices, train practitioners? Can
theories and methods in the cognitive sciences provide a means
for reconstruction of historical "discovery processes"? What
area(s) of cognitive science offer the most potential for
fruitful analyses: AI, psychology, or cognitive neuroscience?
Can the cognitive practices of scientists inform us about
learning in science education? What is the relation between
cognitive and social models of science? Do cognitive analyses
require abandoning traditional philosophical concerns with
rationality and objectivity?
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