In this blog post, we will explore in depth why philosophy of science serves as an essential academic foundation for STEM students, going beyond a mere general education requirement.
The philosophy of science is extremely important. It addresses the identification and articulation of problems, clear thinking and expression, and the art of argumentation and persuasion. These skills not only provide an essential foundation for major-specific coursework but also hold significant value regardless of one’s field of study.
Seoul National University in Korea offers two courses in the philosophy of science: “Philosophical Understanding of Science” and “Critical Thinking in Science.” These courses use Thomas Kuhn’s *The Structure of Scientific Revolutions* and Ronald Gier’s *Understanding Scientific Reasoning* as textbooks, respectively. As the course titles suggest, both courses deal with philosophical reflections on science.
While foundational disciplines provide a crucial basis for the pursuit of major fields of study, and the importance of other core liberal arts courses cannot be overlooked, I believe it is undesirable that the philosophy of science is not offered as a required liberal arts course. This is not merely because these courses deal with the humanities as applied to science, but because they hold a special significance that other liberal arts courses lack.
South Korea’s high school STEM curriculum lacks a crucial aspect. While individual differences may exist, generally, STEM students spend their school years focused on practicing basic problem-solving in mathematics and science. The problem lies in the fact that, even if we assume mathematics is based on logic itself, science subjects such as physics and chemistry also place excessive emphasis on problem-solving. Physics, to the extent that it can be described as a slightly different form of mathematics, prioritizes the process of solving problems by applying standardized formulas. While applying formulas to problem situations is an important part of physics, it does not provide sufficient opportunities to understand the significance of physics as a science or the historical development of its theories. In a problem-solving process that demands answers expressed as whole numbers—without even requiring decimal places—there is little room for deep thinking, and if an answer can be derived by plugging values into a formula, the theory is often perceived as infallible. This educational context is highly likely to foster misunderstandings about science or an uncritical attitude toward it.
The Philosophy of Science course guides students through topics ranging from the origins of science to philosophical reflections on methods of argumentation and critical analyses of hypotheses and models, helping them to examine the very essence of science rather than simply accepting it as mere knowledge. This experience is unique because it provides not only a humanities-based liberal arts education but also a correct and deep understanding of the science relevant to their major. The philosophy of science helps students in STEM fields break free from narrow-minded thinking and ensures that their major studies do not remain a mere extension of their high school education. For students who previously limited themselves to memorizing formulas and theories, it offers an opportunity to break out of existing frameworks, gain a more accurate and deeper understanding of science, and think critically.
Furthermore, the philosophy of science can be of great help to students who have extensive major studies ahead of them. Critical thinking is often cited as an essential attitude for learners to adopt, because viewing any subject critically leads to a clearer understanding. In major-specific studies as well, the philosophy of science can have a positive impact in this regard. Just as foundational disciplines serve as core tools for academic practice, the philosophy of science can function not merely as an academic tool but as an academic weapon. It can offer students benefits that go beyond proficiency in English and mathematics.
In summary, the reason philosophy of science holds greater significance than other core liberal arts subjects is not merely because it serves as peripheral knowledge, but because it possesses meaning directly linked to the student’s individual major. The historical and philosophical insights provided by philosophy of science possess a depth that even major-specific courses or basic science cannot offer. While majors and basic science focus on the outcomes of science, philosophy of science embodies an attempt to understand the discipline of science itself. Furthermore, the philosophy of science can be just as helpful in academic pursuits as the skills cultivated by foundational disciplines.
Reading can be cited as an ideal solution to the problems of high school education. For example, Thomas Kuhn’s *The Structure of Scientific Revolutions* is one of the 100 recommended books at Seoul National University. If students were to encounter this book naturally, the importance of the philosophy of science argued here might not be dismissed as merely a personal opinion. However, given the lack of reading experience during high school, it is by no means easy to balance reading with the demanding schedule of college life. If there are any science and engineering students who voluntarily read books on the philosophy of science, they would be quite rare even among the entire student body.
The proposal to foster a culture of reading may be overly unrealistic in Korean society, which has historically been competition-oriented and hierarchy-centered. Ultimately, students need a foundation to truly understand science, and the place where this is both possible and essential is the university. If the university’s ideal is to cultivate students as true intellectuals, this initiative aligns with that goal. For STEM students, the philosophy of science reveals the history and essence of their field of study, and there is a significant difference between learning this and not.
Just as it is foolish to discuss the future without knowing history, I believe that acquiring knowledge without understanding the roots and history of science is no different from becoming a mere technician. Making the philosophy of science a required general education course in the training of majors will play a crucial role in cultivating true engineers, rather than mere technicians.
