| Frage   | Antworten   | 
        
        |  Lernen beginnen 5 features of scientific knowledge  |  |   generalisability, controllability, objectivity, use of valid methods of research, parsimony  |  |  | 
| Lernen beginnen |  |   research hast to be transparent and repeatable  |  |  | 
| Lernen beginnen |  |   scientific research should strive for independence; it is important for trustworthiness of the results  |  |  | 
| Lernen beginnen |  |   the simplest explanation that explains the greatest number of observations is preferred to more complex explanations  |  |  | 
|  Lernen beginnen good reason model of truth  |  |   a claim is true if it is supported by the balance of reasons, a claim is supported by the balance of reasons if the reasons in favour of the claim outweigh the reasons against the claim  |  |  | 
|  Lernen beginnen argumentum ad ignorentiam  |  |   one claims that sth is true cuz there is no proof for the opposite of what one claims  |  |  | 
| Lernen beginnen |  |   from the fact that one cannot prove that something is the case, one cannot conclude that the opposite is the case  |  |  | 
| Lernen beginnen |  |   the claim that one has to prove is secretly taken for granted in one of the premises  |  |  | 
| Lernen beginnen |  |   when an argument offers a false range of choices and requires that you pick one of them  |  |  | 
|  Lernen beginnen "what is reasonable" as methodological question  |  |   the correct methods of research and argumentation  |  |  | 
|  Lernen beginnen representative heuristics  |  |   the more person or situation seems to represent the features of a particular type, the higher the chances that the person is of such type, without looking at the statistical distribution of chances  |  |  | 
|  Lernen beginnen what is reasonable as an epistemological question  |  |   the status of acquired knowledge, when do we speak of knowledge, distinguished from opinion, faith or suspicion?  |  |  | 
|  Lernen beginnen what is reasonable as an ontological question  |  |   the nature of social reality; how real is the money concept?  |  |  | 
| Lernen beginnen |  |   all natural phenomena are nothing more than mental representations. Trees, are just ideas of us, not objects that exist own reality. One never sees the rock as a whole, it is only a mental image  |  |  | 
| Lernen beginnen |  |   our observation of reality is in some sense preshaped; 12 types of snow exist only for Inuits - this is something they can experience  |  |  | 
| Lernen beginnen |  |   study of being or existence and its basic categories and relationships; what entities can be said to exist or whether we can group these entities according to similarities and differences  |  |  | 
| Lernen beginnen |  |   what is scientific knowledge and how it is obtained; how we know what we know  |  |  | 
| Lernen beginnen |  |   explaining an outcome Y in terms of the necessary or sufficient conditions for Y to take place  |  |  | 
| Lernen beginnen |  |   causal, functional, intentional  |  |  | 
|  Lernen beginnen Ontological questions - examples  |  |   arę natural and social reality the same or are they different?; is money as real as water is?  |  |  | 
|  Lernen beginnen epistemological questions - examples  |  |   how can we acquire reliable knowledge about social reality? can theories in social science be based on facts alone?  |  |  | 
| Lernen beginnen |  |   ambition to explain the world as it is; makes explicit positive expectations towards the world; theory-to-world direction of fit  |  |  | 
| Lernen beginnen |  |   ambition to justify the world as it ought to be; makes explicit normative expectations towards the world; world-to-theory direction of fit  |  |  | 
| Lernen beginnen |  |   with a logically valid arguments, true premises always lead to true conclusions; if not all premises are true, we don't know if conclusion is true; even with false premises, the argument can be valid an logical  |  |  | 
| Lernen beginnen |  |   a process of creating new statement from one or more existing statements  |  |  | 
| Lernen beginnen |  |   based on assumption that by finding and explaining the cause of a phenomenon we explain the phenomenon  |  |  |