Newsletter September 2025: The Philosophy of Science in Bachelor’s Programmes at SDU

A Long Story, Told Briefly

The Philosophy of Science of the Discipline (PSD) traces its roots all the way back to the introduction of Examen Philosophicum at the University of Copenhagen in 1675. Philosophicum was intended as an academic formation test, that formed the general foundation for more specialised studies. Over the years, philosophicum was revised and adjusted, and in 1971, after decades of debate, it was abolished. The world and the university landscape had changed rapidly in recent years – not least with the establishment of new universities such as Odense University in 1966. But even though philosophicum may not have fit into this new landscape, there was ongoing debate about the need for, if not a general formative element, then at least a component that could strengthen students’ understanding of science. In 2004, such a component was introduced in the form of The Philosophy of Science of the Discipline.

The implementation of philosophy of science 

Section 6(1) of the Danish Ministerial Order on Full-time University Programmes defines that bachelor's programmes must "include theory of science of the discipline or subject area". An important point with this wording is that it is about the link between the discipline and the theory or philosophy of science. 

"Videnskabsteori” (theory of science) as a Danish concept is somewhat broader than the English "philosophy of science" and can include sociology of science, history of science and a number of other dimensions that describe the characteristics, practices and organisation of science. There is a Danish tradition of linking philosophy of science with disciplines, and this is reflected in the ministerial order mentioned above. However, the order says nothing about how the study element should be implemented, which is why it looks quite different from programme to programme. Some programmes integrate philosophy of science of the discpline across courses, so students encounter small drops of scientific theory in contexts where it may be relevant. Other programmes have made PSD stand alone as one or more course modules of typically 5 or 10 ECTS - often with the word "philosophy of science" in the title. 

There is no perfect recipe, and different models carry different risks. An integrated model risks diluting PSD so that it becomes identical to the discipline's methods or is forgotten altogether. A standalone model runs the risk of the opposite, i.e. that PSD becomes isolated and distant from what the students are dealing with in all the other courses. 

Glue or something tacked on 

When philosophy of science sometimes is perceived as "boring" or "irrelevant" by students, it's often because it appears to be a glued-on discipline. The students have come to the university to study history, maths, robotics or audiology, and their professional identities are tied to this specific discipline - not to philosophy of science. They might even have an idea of their future job and picture themselves as a physician, high school teacher or journalist. So why in the world would they suddenly want to be a philosopher of science? 

But the purpose of PSD is exactly that it should be the philosophy of science of the discipline. Students should not become philosophers of science, but they should understand the scientific basis for their own academic discipline. There are historical and philosophical reasons why academics within a discipline typically use some methods over others or work within one paradigm over another. If these are brought to light through philosophy of science, it can ideally act as a glue that can bind the different dimensions of the profession together meaningfully: Theories, norms, traditions, methods and approaches. 

The Philosophy of Science of the Discipline – and Other Disciplines 

Despite the Danish focus on the link between philosophy of science and disciplines, philosophy of science often contains elements that point outwards from the discipline and towards other disciplines and sciences. This is in line with the original intention behind the introduction of philosophy of science, which was for students to see their own professional specialisation in a larger, more general perspective. In short, The Danish Rectors’ Conference and politicians wanted to counteract academic narrow-mindedness and thereby give students a good starting point for entering into interdisciplinary contexts. 

At SDU, many bachelor’s programmes include a mandatory minor, and philosophy of science can and should help students understand the scientific similarities and differences between the disciplines, so that the link between the major and the minor becomes strong. But students also need to be equipped to collaborate with colleagues who come from completely different academic backgrounds to their own. This requires a basic understanding of other scientific approaches, so they become aware of what kind of questions they might need others to answer. 

Working with philosophy of science at SDU 

Several programmes at SDU are currently revising and strengthening the implementation of philosophy of science in collaboration with SDU Centre for Teaching and Learning. SDU CTL contributes to these processes by helping to create coherence between the disciplines' learning objectives, teaching and assessment formats. If you as a teacher or head of study, feel it is time to refresh the philosophy of science in your bachelor's programme, you are always welcome to contact SDU CTL, sduup@sdu.dk for sparring and inspiration. 

Read more

Børsen, T., Pedersen, D.B. & Andersen, H. (red.) (2018). Fagets videnskabsteori. Samfundslitteratur.

An anthology that takes a closer look at how The Philosophy of Science of the Discipline has been implemented at various institutions, and the experiences and challenges this has caused. The book offers a thorough and detailed explanation of the process and the ideas behind philosophy of science. 

Petersen, E.N. (2015). Relevant videnskabsteori – fagets videnskabsteori i kuhniansk perspektiv. Dansk Universitetspædagogisk Tidsskrift, årgang 10, nr. 19.

An article that illustrates why philosophy of science.  should be designed in a way that creates a connection between the abstract discussions of philosophy of science and the concrete scientific issues students encounter in their disciplines.

Uddannelsesbekendtgørelsen. BEK nr. 1119 af 19/09/2025 (2025) https://www.retsinformation.dk/eli/lta/2025/1119#P6

Section 6(1) of the Danish Ministerial Order on Full-time University Programmes defines that bachelor's programmes must include philosophy of science of the discipline or subject area.