Knowability and no ability in the Earth and Climate Sciences
ESS 590, ATM 588, PCC 589 (er, maybe)

Spring '06: JHN 377, Flint-Washburn library, 2.30 Wednesdays

• Why are some problems and hypotheses more likely to lead to enlightenment (or to the reduction in ignorance), while others are more likely to further obscure the truth? How does one construct a hypothesis that has the intrinsic property of knowability?

• What are the roles of intuition and experience/deduction in formulating a question that is knowable when it is probed using scientific reasoning?

• When do models build knowledge? What types of models are most influential in shaping the way we think? Are they the same models that keep the scientific investigation on the pathway to truth?

• How does one avoid working on a problem that "dies when the investigator dies" (Michelangelo)?

Semicoherent introduction (ppt)
Initial random musings (doc)

Week 1 - readings and questions (link)   
               - combined group comments (doc)

Week 2 - readings and questions (link)
               - combined group comments (doc)

Week 3 - readings and questions (link)
               - combined group comments (link)
                - Justin's summary (link)

Week 4 - questions and tasks (link)
                - Roo's summaries (link)

Week 5  -Tasks and David's notes (link)
                - Polya check lists (checklist summaries)
                - summaries (link)

Week 6 - Tasks (link)
                - Notes on Held/Lorenz (link)
                - Revised combo checklists (revised list)
                - Jimmie's summary (link)

Week 7 - reading and questions (link)
                - Justin's summary (link)

Week 8 - readings and tasks (link)
               - your rapid climate change problems (doc) 
               - David's notes (doc)

Week 9 - good questions in random areas (link)
               - topics to be addressed (doc)

Week 10 - problem solved.