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Teaching Philosophy of Science: The Oparin Hypothesis as Outdated Scientific Theory

One of the basics of philosophy of science education is teaching that scientific theories are subject to change. When theory is not following the facts described by the best current scientific knowledge, it has to be reconsidered. Sometimes theory is still considered valid in certain areas but loses relevance in describing the phenomena in the other parts of the world, or needs auxiliary hypotheses to be repaired and improved according to new scientific insight. The chosen example is the Oparin hypothesis, the most famous hypothesis on the origin of first life. This hypothesis changed the course of life studies from a long tradition of metaphysics to a scientific domain of investigation, made a milestone in the further origin of life research. The cornerstone of this hypothesis is the idea of the stepwise prebiotic synthesis of macromolecules as a fundamental step in the transition from the inorganic to the organic world. Today, some premises of this hypothesis are considered unconfirmed, uncertain, or even rejected. Although it has a high value in its metatheoretical reach and giant scientific impact on prebiotic chemistry, the Oparin’s hypothesis as a specific scientific theory is no anymore considered important and relevant in describing the hypothesized steps from inorganic to organic world.

philosophy of science ; philosophy of science education ; Oparin hypothesis

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