Autumn School Technoscience, Environment and Society
Herbstschule Technowissenschaften, Umwelt und Gesellschaft
6 LPWiSeEN
Inhalte
The autumn school provides an introduction to the subject area of technoscience, environment and society. Students learn about different perspectives on how the interdependence of technology, the environment and society can be analysed. The global challenges of the present are identified as they are referred to in various discourses, such as the Anthropocene, irreversible plastic pollution, the loss of biodiversity, environmental conflicts and security, science diplomacy or the opportunities and risks of emerging eco-technological artefacts. Accordingly, this course is focussed on the reciprocity of theory and practice, for example by examining technical artefacts in museums or outdoors, in working with case studies about nature-culture relationships, or doing a project in a creative collaborative virtual environment on an open simulator platform.
Lernziele
At the end of the module students are able to: • develop a research question within the interdisciplinary field of Science and Technology Studies; • identify and compare at least two perspectives on practices of research fields; • analyse developments in fields of science and technology with respect to forms of disciplining knowledge; • adopt knowledge about theories and concepts in the field (e.g. responsibility, care, ethnomethodology, participation, action theory) • act as part of a community of practice created during a workshop in presence
Prüfungsleistung
• written contribution max. 2000 words (50%) • outline of study project max. 600 words (20%) • two presentation each max. 15 minutes (30%)
Literatur (6)
- Burnard, P., L. Colucci-Gray & S. Pallawi Sinha (2021). Transdisciplinarity: letting arts and science teach together. In: Curriculum Perspectives 41: 113-118.
- Eustáquio, L. & C. Carneiro de Sousa (2018). Creative Collaborative Virtual Environments. In: Khosrow-Pour, M. (ed.), Encyclopedia of Information Science and Technology. Hersehy (PA): IGI Global, 4146-4156.
- Hirsch-Hadorn, G. et al. (2008). Handbook of Transdisciplinary Research. Berlin, New York: Springer
- Martinez, F. (2019). Doing nothing: Anthropology sits at the same table with contemporary art in Lisbon and Tbilisi. In: Ethnography 20 (4), 541-539.
- Moallem, M. et al. (eds.) / 2019). The Wiley Handbook of Problem-Based Learning. Hoboken: Wiley.
- Morris, J.E. & L.F. Paris Lisa Francesca (2022). Rethinking arts-based research methods in education: enhanced participant engagement processes to increase research credibility and knowledge translation. In: International Journal of Research & Method in Education 45 (1), 99-112.
Bemerkungen
The course is divided into several blocks, the autumn school is in presence, the preparation and development of the study projects takes place online or students work on their own. The special feature of this course is that it is taught by teachers from different European universities.
Quelle: Modulbeschreibung der BTU · abgerufen 18.10.2026Original