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| − | ==Open for Every Student from Anywhere in the World - Blue Science – a transdisciplinary course discussing social and ecological responsbilities - Thursday - | + | ==Open for Every Student from Anywhere in the World - Blue Science – a transdisciplinary course discussing social and ecological responsbilities - Thursday - 12.00 > 16.00 CEST - Starting on 18 April 2024 == |
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]] | [[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]] | ||
| − | + | Blue Science is an online course designed to reflect our personal and disciplinary approaches to science and transformation - what are our tools - by choice and by habit - for finding meaningful knowledge about the world? What do different approaches look like? And could they be combined for the better? | |
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| − | Blue Science is a highly interactive, | + | Blue Science is a seminar-style course where frontal teaching hardly ever occurs. Through highly interactive didactic methods, students engage in dialogue with each other. Once a week, all students take part in the video conference and prepare assignments via a digital learning platform. In the second half of the semester, students work in small groups to develop a research design for a transdisciplinary project. |
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What to expect: | What to expect: | ||
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6 ECTS graded course for TU Berlin students | 6 ECTS graded course for TU Berlin students | ||
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If you are interested, please send an email to Anton Schaefer (he/his) a.schaefer@tu-berlin.de. | If you are interested, please send an email to Anton Schaefer (he/his) a.schaefer@tu-berlin.de. | ||
== Blue Science - Course Description == | == Blue Science - Course Description == | ||
| − | + | === Learning Outcomes === | |
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| − | + | Knowledge of: | |
| − | + | * social and ecological crises | |
| − | + | * internationally agreed sustainability goals and their metrics | |
| − | + | * approaches to the socio-ecological transformation of society | |
| − | + | * discourses on transformative science | |
| − | * | + | * concepts of inter- and transdisciplinarity |
| − | + | * toolboxes for transdisciplinary research | |
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| − | * | + | |
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| + | Skills: | ||
| + | * in leading discussions in groups | ||
| + | * in working together in small, interdisciplinary and international groups | ||
| + | * in choosing good research questions | ||
| + | * in communicating possible research projects | ||
| + | |||
| + | Competencies: | ||
| + | * to reflect on personal perspectives on social and environmental responsibility | ||
| + | * to reflect on specific perspectives and methods of one's own discipline | ||
| + | * to collectively reflect on the heterogeneity of perceptions and knowledge related to social and ecological crises | ||
| + | * to reflect the roles science could, should and does play in processes of transformation | ||
| + | * to identify possible contributions of the individual sciences to the development and achievement of global sustainability goals | ||
| + | * to collaboratively design transdisciplinary research projects | ||
| + | * to cooperate with others for a just, social and ecological transition | ||
| + | * to cope with the dilemma arising from the ideals of transformative science and the strive for scientific neutrality | ||
| + | * to cope with the decision-making dilemma arising from personal, disciplinary and societal responsibility | ||
| + | |||
| + | === Contents === | ||
| + | # learning and values in interactive courses. | ||
| + | # social and environmental crises | ||
| + | # the scientific method – background and disciplinary differences | ||
| + | # classification systems for academic disciplines | ||
| + | # transformative science – idea and critique | ||
| + | # personal and disciplinary *lenses* | ||
| + | # multi-, inter- and transdisciplinarity | ||
| + | # diversity of perspectives in the course | ||
| + | # possible contributions of one's own discipline | ||
| + | # possible contributions of the other disciplines represented | ||
| + | # development of a transdisciplinary research question | ||
| + | |||
| + | |||
| + | <!-- | ||
= Blue Engineering in short = | = Blue Engineering in short = | ||
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others. | The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others. | ||
| − | == Building Blocks == | + | == [[Baukasten:EN:Digital-Starter-Kit|Building Blocks - Online Starter Kit]] == |
To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education. | To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education. | ||
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[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]] | [[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]] | ||
| − | + | [[Baukasten:EN:Digital-Starter-Kit|Building Blocks - Online Starter Kit - English]] | |
== Structure of the Blue Engineering Seminar == | == Structure of the Blue Engineering Seminar == | ||
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=== Gefördert vom / Sponsored by === | === Gefördert vom / Sponsored by === | ||
[[Datei:Bmbf.png|250px|mini|links]] [[Datei:Daad.png|250px|mini]] | [[Datei:Bmbf.png|250px|mini|links]] [[Datei:Daad.png|250px|mini]] | ||
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Aktuelle Version vom 8. April 2024, 17:45 Uhr
Blue Science
Open for Every Student from Anywhere in the World - Blue Science – a transdisciplinary course discussing social and ecological responsbilities - Thursday - 12.00 > 16.00 CEST - Starting on 18 April 2024
Blue Science is an online course designed to reflect our personal and disciplinary approaches to science and transformation - what are our tools - by choice and by habit - for finding meaningful knowledge about the world? What do different approaches look like? And could they be combined for the better?
Blue Science is a seminar-style course where frontal teaching hardly ever occurs. Through highly interactive didactic methods, students engage in dialogue with each other. Once a week, all students take part in the video conference and prepare assignments via a digital learning platform. In the second half of the semester, students work in small groups to develop a research design for a transdisciplinary project.
What to expect: Weekly synchronous online course meetings using Zoom online video software (Thursdays, 10am - 2pm Berlin Summer Time / GMT+2, 12 meetings in total). - Highly interactive course design with almost no lecture-style teaching - you will be interacting with other participants most of the time. Be prepared to speak in English and activate your camera. - Reading assignments between sessions - Several small individual writing assignments throughout the semester - One or two larger group assignments
6 ECTS graded course for TU Berlin students
If you are interested, please send an email to Anton Schaefer (he/his) a.schaefer@tu-berlin.de.
Blue Science - Course Description
Learning Outcomes
Knowledge of:
- social and ecological crises
- internationally agreed sustainability goals and their metrics
- approaches to the socio-ecological transformation of society
- discourses on transformative science
- concepts of inter- and transdisciplinarity
- toolboxes for transdisciplinary research
Skills:
- in leading discussions in groups
- in working together in small, interdisciplinary and international groups
- in choosing good research questions
- in communicating possible research projects
Competencies:
- to reflect on personal perspectives on social and environmental responsibility
- to reflect on specific perspectives and methods of one's own discipline
- to collectively reflect on the heterogeneity of perceptions and knowledge related to social and ecological crises
- to reflect the roles science could, should and does play in processes of transformation
- to identify possible contributions of the individual sciences to the development and achievement of global sustainability goals
- to collaboratively design transdisciplinary research projects
- to cooperate with others for a just, social and ecological transition
- to cope with the dilemma arising from the ideals of transformative science and the strive for scientific neutrality
- to cope with the decision-making dilemma arising from personal, disciplinary and societal responsibility
Contents
- learning and values in interactive courses.
- social and environmental crises
- the scientific method – background and disciplinary differences
- classification systems for academic disciplines
- transformative science – idea and critique
- personal and disciplinary *lenses*
- multi-, inter- and transdisciplinarity
- diversity of perspectives in the course
- possible contributions of one's own discipline
- possible contributions of the other disciplines represented
- development of a transdisciplinary research question