Search result: Catalogue data in Spring Semester 2019

History and Philosophy of Knowledge Master Information
Basic Courses
Lectures and Exercises
NumberTitleTypeECTSHoursLecturers
851-0101-01LIntroduction to Practical Philosophy
Particularly suitable for students of D-MAVT, D-MATL
W3 credits2GL. Wingert
AbstractPractical philosophy deals in a descriptive and evaluative way with the realm of the practical, that is, with action, practices, norms of action, and values held by people and societies. Ethics and political philosophy are branches of practical philosophy. This introductory course will treat some of the main questions and introduce students to the thinking of central figures in the field.
ObjectiveAt the end of the course, students (1) will be familiar with still highly influential answers to some of the main questions (see below, section "contents") in practical philosophy. (2) They will be able to better evaluate how convincing these answers are. (3) Students' own thinking concerning normative, e.g., ethical issues, will be more precise, due to a more sophisticated use of key concepts such as good, right, morality, law, freedom, etc.
ContentEthics is an account and instruction of the good, that could be reached by conscious, intentional behaviour (=action). Ethics is an essential part of practical philosophy. Therefore one of those central questions, which will be discussed in the course, is:

1. What is the meaning of words like "good" and "bad", used in ethical language? What is meant by "good", if one says: "Working as a volunteer for the <Red Cross> is good"? Does one mean, that doing so is useful, or that it is altruistic, or that is fair?

Further questions, to be discussed in the course, are:

2. Are moral judgements apt to be justified, e.g. judgments like "Lower taxes for rich foreigners in the <Kanton Zug> are unjust" or "Every person ought to be entitled to leave any religious community"? If so, how far a moral judgment's justification can reach? Is one right in arguing: "It is possible to show the truth of the proposition (a):The emissions of nitrogen dioxide in Zurich is far beyond the permissible limit (80 mg/m3). But it is not possible to verify the proposition (b): In our times, the inequal global distribution of wealth is far beyond the permissible limit. Proposition (a) states an objective fact, whereas (b) expresses a mere subjective evaluation, though that evaluation might be widely spread.

3. What are just laws, and what is the relationship between law and morality?

4. Is freedom of a person, though presupposed by criminal law and morality, nevertheless an illusion?

These questions will be partly discussed with reference to seminal authors within the western philosophical tradition (among else Plato, Aristotle, Thomas Hobbes, David Hume, Immanuel Kant). Contemporary philosophers like Jürgen Habermas, Thomas Nagel, Ernst Tugendhat or Bernard Williams will be included, too.
LiteraturePreparatory Literature:

-Dieter Birnbacher, Analytische Einführung in die Ethik, 2. Aufl. Berlin: de Gruyter Verlag 2006.
- Simon Blackburn, Think. A Compelling Introduction to Philosophy, Oxford: University Press (=UP) 1999, chapters 3 und 8.
- Philippa Foot, <Virtues and Vices> in: diess., Virtues and Vices and Other Essays in Moral Philosophy, Oxford: UP 2002, and <Morality, Action and Outcome>, in: dies., Moral Dilemmas and Other Topics in Moral Philosophy, Oxford: UP 2002.
- H.L.A. Hart, <Positivism and the Separation of Law and Morals, in: Harvard Law Review 71 (1958), pp. 593-629.
- Detlef Horster, Rechtsphilosophie zur Einführung, Hamburg: Junius Verlag 2002.
- Robert Kane, <Introduction: The Contours of the Contemporary Free Will Debates>, in: ders., (Hg.), The Oxford Handbook of Free Will, Oxford 2002.
– Thomas Nagel, The Limits of Objectivity, in: The Tanner Lectures on Human Values 1980, Vol I., ed. Sterling McMurrin , Cambridge et al.: UP 1980, pp. 75-139.
- Ulrich Pothast, <Einleitung> in: ders., (Hg.), Seminar: Freies Handeln und Determinismus, Frankfurt/M.: suhrkamp taschenbuch wissenschaft 1978, pp. 7-31.
- Bernard Williams, Morality. An Introduction to Ethics, Cambridge: UP (=Canto Series) 1976.
- Peter Winch, The Idea of a Social Science, 4.Aufl. London 1965, ch. II.
Prerequisites / NoticeThe course will be a mixture of lecture and seminar. For getting credit points, essays on given or freely chosen subjects have to be written.
853-0726-00LHistory II: Global (Anti-Imperialism and Decolonisation, 1919-1975)W3 credits2VH. Fischer-Tiné
AbstractThe lecture will give an insight into the formation of anticolonial nationalist movements in Asia and Africa from the beginning of the 20th century onwards and discuss the various dimensions of dismantling of colonial empires.
ObjectiveThe lecture will give students an insight into the history of the non-European world, looking specifically into the political, economic, social and cultural transformation on the backgrounds of colonial penetration strategies and the resistance of anti-colonial movements. The aim is to show that societies in Asia and Africa are not just the product of colonial penetration or anti-colonial resistance, but that both aspects influenced the present political, economic, social and cultural perception of these parts of the world to a considerable extent. A nuanced knowledge of the long and arduous process of decolonisation is hence important to understand today's geopolitical constellation, still characterised by the struggle for a just post-imperial world order.
LiteratureJansen, J.C. und Osterhammel, J., Dekolonisation: Das Ende der Imperien, München 2013.
Prerequisites / NoticeA detailed syllabus will be available in due course at Link
851-0125-72LHistory of Planetary Computations In The Premodern WorldW3 credits2VS. Hirose
AbstractThis course focuses on how positions of planets were computed before Kepler's law had been established in the 17th century. We will look at the cases in different regions and societies in ancient to premodern times, with a special interest on how mathematical tools had been developed for this purpose.
ObjectivePlanetary computations were one of the most difficult problems in astronomical practices before the modern era. Therefore in this course we shall see various cases of how cutting-edge knowledge was utilized in ancient times, and how the demand from this sort of "applied science" contributed to the development of mathematics. In comparison with the Autumn semester 2017 course "Introduction to Premodern Astral Sciences", this course focuses on a single topic in the history of astronomy and involves more discussions on mathematics. It is designed for both those who took the previous course and those
who did not.
851-0300-60LFranz Kafka. Modernism's Literary KnowledgeW3 credits2VA. Kilcher
AbstractThe course offers an overview of Kafka's texts while revealing a twofold perspective. On the one hand, the text as a literary composition occupies central stage; at the same time, however, the aim is to understand the interrelatedness of these texts with cultural, political, economical and literary discourse of Kafka's time.
Objective1) Students are acquainted with Kafka's texts; 2) students are familiar with the historical, cultural and political contexts of Kafka's work; 3) students gain insight in Kafka's process of writing; 4) students gain insight into the nature of knowledge of Kafka's texts.
851-0148-00LIntroduction to Philosophy: Prophets, Judges, Fools, and HealersW3 credits2VM. Hampe
AbstractThis lecture gives an overview of forms of philosophizing for students of the natural sciences and engineering. It is at the same time an introduction to philosophy for beginners of this subjects.
ObjectiveStudents of the natural sciences and technology will be given an overview of the different forms of philosophizing. Beginners of this subject will receive a general introduction to philosophy. In order to acquire credit points, a critical summary of one lesson of choice must be submitted (about 5-7 pages).
ContentPhilosophy is done in different forms: as a diagnosis of a time, from which one can develop a prognosis, as an evaluation of action and thinking, and as a commentary of a spectator, who detects contradictions and and tries to give a therapy to human acting and thinking. By looking at texts from Plato, Kant, Morus, Nietzsche, Carnap, Wittgenstein and others the course will give an introduction into philosophical thinking in general.
Lecture notesDas Skript der Vorlesung ist unter der folgenden internetadresse zu finden: Link
LiteratureMichael Hampe, Propheten, Richter, Ärzte, Narren: Eine Typologie von Philosophen und Intellektuellen, in: Martin Carrier und Johannes Roggenhofer (Hg.) Wandel oder Niedergang? Die Rolle der Intellekturelln in der Wissengesellschaft, Tranbscript Verlag, Münster 2007
Prerequisites / NoticeCredits are given for a critical summary of about six pages of one of the lectures. There will be a titorial to support the writing of this summary.
851-0125-81LHow Free Are We? Philosophical Theories on Freedom and Determinism
Particularly suitable for students of D-BIOL, D-HEST, D-INFK, D-CHAB, D-HEST, D-PHYS
W3 credits2GL. Wingert
AbstractWe are praised for our achievements and blamed for our failures. It is presupposed that our doings are something that is up to us. "It is up to us" often expresses our attitude to treat us as free beings. But are we really free, hence responsible for our behavior? Or is our behaviour entrenched in conditions properly understood as deterministic ones?
Objective
851-0157-31LScience in the 20th CenturyW3 credits2VM. Hagner
AbstractThese lectures covers the extraordinary expansion and significance of science in the 20th century, with examples taken from the natural and engineering sciences as well as the humanities.
ObjectiveNo one will seriously question the great significance that science and technology was beginning to have in the 20th century, pertaining to almost every aspect of life. Treating among others on the examples of genetics, space travel, pharmacology, cybernetics and psychoanalysis, these lectures demonstrate how scientific departures such as these were embedded within broader historical contexts. These lectures aim to develop an understanding of the historical circumstances within which these various disciplines developed and accrued significance.
851-0301-17LGerman RomanticismW3 credits2VC. Jany
AbstractThis introductory course to German Romanticism explores chiefly Romantic poetics and its reflexive as well as ironic forms of communicating and knowing, which eschew rationalistic and scientific platitudes. Equally important will be the inherent contradictions of Romanticism, for it is division, not unity, speaking from its heart, the ecstatic experience of absence and failure--Sehnsucht.
Objective1) develop an understanding of "Romanticism", of Romantic poetics and its reflexive as well as ironic forms of communicating and knowing
2) read the literary texts in question very carefully so as to get to know that mode of perception and description which since Ludwig Tieck, Novalis, Friedrich Schlegel, E.T.A. Hoffmann, Joseph von Eichendorff, etc. is called "Romantic"
3) participate in class by listening carefully and also through critical questions and feedback. This third point is particularly important because the lectures will serve as the basis for a small book, "A Short Introduction to the Literature of German Romanticism."
4) Since this lecture is part of "Science in Perspective" (SiP), we will also explore the relation between Romanticism and modern science.
851-0346-08LThe Body In 19th Century Italian Culture Between Poetry and Visual ArtW3 credits2VN. Lorenzini
AbstractThroughout the course, I will illustrate, in an interdisciplinary perspective, how the representation of the body interprets the relevant perceptual and expressive transformations in the artistic and poetic tradition of the 19th century.
ObjectiveThe starting point will be the beginning of the century, with the change of the scientific and philosophic horizon, which puts the absolute conception of Time and Space into crisis, opening up to the discovery of the relative, the simultaneous, and the rupture of the linear perspective, witch effects the "Me" as place of identity and integrity. These are the subjects
of 19th century perception phenomenology, by Husserl and Merleau-Ponty, followed by the
reflections on the "body" that intensify and multiply by reaching the 20th century.
851-0144-25LPuzzles, Paradoxes, and the Foundations of ThoughtW3 credits2VD. Proudfoot
AbstractParadoxes are important. They have spawned new logical technologies, such as Fuzzy Logic (widely used in engineering and computing) and Paraconsistent Logic (used in e.g. database management). The logical paradoxes, discovered by Russell et al. in the early 20th century, occasioned a wholesale revision of the foundations of math and logic. The semantic paradoxes threaten the very concept of truth.
ObjectiveLG1 Knowledge of a range of fundamental logical puzzles and paradoxes
LG2 Knowledge of efforts by the international intellectual community to solve these, and of the implications for the foundations of logic, language and thought
LG3 Deeper understanding of core concepts of philosophy and logic
LG4 Enhanced analytic reasoning skills and enhanced ability to think critically
LG5 Enhanced ability to present ideas clearly to peers and to participate relevantly and logically in group discussions
LG6 Enhanced skill in using digital sources and systems for research and reporting research
851-0144-19LPhilosophy of Time
Does not take place this semester.
Particularly suitable for students of D-BIOL, D-INFK, D-MATH, D-PHYS
W3 credits2Vto be announced
AbstractThis course provides an introduction to philosophical issues surrounding the concept of time. We will treat topics such as: the existence of past, present, and future; the possibility of time travel; the constitution of time consciousness and its possible neurophysiological counterparts; temporal biases in the conduct of our lives; responsibility to future and past generations.
ObjectiveBy the end of the course students are able to describe and compare different theories and concepts of time (physical time, perceptual time, historical time ...). They are able to identify and examine issues concerning time as they occur in various philosophical subdisciplines - especially in philosophy of science, philosophy of mind, metaphysics, and ethics. Students are in a position to critically discuss and evaluate the repercussions of these issues in broader scientific and social contexts.
Part of the course reflects on methods and contents from physics, neuroscience/cognitive science, and logic.
ContentZeit ist eine fundamentale Dimension, in der wir uns sowohl als biologisch-physikalische wie auch als geistige Wesen bewegen. Zeit durchzieht unser Dasein in verschiedenen Erscheinungsformen – unter anderem als physikalische Zeit, als wahrgenommene Zeit, als gesellschaftlich-intersubjektive Zeit und als historische Zeit. Dementsprechend war und ist das Thema Zeit immer wieder der Gegenstand von grundlegenden Diskussionen in unterschiedlichen philosophischen Teildisziplinen – von Metaphysik über Wissenschaftsphilosophie und Philosophie des Geistes bis hin zu Philosophiegeschichtsschreibung und Ethik.

Im Kurs werden die wichtigsten zeitspezifischen Fragestellungen dieser verschiedenen philosophischen Teildisziplinen und deren Querverbindungen behandelt. In diesem Sinne bietet der Kurs auch eine allgemeine Einführung in die Philosophie. Behandelt wird u.a.: die Existenz von Vergangenheit, Gegenwart und Zukunft; die Möglichkeit von Zeitreisen; die Konstitution unseres Zeitbewusstseins und dessen mögliche neurophysiologische Gegenstücke; zeitliche Vorurteile in unserer Lebensführung ("lieber heut' als morgen"); Verantwortung gegenüber zukünftigen und vergangenen Generationen.

Die einzelnen Themen der Vorlesungen lauten und gliedern sich wie folgt:

1. Einleitung: Zeit als grundlegende Dimension des geistigen und körperlichen Lebens
a) Diverse Erscheinungsformen von Zeit
b) Themen und Motive der Vorlesung

2. Metaphysische Positionen und Probleme
a) Grundbegriffe und Grundpositionen
b) Ein Argument gegen die Realität von Zeit
c) Gegenwart der Erfahrung
d) Zeitfluss, Wandel und Kausalität
e) Determinismus und Fatalismus

3. Die formale Struktur von Zeit: Philosophie der Mathematik und Informatik
a) Zenons «Pfeil» und (wieder) Wandel
b) Ist Zeit ein Kontinuum?
c) Simulationen und Zeitreihenanalysen

4. Die konkrete Struktur der äußeren Zeit: Philosophie der Physik
a) Gerichtetheit der physikalischen Zeit
b) Bedingungen und Möglichkeiten von Zeitmessungen
c) Zeitreisen und zyklische Zeiten

5. Zeit wahrnehmen: Philosophie des Geistes und der Kognitionswissenschaften
a) Phänomenologie des inneren Zeitbewusstseins
b) Hören als Zeitwahrnehmung, Musik als «Zeitkunst»
c) Neurophänomenologie der Zeit
d) Pathologien der Zeitwahrnehmung: Zeit und Leid

6. Zeitfragen der Lebensführung und Ethik: Praktische Philosophie
a) «Lieber heute als morgen» – Zeitliche Vorurteile und Wohlergehen
b) Sind Taten nur im Nachhinein zu bestrafen? – Einige moralische Erwägungen
c) Verantwortung gegenüber anderen Generationen und personale Identität
d) Ist Zeit «ein knappes Gut»? – Metaphern und demokrat. Entscheidungsprozesse

7. Zeitlichkeit in der Forschung: Geschichtsschreibung der Philosophie
a) Sollte die Philosophie ihre Vergangenheit kennen?
b) Geschichten von Begriffen, Ideen und Problemen

8. Schluss: Reprise und (De-)Synchronisationen
a) Wiederkehrende Fragestellungen und Antwortansätze
b) Taktungen, Strukturanalogien und Resonanzkatastrophen
LiteratureDer Kurs orientiert sich wesentlich an folgender Monographie, deren Anschaffung empfohlen wird:
- Sieroka, N. 2018. Philosophie der Zeit – Grundlagen und Perspektiven (Reihe C.H.Beck Wissen). München: Beck-Verlag (ISBN 978-3-4067-2787-0) 128 S., 9.95€ (Taschenbuch), 7.99€ (Kindle/ebook).

Diverse weitere Literaturhinweise folgen in der Vorlesung. Zentrale Texte werden zudem auf einer Lehrplattform zum Herunterladen bereitgestellt.
Seminars
NumberTitleTypeECTSHoursLecturers
862-0096-00LTheoretical Philosophy Work in Progress Seminar Restricted registration - show details
Does not take place this semester.
Only for History and Philosophy of Knowledge MSc and DGESS PhD students.
W3 credits1Sto be announced
AbstractIn this course themes from theoretical philosophy are discussed which are of particular interest for current MAPGW students. Primary texts will be read together and the work in progress of the participants (essays, theses) will be presented and discussed.
ObjectiveThis course is aimed at MAPGW students who are particularly interested in theoretical philosophy. The seminar provides an opportunity to discuss and present one's own research. The participants learn to critically evaluate primary texts and improve their skills in presenting and discussing work in progress.
851-0147-01LTheories, Experiments, Causality
Particularly suitable for students of D-PHYS
W3 credits2GR. Wallny, M. Hampe
AbstractThis course critically evaluates topics and approaches from physics against a broader historical and philosophical/systematic background. Attention will be paid, amongst other things, to the role of experiments, to the concepts of matter and field, and to theory formation.
ObjectiveStudents should be able to critically evaluate different topics and approaches in physics. They should also be enabled to communicate their insights to people from other disciplines and fields.
Prerequisites / NoticeThis course is part of the ETH "Critical Thinking" initiative.
851-0101-63LFrom Colonisation to Globalisation. New Perspectives on The Global History of SwitzerlandW3 credits2SB. Schär, P. Krauer
AbstractRecent research on Swiss history shows that even without colonies, the country was intensively interwoven with the imperial world of the 19th and 20th centuries overseas. Why was this so, what were the consequences at home and overseas and how does this change our knowledge of the globalised present? The seminar serves to discuss such questions using sources and recent studies.
ObjectiveIn this seminar you learn about different approaches to Switzerland's global history and how they differ.
You will learn to independently formulate a question, to seek answers based on the analysis of historical sources and to formulate them in combination with current research literature.
You shall also learn to reflect on how historical learning shapes and changes your understanding of the globalised present.
851-0125-80LEditing a Historical Scientific Manuscript (Personal Project Pilot Course) Restricted registration - show details
Number of participants limited to 10.

This course is based on personal project supervision
W3 credits2SR. Wagner
Abstractthis pilot course will be based on supervised individual work by students. Each student will select a manuscript source (modern nachlass or historical manuscript) by a scientist in a language of their choosing and prepare an edition and translation of the source. The work will be personally supervised by the teacher.
ObjectiveStudents will have basic skills in historical editing work, and acquire knowledge about one science-history case study.
Work load:
- Class participation: 2-3 class meetings during the semester (this is flexible, so you may register even if the scheduled time is problematic for you).
- Selection of source: each student will select one scientific source - modern nachlass or early modern or medieval manuscript, which has never been edited. There are no restrictions on language of origin (students are encouraged to work on manuscripts in their native languages)
- Bibliography: each student will prepare her/his own bibliography to provide historical background for the selected source (150-200 pages).
- Each student will prepare a "diplomatic edition" and a translation of a selection from the manuscript (ca. 15 pages).
- Each student will prepare a 2,000 words commentary on the background and content of the manuscript.
- The work will be personally supervised by the teacher, and will be performed during the semester according to a fixed schedule.
Prerequisites / Noticeonly 2-3 class meetings during the semester
851-0127-28LDeath - The Secret Problem of Life Restricted registration - show details W3 credits2GH. Wiedebach
AbstractNo detective novel without a corpse, no religion without knowledge about death and life, no large transplantation of an organ without certificate for the donor's death. Is a dead person always a corpse? - Death is part of life and yet stands simultaneously in opposition to it. We cling to life and nonetheless wish to have the option to commit suicide. Do we know what we really want in that case?
ObjectiveDiscussion of 1) several conceptions of death in history, 2) determination of death in a medical sense (brain-death, etc.). 3) The search for a personal view about life and death. 4) The practice of a precise manner of speaking based on reflection.
LiteratureTexte als Diskussionsgrundlage werden zu Beginn des Semesters genannt bzw. als PDF unter "Lernmaterialien" veröffentlicht.
Prerequisites / NoticeDas mündliche Diskutieren während der Sitzungen ist zentral wichtig. Daher besteht Anwesenheitspflicht. Einmaliges Fehlen ist möglich mit Entschuldigung. Als Ersatz wird die erweiterte Darstellung eines jeweils zu vereinbarenden Textes geliefert.

Schriftliche Semesterleistung:

- Ab dem 2. Seminartermin erfolgt im Voraus pro Sitzung (d.h. insgesamt 6mal) eine 1 bis 1 1/2-seitige Darstellung bzw. Stellungnahme zu einem vorgegebenen Text oder Thema.
- Die 1 bis 1 1/2-seitigen Darstellungen müssen bis Samstag Abend in der Woche vor der nächsten Sitzung vorliegen.
- Statt einer der 6 Kurzdarstellungen kann ein einführendes Referat (15 min, max. 2 Personen) gehalten werden.

Formalia btr. aller Texte (Minimalanforderungen):
- Schriftbild: Zeilenabstand 1.5, Schriftgrösse 12, Seitenabstand 2.5cm, Schriftart: Arial, Times New Roman.
- Vor- und Nachname, Matrikelnummer, Veranstaltungsname, Dozent, E-Mail-Adr., Studiengang.

- Ihre Texte schicken Sie bitte an die eigens eingerichtete Email-Adresse:
Link
851-0549-18LFactory, Laboratory, or Plattform? Organizing High Performance Computing Since The 1960s. Restricted registration - show details
Number of participants limited to 40
W3 credits2SD. Gugerli, R. Wichum
AbstractThe seminar is dedicated to reading texts that have supported and criticized, shaped and tested, or organized and reformed since the 1960s.
ObjectiveStudents will learn to identify argumentative constructs and discursive patterns as phenomena of technocultural change.
Lecture notesA syllabus will be provided at the beginning of the Seminar.
Prerequisites / NoticeDie Zahl der Teilnehmenden ist auf 40 beschränkt.
851-0158-12LScience And The New Right Restricted registration - show details
Number of participants limited to 50
W3 credits2SN. Guettler, M. Wulz, F. Grütter, M. Stadler
AbstractThe New Right is inescapable – both, politically and as a media phenomenon. It also tends to come across as broadly antiscientific (climate denial, “fake news”, conspiracy theories, etc). And yet, as we’ll explore in this seminar, historically speaking ‘real’ science did play a significant role in the rise of New Right.
ObjectiveIn the seminar, we shall discuss pertinent historical sources from ca. 1950-2000 that will shed light on the New Right’s entanglements with scientific and technological subject matters, including fields such as cybernetics, ecology, economics, and ethology. Insofar reactionary thinkers and doers routinely cultivated scientific forms of knowledge, we’re lead to ask: How might a “reactionary” history of science look like? Which institutions were important? And how “new” is this New Right thinking, actually?

The seminar comes as a four-part block-course plus introductory and wrap-up sessions. In between sessions, students will carry out small research-assignments and learn how to interpret and put into context sources and literature pertaining to the New Right as (also) a techno-scientific phenomenon. In addition, students will regularly write short texts that we’ll jointly discuss in the seminar (and that will form the basis of your final grade).
851-0158-11LThe Alps in The Early Modern Period, 1500-1800 (Research and Writing Lab) Restricted registration - show details
Number of participants limited to 20
W3 credits2ST. Asmussen
Abstract
Objective
851-0157-99LIgnorance in The SciencesW3 credits2SN. El Kassar
AbstractIn this seminar we examine the role of ignorance in the sciences. Ignorance can be a driving force for progress in the sciences, but it can also impede scientific work. How, when and why is ignorance conducive; how, when and why is it impeding? We will address these and related questions by means of philosophical texts and scientific reflections.
Objective- Discuss and reflect the relationship between knowlege and ignorance in the sciences.
- Distinguish different kinds of ignorance.
- Recognize and explain the positive effects of ignorance in different disciplines.
- Identify and explain the negative effects of ignorance in different discipines.
- Identify the conditions for positive effects of ignorance in scientific practices.
- Relating philosophical arguments and (one’s own) scientific practice.
- Juxtaposing and comparing views and claims from different sciences
- Reading philosophical and scientific texts (in German and English)
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