Search result: Catalogue data in Autumn Semester 2023
Science in Perspective  In “Science in Perspective”-courses students learn to reflect on ETH’s STEM subjects from the perspective of humanities, political and social sciences. Only the courses listed below will be recognized as "Science in Perspective" courses. | |||||||||||||||||||||||||||||||||||||||||||||||||||
 Type A: Enhancement of Reflection CompetenceSiP courses are recommended for bachelor students after their first-year examination and for all master- or doctoral students. All SiP courses are listed in Type A. Courses listed under Type B are only recommendations for enrollment for specific departments. | |||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0180-00L | Research Ethics  Does not take place this semester. Particularly suitable for students of D-BIOL, D-CHAB, D-HEST | W | 2 credits | 2G | |||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are able to identify and critically evaluate moral arguments, to analyse and to solve moral dilemmas considering different normative perspectives and to create their own well-justified reasoning for taking decisions to the kind of ethical problems a scientist is likely to encounter during the different phases of biomedical research. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants of the course Research Ethics will • Develop an understanding of the role of certain moral concepts, principles and normative theories related to scientific research; • Improve their moral reasoning skills (such as identifying and evaluating reasons, conclusions, assumptions, analogies, concepts and principles), and their ability to use these skills in assessing other people’s arguments, making decisions and constructing their own reasoning to the kinds of ethical problems a scientist is likely to encounter; | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | I. Introduction to Moral Reasoning 1. Ethics - the basics 1.1 What ethics is not… 1.2 Recognising an ethical issue (awareness) 1.3 What is ethics? Personal, cultural and ethical values, principles and norms 1.4 Ethics: a classification 1.5 Research Ethics: what is it and why is it important? 2. Normative Ethics 2.1 What is normative ethics? 2.2 Types of normative theories – three different ways of thinking about ethics: Virtue theories, duty-based theories, consequentialist theories 2.3 The plurality of normative theories (moral pluralism); 2.4 Roles of normative theories in “Research Ethics” 3. Decision making: How to solve a moral dilemma 3.1 How (not) to approach ethical issues 3.2 What is a moral dilemma? Is there a correct method for answering moral questions? 3.3 Methods of making ethical decisions 3.4 Is there a "right" answer? II. Research Ethics - Internal responsibilities 1. Integrity in research and research misconduct 1.1 What is research integrity and why is it important? 1.2 What is research misconduct? 1.3 Questionable/Detrimental Research Practice (QRP/DRP) 1.4 What is the incidence of misconduct? 1.5 What are the factors that lead to misconduct? 1.6 Responding to research wrongdoing 1.7 The process of dealing with misconduct 1.8 Approaches to misconduct prevention and for promoting integrity in research 2. Data Management 2.1 Data collection and recordkeeping 2.2 Analysis and selection of data 2.3 The (mis)representation of data 2.4 ownership of data 2.5 Retention of data 2.6 Sharing of data (open research data) 2.7 The ethics of big data 3. Publication ethics / Responsible publishing 3.1 Background 3.2 Criteria for being an author 3.3 Ordering of authors 3.4 Publication practices III. Research Ethics – External responsibilities 1. Research involving human subjects 1.1 History of research with human subjects 1.2 Basic ethical principles – The Belmont Report 1.3 Requirements to make clinical research ethical 1.4 Social value and scientific validity 1.5 Selection of study participants – the concept of vulnerability 1.6 Favourable risk-benefit ratio 1.7 Independent review - Ethics Committees 1.8 Informed consent 1.9 Respect for potential and enrolled participants 2. Social responsibility 2.1 What is social responsibility? a) Social responsibility of the individual scientist b) Social responsibility of the scientific community as a whole; 2.2 Participation in public discussions: a) Debate & Dialogue b) Communicating risks & uncertainties c) Science and the media 2.3 Public advocacy (policy making) 3. Dual use research 3.1 Introduction to Dual use research 3.2 Case study – Censuring science? 3.3 Transmission studies for avian flu (H5N1) 3.4 Synthetic biology | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | What are the requirements? First and foremost your strong willingness to seriously achieve the main learning outcomes as indicated in the Course Catalogue (specific learning outcomes for each module will be provided at the beginning of the course). For successfully completing the course Research Ethics, the following commitment is absolutely necessary (but not sufficient) (observed success factors for many years!): 1. Your regular presence is absolutely required (so please no double, parallel enrollment for courses taking place at the identical time!) connected with your active participation during class, e.g. taking notes, contributing to discussions (in group as well as in plenary class), solving exercises. 2. Having the willingness and availability of the necessary time for regularly preparing the class (at least 1 hour per week, probably even more…). | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-0703-00L | Environmental Ethics (University of Zurich) No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student. UZH Module Code: 07SMEEE266 Please register at: https://www.uzh.ch/cmsssl/de/studies/application/chmobilityin.html after you received your logon information you can enrol to courses at: https://studentservices.uzh.ch/uzh/application#/Logon Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/deadlines.html | W | 3 credits | 2V | University lecturers | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The pressing environmental challenges of today demand a critical reflection. Ethics is an important tool for doing so. This lecture introduces the basics of ethics and provides in-depth knowledge of environmental ethics and its debates. This theoretical background will be applied and critically reflected using examples of current environmental challenges. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | On completion of this lecture, you have acquired the ability to identify, analyze, critically reflect and resolve ethical challenges in general and specifically regarding the environment. You know basic concepts, positions and lines of argumentation from the debate in environmental ethics, which you have applied and discussed in smaller exercises. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-1661-00L | Ethics of Life Sciences and Biotechnology | W | 3 credits | 2V | A. Blasimme, E. Vayena | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This semester course enables students to recognize, anticipate and address ethical issues in the domain of health sciences and their technological application. The students will acquire the necessary theoretical and analytic resources to develop critical thinking skills in the field of applied ethics and will practice how to use such resources to address concrete ethical issues in health sciences | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course is tailored to students who want to become familiar with the analysis of ethical issues in all the different domains of life sciences and biotechnology. The course aims at equipping students with the necessary knowledge and analytic skills to understand, discuss and address the ethical aspects of science and technology in the domain of human health. The specific learning objectives of this course are: A. Identify ethical issues in in life sciences and biotechnology. B. Analyze and critically discuss ethical issues in life sciences and biotechnology. C. Become aware of relevant legal and public policy frameworks. D. Distinguish different ethical approaches and argumentative strategies in applied ethics. E. Recognize how ethical issues relate to different accounts of technology and innovation. F. Develop a personal and critical attitude towards the ethical aspects of life sciences and their technological application. G. Autonomously anticipate ethical issues. H. Propose and communicate solutions to ethical challenges and dilemmas. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course starts off with an introductory lecture on ethics as a discipline and an overview of the most relevant approaches in the domain of applied ethics. The students will also be introduced to current theoretical accounts of technology and will start to appreciate the relevance of ethics especially with respect to new and emerging technologies. Usable analytic tools will also be provided, thus enabling the students to engage with the discipline in a practical way from the very onset of the semester. The course will continue with thematic sessions covering a broad variety of topics all of which are relevant to the different study tracks offered by the department. In particular, the course will cover the following domains: digital health technologies and medical AI; food, nutrition and healthy longevity; biomedical engineering; genetics; neuroscience and Neurotechnologies; medical robotics; disability and rehabilitation; environmental ethics. The course will also include sessions on cross-cutting ethically relevant aspects of health sciences and technologies, namely: access to innovation, translational research, and the relation between science and public policy. All the topics of the course will be illustrated and interactively discussed through many case studies, offering the students the opportunity to prepare and present them, and to use them in individual as well as group exercises. Throughout the course, the students will have multiple opportunities to experiment with ethical argumentation and to practice their evolving skills. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0048-00L | Introduction to Ethics | W | 3 credits | 2V + 2U | N. Mazouz | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | What should I do? What is a good life? How should we shape our coexistence with other people - within political communities as well as between communities? And: What role does thinking about such questions play? In this course, basic questions of practical philosophy and their answers are introduced systematically and historically. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will get an overview of different historical and contemporary approaches in moral philosophy, political philosophy, social philosophy and anthropology. They are enabled to further developing their abilities to understand complex theories, to critically reflect on them and to put them up for discussion. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | What should I do? What is a good life? How should we shape our coexistence with other people - within political communities as well as between communities? And: What role does thinking about such questions play? In this course, basic questions of practical philosophy and their answers are introduced systematically and historically. In particular, example cases from science and technology are addressed. The course is accompanied by a tutorial in which the theoretical approaches can be deepened by means of examples. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0039-00L | Plural Perspectives on Rationality Does not take place this semester. | W | 3 credits | 2S | |||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Rationality has been treated as a “universal” character of human beings. But such understandings, though dominant, also came under androcentric and Eurocentric critiques. They point out that exclusion of women and people of color is not aberrant bad scientific practices, but rather constituent of the principle modern science based on. This seminar offers plural perspectives on rationality. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be introduced to theories of rationality from different philosophical traditions. Their ways of thinking shall be enriched and their sensibilities towards diversity improved. Students will participate in discussions, gain and sharpen their ability to understand complicated texts and identify arguments. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Understood as a distinctive human attribute, rationality has been treated as a “universal” character of human beings. But the course of philosophy has witnessed how dominant understandings of rationality came under androcentric and Eurocentric critique. Such reflections argue that exclusion of women and people of color is constituent of the principle modern science is based on rather than aberrant bad scientific practices. What counts as reasonable? What is rational? These questions seem quotidian. We deal with them every day. Telling right from wrong, true from false is considered a basic ability of reasoning. For example, clarity and consistency are what we almost always strive for, while contradictions and ambiguities are what we try our best to avoid. Such tendency, which is to be found not only in everyday life but also in science of different kinds, seems to suggest that there is nothing valuable, nothing worth learning from ways of reasoning that do not share these standards – or even deny that they can count as rationality at all. Nevertheless, when taking into consideration the androcentric and Eurocentric critiques modernity has been receiving so far, it is questionable whether the standard of rationality can really (or justifiably) be so impoverished. How can we think about rationality otherwise? Can we learn anything valuable from, for example, contradictions and ambiguities? If so, how to think about these unconventional ways of reasoning? In this seminar we will read and discuss theories of rationality from diverse philosophical traditions. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0196-00L | Philosophy of Pure and Applied Mathematics: From Foundations to Practice | W | 3 credits | 2S | Y. P.‑H. Hamami | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is a general introduction to the philosophy of mathematics for science, mathematics and engineering students. It will introduce the main views and debates on the nature of mathematics present in contemporary philosophy. A special focus will be put on questions pertaining to the foundations of mathematics as well as on philosophical issues emerging from actual mathematical practice. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objective of this course is to help students develop a reflective stance on what mathematics is and on its special place in the landscape of human knowledge. We expect students to be able to report the main philosophical conceptions of what mathematics is. We also expect them to be familiar with key debates in the philosophy of mathematics. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course is a general introduction to the philosophy of mathematics for science, mathematics and engineering students. It will introduce the main views and debates on the nature of mathematics present in contemporary philosophy. A special focus will be put on questions pertaining to the foundations of mathematics as well as on philosophical issues emerging from the actual practice of mathematics. The course is composed of four parts. Part I: Foundations of Mathematics. In this first part of the course, we will present the debates concerning the foundations of mathematics at the turn of the twentieth century. We will review the three main philosophical conceptions of mathematics developed during this period: logicism, formalism and intuitionism. Part II: Ontology and Epistemology of Mathematical Objects What is the nature of mathematical objects? And how can we acquire knowledge about them? Here we will present several ways of approaching these questions. We will discuss philosophical views that conceive mathematical objects as similar to physical objects, as creations of the human mind, as fictional characters, and as places in larger structures. We will see the strengths and weaknesses of these different views. Part III: Philosophy of Mathematical Practice In this part of the course, we will be concerned with a recent movement in the philosophy of mathematics dealing with the actual practice of mathematics. We will see two trends of research developed within this tradition. The first one aims to explain how we can think and reason mathematically with non-linguistic representations such as diagrams and symbolic notations. The second one asks whether there could be such things as explanations in mathematics and if yes what they are. The paradigmatic examples we will discuss here are mathematical proofs that not only establish that a theorem is true but also explain why it is true. Part IV: The Applicability of Mathematics to the Natural World It is a truism that mathematics is used everywhere in the natural and social sciences. But how come that mathematics applies so well to the natural world? If mathematics is just a pure game with symbols, or a pure invention of the human mind, it seems difficult to explain why it is so useful when formulating scientific theories about the world. In this part of the course, we will discuss this problem known as the applicability of mathematics, and we will see different philosophical solutions that have been developed to address it. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0251-00L | Psychedelic Science: Psychology, Pharmacology, Physiology Psychotherapy, Philosophy | W | 3 credits | 2V | K. Stocker | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This lecture series covers psychedelic science mainly psychologically, and additionally pharmacologically, physiologically, psychiatrically/psychotherapeutically, and philosophically. All contributions will also be reflected on from the viewpoint of the humanities and psychology. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To provide students with a multidisciplinary introduction to psychedelic science, and to also comprehensively embed this in a reflection from a humanities/psychology viewpoint. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Psychedelic science is a multidisciplinary field of study that involves scholars of the mind and scholars of the natural sciences. In this course, psychedelic science is presented mainly from the point of view of psychology, but will additionally also be considered from the viewpoints of pharmacology, physiology, psychiatrypsychotherapy, and philosophy. All non-psychological contributions will also be reflected on from the viewpoint of the humanities and psychology. The psychedelic studies treated in this course that involve humans focus on controlled and ethically approved studies where these substances are administered to medically screened, prepared, and supported participants. Privateillicit use of psychedelics is not a topic of this course. A psychedelic experience can be characterized as a temporary nonordinary state of consciousness (NSC) that is occasioned by classic (serotonergic) psychedelics such as psilocybin, mescaline, N,N-dimethyltryptamine (DMT), and lysergic acid diethylamide (LSD). Psychologically, the psychedelic experience can mainly manifest at the perceptual, cognitive, affective, volitional, and somesthetic level. The nonordinary perceptual spectrum ranges from visions (e.g., patterns or beings) to the subjective experience of an all-encompassing oneness, which also transcends the distinction between the perceiver and the perceived. The nonordinary cognitive spectrum ranges from no longer functionable thinking to very clear thinking, the nonordinary affective spectrum, for example, from deepest sadness to highest bliss, the nonordinary volitional spectrum from the feeling of being able to somewhat influence what is happening to the feeling of having no longer a will of one’s own, and the nonordinary somesthetic spectrum, for example, from feelings of bodily heavinesscompression to feelings of bodily lightnessfloating. Heuristically, as one possibility, a psychological typology of the psychedelic experience can be characterized to fall into three main types religious-like experiences (which may be interpreted religiouslyspiritually by the individuals having them, but may also be interpreted materialistically or agnostically), autobiographical experiences, and tripartite-mind (cognitionaffectconation) miscellaneous experiences. Investigating the psychedelic experience is a worthwhile endeavor as, for instance, certain aspects of this experience have been associated with increased subjective well-being both for healthy individuals as well as for patients – for example, persisting positive effects on attitudes, mood, and behavior in healthy individuals and sustained symptom reduction in individuals suffering from depression, anxiety, and addiction. Psychedelic science is overall a large multidisciplinary effort that requires collaboration of scholars of the mind and scholars of the natural sciences to advance the scientific knowledge of it. In this spirit, this course will – besides the main lecturer (PD Dr. phil. Kurt Stocker, a psychologist) – also involve further psychedelic-scientific scholars giving individual lectures in their respective field of expertise psychology (PD Dr. phil. Katrin Preller, University of Zurich & Yale University), pharmacology (Dr. phil. nat. Dino Luethi, University Hospital Basel; Dr. phil. nat. Deborah Rudin, University Hospital Basel; Prof. Dr. phil. Linda Simmler, University of Basel), physiology (PD Dr. sc. nat. Felix Scholkmann, University of Zurich & University of Bern), psychiatrypsychotherapy (Prof. Dr. med. Gregor Hasler, University of Fribourg; Dr. med. Dr. sc. ETH Milan Scheidegger, University of Zurich), and philosophy (Dr. Peter Sjöstedt-Hughes, University of Exeter). Overall, this course will provide an informative overview of the research foundations that have made psychedelic science what it is today, and will also provide an identification of the research frontiers that must be addressed to expand the psychedelic science of tomorrow. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0358-00L | If History Has the Keys to My House | W | 3 credits | 2V | F. Melandri | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course we will explore the relationship between literary ideation - in its expression through language and narrative of affective, intimate and relational experiences, that is, of human experience-and the historical and political reality of the societies in which each of us is given to live. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants will be guided to develop the research and work plan for a personal writing project (full drafting of which is not included in the course and is optional). | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this course we will explore the relationship between literary ideation - in its expression through language and narrative of affective, intimate and relational experiences, that is, of human experience-and the historical and political reality of the societies in which each of us is given to live. Frontal contextual lectures on specific themes of Italian history-from the relationship between linguistic minorities and the central state, to the terrorism of the years of lead, to colonialism and migration-will provide the basis for the description of the working methodology behind Francesca Melandri's literary production: research, interviews, study of texts and in archives, elaboration of characters, creation of plots, use of language, and so on. These will be alternated with lectures that will take the form of a group workshop, where students will be guided to organize the work plan for a project of their own that stems from the question: in what way - spectacular or stealthy - did the great History enter our homes? Participants will be guided to develop the research and work plan for this personal writing project (full drafting of which is not included in the course and is optional). It may be non-fiction, memoiristic or narrative, and will aim to explore aspects of the history and politics of one's own community, in whatever sense one understands - country, city, neighborhood, social group, or other - through the lens of private life and affect. In the final paper, not only the questions underlying the future research should be defined, but also the work plan necessary to produce it: bibliography, study materials, descriptions of the necessary site visits, planning of interviews with witnesses, interlocutors and experts; dramaturgical elaboration (in the case of a narrative paper) ... The topic of each project will be freely chosen by each participant, and the progress of the work plan will be discussed together in class. Special emphasis, in choosing these topics, will be given to exploring the blind zones in narratives, both private and collective: in omissions, implicit, ellipses. We will be guided by the knowledge that the most powerful traces left by History in human beings and communities are found in their silences. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0622-00L | Inequality and Injustice: Economic and Philosophical Perspectives | W | 3 credits | 2S | I. Günther, K. Harttgen, N. Mazouz | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Globalization and technological progress in recent decades have on the one hand reduced inequality and led to new forms of inequality on the other hand. The question is whether these new forms of inequality lead to more inequity. This course provides an overview of the current philosophical and economic discourse on inequality and injustice. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Using philosophical and economic texts and discussions, students develop an understanding of the concepts, developments, causes, and consequences of inequality. Students will acquire the ability to participate in an informed discourse on the issues of inequality and injustice and to critically reflect on their actions and position in the world. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this seminar we will explore the issues of inequality and injustice. In doing so, we will explore the following questions: What is meant by inequality and injustice? Under what circumstances are inequalities unjust? Have inequalities and injustices increased or decreased over the last 50 years? What are the causes of increasing or decreasing inequality? What do these inequalities and injustices mean for our society? And what public and private measures are needed for more inclusive societies? - Concepts of inequality and injustice - Development of inequality over the last 50 years based on different dimensions of inequality: income, wealth, education, health, CO2 emissions, political participation. - Discrimination of women, people with physical disabilities, people of the "Global South". - Causes of inequality: globalization, technological progress, political systems and institutions, economic system, social discrimination, stereotypes and norms. - Consequences of inequality: justice, dignity, inefficiency - Towards more inclusive societies: the role of policies, civil society, social movements and individual behavior. The seminar is based on readings of economic and philosophical texts and is complemented by short presentations and discussions with scholars of philosophy and economics. In some cases, practitioners will also be invited to the seminar. Students will apply the concepts, theories and knowledge covered in the course to practical issues related to inequality and inequity. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0195-00L | Global History of Mathematics | W | 3 credits | 2V | E. Sammarchi | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course will approach the history of mathematics according to the perspective of global history. It will review several case studies analyzed by historians from the ancient, medieval and modern history of mathematics. It will emphasize the connections that can be established in a global dimension between mathematical practices and sources. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course aims are: 1. To introduce students to the historical dimension of mathematics 2. To introduce students to the different meanings of "global" within the history of mathematics 3. To develop critical reflection concerning the nature of mathematical objects 5. To open the students' horizons to the plurality of mathematical cultures and practices 6. To learn how to analyze and comment on mathematical texts written in the past | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course will approach the history of mathematics according to the perspective of global history. It focuses on comparative and connective accounts of world-historical significance which move beyond methodological nationalism and Eurocentrism in order to highlight forms of interdependence and cross-cultural exchange. It also highlights the necessity of replacing a study of the transmission of knowledge based on outstanding individual or national contributions, with the study of an integrated world of knowledge. During the course, we will review several case studies from the ancient, medieval and modern history of mathematics. These case studies will be representative of three dimensions of analysis: transregional, transcultural, and transdisciplinary. Students will alternate the work on texts of the secondary literature, with the analysis of primary sources. During certain lectures, some invited speakers will present their research on Mesopotamian, Chinese, Sanskrit, Arabic and Latin mathematics. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0049-00L | John Broome’s “Climate Matters: Ethics in a Warming World” | W | 3 credits | 2S | F. Altner | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course, students will be introduced to key ethical issues and solutions that arise in the context of anthropocentric climate change through careful study of John Broome’s book “Climate Matters: Ethics in a Warming World” as well as alternative proposals. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The aim of this course is to allow students to think clearly and systematically about the ethical issues and issues of justice that arise in the context of climate change. Furthermore, they should be able to reflect their own ethical role and contributions with respect to climate change, as well as think critical about various major policy proposals. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Man-made climate change confronts us with a difficult, ethical problem. Our use of fossil fuels and the resulting warming of the climate increases the likelihood of extreme climate events, such as droughts and floods, often threatening the livelihoods of people in the poorest countries that are not among the major emitters. What distinguishes climate change from other externalities of our actions is that most of the consequences, such as rising sea levels, will be borne by future generations. John Broome's book "Climate Matters: Ethics in a warming world" is one of the clearest ethical analyses of this problem. In it, he explores the ethical implications of our individual contributions to global warming, questions of justice, and the responsibilities that states, corporations, and other collective actors bear, using well-known ethical thought experiments such as Derek Parfit's "non-identity" problem and Judith Jarvis Thomson's violinist. His proposals, which combine utilitarian theories with economic models, such as a market for carbon credits and carbon off-setting, will form the starting point in the seminar for reflecting on and critically considering one's own ethical role, as well as the ethical foundations of public policies. Alternative solutions, such as collective actions that require greater ethical sacrifices, will also be discussed in the course. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0402-00L | Nature and Norm | W | 3 credits | 2V | M. Hampe | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | People can give norms to their lives. At the same time, they are subject to natural laws. How do these two relate to each other? To be able to discuss this question, human freedom and determinateness, the role of human cognitive ability in the context of nature and the emergence of social patterns as norms for individuals have to be reflected. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Familiarity with the basics of the philosophical problems of freedom and determinacy and their relevance to environmental ethics. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | People can give norms to their lives. At the same time, they are subject to natural laws. How do these two relate to each other? To be able to discuss this question, human freedom and determinateness, the role of human cognitive ability in the context of nature and the emergence of social patterns as norms for individuals have to be reflected. The lecture addresses these questions with a constant eye on environmental ethics and its history. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0162-00L | Philosophy of Physics | W | 3 credits | 2S | M. Hampe, R. Wallny | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Close reading of and reflection about selected texts from physicists (e.g. C.F: Weizsäcker, Wilczek, Susskind) on the philosophical problems and consequences of their work. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants should develop a clear view of the epistemological foundations of their work and its consequences for philosophy of science and philosophy of nature. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Newton's opus magnum of 1687 is still called a philosophy of nature: "Philosophiae Naturalis Principia Mathematica". The separation of physics from philosophy is new, and institutionally executed only in the 19th century. Since than the experiment is not a philosophical method and mahematical symbolization not part of the languages of philosophy anymore. But although the subjects were divided methodically they stayed in contact via their content. This can be seen in the reflexions of physicists like C. F: v. Weizsächer, Frank Wilczek or Leonard Susskind, who were all concerned with epistemological questions and topics related to the philosophy of science and philosophy of nature. The seminar is devoted to these reflections and will ask in what relation the philosophy of physicists stands to the physics of their time. We will discuss problems of the unity of physics, of emerging laws and of the beauty or ugliness of the physical universe resp. the theories about it. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | see moodle | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course follows the concept of an "inverted classroom". A prerequisite is that the relevant texts have been read prior to the lecture. The assistants will give support. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0125-71L | Whose Responsibility for What? On Individual and Collective Responsibility Particularly suitable for students of D-ARCH, D-BAUG, D-HEST, D-MTEC, D-USYS Doctoral students can receive credit for the achievements of this course in the section "Transferable Skills". | W | 3 credits | 2G | L. Wingert | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Responsibility is a key concept in ethics: The individual's responsibility is emphasized. Contrary to that, one often points to the limits of a person's responsibility, e.g. for a stock market crash, for greenhouse gas emissions, for injust social conditions. What belongs to to our responsibility as individuals and what to our collective responsibility? And do robots have responsibilities? | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 1. Certain concepts should be clarified: e.g., the very meaning of "being responsible for one's actions and its consequences". To what extent are we responsible for the social conditions we find ourselves in? 2. One theoretical position in the philosophy of sociality holds that only individual persons (and not firms, institutions, or states) can be responsible for action and social conditions. Students should be able to evaluate the strengths and weaknesses of this thesis (methodological individualism). 3. What does responsibility mean in special social spheres like the economy and the sciences? What does a citizen's collective and personal responsibility consist in? | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0095-00L | Is All Relative? On Scientific Authority, Belief Change, and Universally Valid Norms Doctoral students can receive credit for the achievements of this course in the section "Transferable Skills". | W | 3 credits | 2G | L. Wingert | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Is all relative? “Yes!” is often the answer in societies of the West, the East, and the South now. The sciences are but one belief system among others like religions. Human rights are inventions with vested interests of their Western inventors. Reality is standpoint-relative. For, the view from nowhere is impossible. Yesterday’s knowledge is today’s merely socially shared belief. Is this true? | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Those students who are studying the explained and commented literature and following attentively the discussions will know certain answers to some important questions. And they will be able to evaluate those answers to the following questions: 1. What are reasons for the authority of the sciences in the 21th century? 2. Scientific theories about the world are incomplete, they changed and will change. Should we conclude from incompleteness and change that scientific authority is doubtful or even illegitimate? 3. Social norms and scientific methods vary with historical times and with cultures. Do we have to draw the conclusion that there are no universally valid social norms? Do we have to accept and tolerate cultures and methods whatever they are? 4. We human beings form opinions about the world and cope with the world on the bases of firm background beliefs, values, norms, and interests. Does this make experienced reality standpoint relative? 5. What is the right and what is the wrong way to conceptualize “relative” and “relativism”? 6. In which sense a truth is relative and in which sense it is not? 7. How should we understand the relation between “relative”/”relativism” and “objective”/”objectivity”? | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature in alphabetical order: Martin Carrier, Wissenschaft im Griff der Wirtschaft. Auswirkungen kommerzialisierter Forschung auf die Erkenntnisgewinnung, in: Gerhard Schurz, Martin Carrier (Hrsg.), Werte in den Wissenschaften. Neue Ansätze zum Werturteilsstreit, Berlin 2013, S. 374-396. Nancy Cartwright, A Philosopher Looks At Science, Oxford 2022, I. The Melange of Theory Ingredients: Concepts; Models and Narrativs; Diagrams, Illustrations, and Graphs; Experiments and the Testing of Theory, S. 19-61. Pascal Engel, Les vices du savoir. Essai d’éthique intellectuelle, Marseille 2019, Teil V, Kap. 1: Les valeurs et normes épistémiques sont-elles simplement sociales?, S. 275-293; Kap. 3: Quelles taxinomies pour les vertus et les vices intellectuels?, S. 298-311. Stephen Gaukroger, Objectivity. A Very Short Introduction, Oxford 2012. Jürgen Habermas, Vom pragmatischen, ethischen und moralischen Gebrauch der Vernunft, in: ders., Erläuterungen zur Diskursethik, Frankfurt/M. 1991, S. 100-118. Sandra Harding, Objectivity and Diversity, Chicago 2015, Kap 7: After Mr. Nowhere. New Proper Scientific Selves, S. 150-173. Katja Hosling, Roseanne Russell, Discrimination Law. Equality Law, and Implicit Bias, in: Michael Brownstein, Jennifer Saul (Hrsg.), Implicit Bias & Philosophy. Moral Responsibility, Structural Injustice, and Ethics, Oxford 2016, S. 255-278. Matthias Mahlmann, Mind and Rights. The History, Ethics, Law and Psychology of Human Rights, Cambridge 2023, Kap. 3.6: The Many Roots of Human Rights, S. 180-198. Thomas Nagel, The Last Word, Oxford 1997, Introduction; Kap. 6: Ethics; S. 3-11, 101-125. Jürgen Renn, Die Evolution des Wissens. Eine Neubestimmung der Wissenschaft für das Anthropozän, Berlin 2022, Teil 2: Wie sich Wissensstrukturen wandeln. Kap. 4: Strukturelle Veränderungen in Wissenssystemen, S. 155-198. Peter Unger, Philosophical Relativity, Oxford 1984, Teil III: A Relativistic Approach to Some Philosophical Problems, S. 46-64. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0403-00L | Vernunftkritik | W | 3 credits | 2V | M. Hampe, A.‑A. E. Särkelä | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This lecture will give an overview of criticisms of reason from the 20th century to the present. Starting from Oswald Spengler to Horkheimer and Adorno, Wittgenstein and Feyerabend. Special attention will be given to the discussion of the empirical sciences. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should develop a first understanding of different conceptions of reason and their philosophical criticism. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This lecture will give an overview of criticisms of reason from the 20th century to the present. Starting from Oswald Spengler to Horkheimer and Adorno, Wittgenstein and Feyerabend. Special attention will be given to the discussion of the empirical sciences. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | None. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0685-00L | Making Data, Making Worlds: An Introduction to Data Practices | W | 3 credits | 2V | M. Leese | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Data are not neutral representations of external realities, but they are made by humans and imbued with interests, norms, and tacit assumptions. The aim of this course is to establish an understanding of how data matter in our construction and understanding of the world, and to draw attention to practices of their production, management, and regulation. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the term, students will be able to: • reflect concepts and theories that capture the performativity of data • reflect concepts and theories that capture the socio-technical nature of data • assess the implications of data practices for social and political ordering • identify key actors, sites, and domain contexts of data practices | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Week 1 Introduction: Making data, making worlds Week 2 How data matter I: Statecraft Week 3 How data matter II: Medicine Week 4 How data matter III: Artificial intelligence Week 5 Making data I: How to measure the world? Week 6 Making data II: Documentation Week 7 Data governance I: Privacy and Data protection Week 8 Data governance II: The right to be forgotten Week 9 Data governance III: Purpose limitation Week 10 Taking care of data I: Data quality Week 11 Taking care of data II: Fixing data Week 12 Taking care of data III: Preserving data Week 13 Exam | ||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0194-00L | Semiotics: Between Science and Literature Does not take place this semester. | W | 3 credits | 2V | |||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Semiotics is the study of signs and sign-use. In this seminar, we will focus on signs and sign-use in science and mathematics: which signs do scientists create, how are they used, and what is the relation between sign-use and the production of scientific or mathematical knowledge? | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Overview of different semiotic theories and problems Semiotics of mathematics and science | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Semiotics is the study of signs and sign-use. As a discipline, semiotics is a chimera, which combines elements of philosophy, linguistics, literature, cognitive science, psychology, anthropology, biology and computer science. In this seminar, we will focus on signs and sign-use in science and mathematics: which signs do scientists create, how are they used, and what is the relation between sign-use and the production of scientific knowledge? We will address these questions by reading a selection of existing semiotic theories as well as some applications of semiotic theory to the study of scientific and mathematical practices. Based on this, we will gain insight into the processes of meaning-making, which we engage in when learning, producing or communicating scientific or mathematical knowledge. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0185-00L | Ethics in Mathematics Recommended for students of D-MATH | W | 3 credits | 2S | M. Cordes | ||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course we will discuss ethics related to the practice of mathematics. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants of the course will: • Become familiar with some of the ethical questions inherent to mathematical work • Explore several applications of mathematics and their impacts on society • Develop skills to identify ethical questions in mathematics and deepen their understanding of debates on certain issues in the mathematical community • Consider what a code of ethics for mathematicians could look like • Practice and improve mathematical communication skills | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | • Exploration of what mathematics is • Case studies which illuminate ethical questions that appear in the practice of mathematics • Ethical situations that appear in the mathematical community (interaction with the public, within the mathematical community, as educators,...) Please email the instructor if you'd like a more detailed syllabus. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A reading list will be distributed the first day. If you'd like to see it before, please email the instructor and ask for a copy of the syllabus. | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | 1. Your regular presence is absolutely required (so please no double, parallel enrollment for courses taking place at the identical time!). Students are expected to be active, thoughtful participants, e.g., taking notes, contributing to discussions. 2. Having the willingness and availability of the necessary time for regularly preparing the class. Students will be expected to do the readings and have thought critically about their content before each class. | ||||||||||||||||||||||||||||||||||||||||||||||||||
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