Search result: Catalogue data in Spring Semester 2022
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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| 851-0300-60L | Franz Kafka. Modernism's Literary Knowledge | W | 3 credits | 2V | A. Kilcher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 1) 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0432-00L | Time in Science and Literature  Does not take place this semester. | W | 3 credits | 2S | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course explores the role of time and temporality in science and literature, c.1800 to the present. We will study how time has been used to shape ideas and assumptions in science and society across Western Europe and North America during modernity to assess how understanding the temporal features of Western culture can transform our understandings of science and society both past and present. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course equips students with the skills to assess how time has shaped social, economic, political, and scientific developments since 1800. Students will be able to compare and contrast competing models of time in scientific and literary forms, identify key exchanges in thinking about time across genres, and explain how time informed distinct theories or approaches in science and literature. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Time is a major feature of life, existence, and the universe, but its workings are often unnoticed in everyday life. It is all too easy to assume that time, like space, is a mere dimension in which events unfold or a helpful framework for us to measure change. Yet the means of reckoning time, its perception, and its influence on individuals and societies have changed throughout the course of history. Across different periods and in different contexts, people have sought to conceptualize time for a variety of reasons, from proposing a metaphysics of the world to dividing the day into ‘hours’ that facilitate the coordination of trade and communication across the globe, to understanding the tempo of daily life. As early as the 4th century AD, St Augustine ruminated on the relationship between past, present, and future in the context of a declining Western Roman Empire. A millennium and a half later, in a world shaken by the seemingly unstoppable acceleration of modernity, the philosopher Henri Bergson sought to understand how humans became conscious of ‘duration’ while Albert Einstein and Henri Poincaré attempted to resolve the relativity of time measurement. To this day, individuals around the world struggle to manage the time pressures exerted in daily life. This course explores the role of time and temporality in science and literature from the 18th century to the present. We will study how ideas about time have been developed, applied, and challenged across scientific and aesthetic domains during the period of ‘modernity’ or Neuzeit in Western Europe and North America. In the process, we will explore how time has been used to shape ideas and assumptions in science and society, and how evaluating the temporal dimension of ‘Western’ culture can transform our understanding of science and society – both past and present. In the first half of the semester, we will consider the history of time, how change and continuity have been conceptualised, the birth of modern chronology, the ‘Horological Revolution’, and ideas of ‘progress’ and ‘development’ in 19th-century science and literature. Subsequent classes will explore key aspects of temporality through the lens of specific scientific and aesthetic developments. These include the rise of modern physics, sociology, psychology, futurology, science fiction, accelerationism, modernism, postmodernism, and time during and after coronavirus. Weekly themes will be explored through a close reading of key texts drawn from the history of science, literature, critical theory, and history, allowing for a wide-ranging discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0340-01L | Writing Technology: Symbols, Codes, and Translating Machines | W | 3 credits | 2V | P. Gerard | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course explores the two sides of writing technology. On the one hand, it examines today’s most ubiquitous writing technology: the digital writing of modern computers. On the other, it considers a set of literary texts that reflect on such technology in writing. The goal of the course is to habituate ourselves to moving between these two sides. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After completing this course, students will be able to provide examples of the role literary texts played in the development of communications technology as well as cite instances where literature reflects on the implications of such technology. Drawing on our readings, students will be able to debate the relevance of humanist postulates—such as the difference between rhetoric and grammar, meaning and information, thinking and calculating—to our digital culture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this course we will examine the two sides of writing technology. On the one hand, we will direct our attention to that most conspicuous writing technology of our world: the coded symbols of digital computers. On the other hand, we will consider a set of fictional works that explore the forms, uses, and implications of such technology in writing. We will also regularly jump back and forth between the two sides of the issue, literally and figuratively re-coding literary writing in the language of information theory to see what is lost—and what is gained—in translation. The tutelary spirit of our course is the American mathematician Claude Shannon, the author of The Mathematical Theory of Communication and the founder of information theory. But Shannon’s own muse was Edgar Allen Poe, whose 1843 story, “The Gold-Bug,” inspired Shannon to regard language as a probabilistic system susceptible to mathematical analysis. A passionate reader of Poe, Shannon was also fascinated by the vertiginous vocabulary of James Joyce’s novels, texts whose exceptional information content he contrasted with C.K. Ogden’s proposal for “Basic English,” a simplified, “universal” language consisting of only 850 English words. We will examine all of these sources as well as others so that we may reconnect the key terms of Shannon’s theory (“information,” “code,” “message,” “translation,” etc.) with the literary traditions that—at least in part—inspired him. Over the course of the semester, we will turn from specific writing technologies to more capacious logics of control: writing technologies ‘writ large.’ After looking at the machine languages and feedback mechanisms that underwrite the mid-century field of cybernetics, we will read excerpts from Samuel Beckett’s experimental novel, Watt, and examine how it imagines the intersection of human cognition with digital logic. Watt, Beckett’s hapless protagonist, obliges us to reexamine the programs we habitually follow and to ask ourselves, ‘watt’ has digital communications technology done to how we live and how we think? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0299-00L | Literature, Art and Politics in Fin-de-siècle Paris, Vienna, Prague, and Berlin | W | 3 credits | 2V | S. S. Leuenberger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Literature and art in 1900 were characterised by the conflict between the perception of decline and the hope of renewal. Analysis of literary, philosophical and critical theory texts illustrates that some authors were not merely passive observers of the crisis, they also experienced it first-hand in their writing. This crisis subsequently became the model for a new form of linguistics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The lecture is part of the ‘Science in Perspective’ course programme: students will learn about literature, art and philosophy at the turn of the 20th century with case studies featuring literary, epic, dramatic and discursive texts from around 1900 which are characterized by the conflict between the perception of decadence, decay and death on the one hand, and hope of rebirth, renewal and rejuvenation on the other hand. Analysis of these texts illustrates that several authors not only observed the language crisis, the increasing awareness of the impossibility of representation through language, which was accompanied by a questioning of the self (I), but they also experienced it in their writing. This crisis subsequently became the model for a new form of linguistics. These literary forays, and indeed other ideological and political thinking and models of salvation and future at the time, including socialism, anarchy, psychoanalysis and Zionism will also be addressed in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The reading list includes literary texts and discursive texts, amongst others, from Stéphane Mallarmé, Stefan George, Hugo von Hofmannsthal, Arthur Schopenhauer, Friedrich Nietzsche, Lou Andreas-Salomé, Ernst Mach, Hermann Bahr, Richard Dehmel, Christian Morgenstern, Sigmund Freud, Bertha Pappenheim, Else Lasker-Schüler, Arthur Schnitzler, Theodor Herzl, Robert Walser and Thomas Mann. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0324-00L | Writing Nature, Knowing Nature | W | 3 credits | 2S | C. Jany | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | "Nature" is, once again, on everyone's lips. This is also true with regard to the the book market. "Nature writing" is a booming genre. But why? What is so appealing about it? What can narrative and essayistic writings about nature tell us that the natural sciences seemingly cannot tell? What kind of knowledge does it generate? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Starting with current "Nature Writing", we will revisit classics of the genre and then go back to antiquity (essentially a time "before nature") to discuss these questions. We will focus on motifs, metaphors, concepts and (primal) scenes that shape our understanding of and need for nature until this day. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0083-00L | Immediacy of Knowledge: Politics and Aesthetics | W | 3 credits | 2V | A. Alon | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course aims at studying discourses of immediacy in modernity. It conveys central positions of science studies and aesthetics which thematise immediacy affirmatively and critically and situates them historically. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Conveying basic concepts of science studies, aesthetics, and cultural studies by focusing on the discourse of immediacy in modernity Situating historically the differentiation of natural sciences vs. humanities Reflecting and historicising the question of the epistemic status of literature and the es-theticization of knowledge Reflecting and historicising the question of the relevance of literature and the arts for the humanities and natural sciences Reflection of knowledge production and methods | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Modern discourses on immediacy are as varied as life itself. They thematise scientific intuition, religious certainty and the experience of nature, they negotiate love at first sight, the sensation of belonging to a "Volk" and the hate of one's fellow human. Discourses on immediacy tend to systematically hide the medium, be it reason, a book, a film or social media. At the same time, the alleged immediacy turns out to be an impossi-ble belief, witness the discourse on intuitions, mystical enlightenment, reason or 'that gut feeling'. At the same time, the alleged immediacy can be proven to be a baseless belief: the 'groundless' hate may have been incited, the "Volk" might not exist and one's love could have been engineered by an algorithm. All the while, people tend to stick to their belief: immediacy keeps its lustre and bears a promise one abides by. This divergent and contradictory constellation which oscillates between affirmation and negation is typical of discourses of immediacy. Since the 19th century it has given rise to productivity in theory (science and technology studies as well as aesthetics) and artistic productivity. In the realm of science studies the function of the immediate has been central for Wil-helm Diltheys concept of "Erlebnis" (loosely translated as experience) and his distinction of the humanities and aesthetics vs. the natural sciences. For Dilthey, 'Erlebnis' is always strictly what one has experienced oneself. It is immediate, contrary to everything that has not been proven by one's own experience (as per by Hans-Georg Gadamer). Also the scientific disciplines which are devised in the 19th century thematise the con-cept of immediacy. Witness psychology (Wilhelm Wundt), sociology, anthropology and the science of religion, but also biology and medicine - sciences that produce knowledge on Nature. In discourses on immediacy, literature plays a changing and multi-faceted role: While for Dilthey, literature refers 'immediatly' to the "life" of those described, modernisms un-derstands literature as locus where precisely this immediacy is reflected and where the act of mediation is accentuated. We can see this in big city novels such as James Joyce's Ulys-ses (1922), where Joyce "[devises] the narrative technique of the stream of consciousness to represent with unprecedented immediacy the haphazard and fleeting passage of its pro-tagonists’ thoughts, feelings, and sensations". While within the novel genre of 21st Nature Writing, this ostentative reflexivity seems to have been reduced, the discursive proximity to writings of the genre's pioneers – Linnaeus or Darwin, for example – infers a systematis-ing point of view and therefore points to the mediation of an otherwise immediate Nature. In the course we will get to know the central positions of science and technology studies and aesthetics which develop in the wake of the differentiation of the humanities vs. the natural sciences and in which immediacy is discussed affirmatively or critically – and we will situate them in their historic context. We will study epistemological, mathematical, anthropological, psychological as well as media theoretical and literary aesthetical dis-courses of immediacy and will discuss examples from literature and the arts which negoti-ate the question of immediacy. The course will emphasize the role played by the systematic distinction of the natural sciences and the humanities in the formation of these discourses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Economics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0532-00L | Economics of Sustainable Development | W | 3 credits | 2V | L. Bretschger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Concepts and indicators of sustainable development, paradigms of weak and strong sustainability; neoclassical and endogenous growth models; economic growth in the presence of exhaustible and renewable resources; pollution, environmental policy and growth; role of substitution and technological progress; Environmental Kuznets Curve; sustainability policy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The aim is to develop an understanding of the implications of sustainable development for the long-run development of economies. It is to be shown to which extent the potential for growth to be sustainable depends on substitution possibilities, technological change and environmental policy. After successful completion of this course, students are able to 1. understand the causes of long-term economic development 2. analyse the influence of natural resources and pollution on the development of social welfare 3. to appropriately classify the role of politics in the pursuit of sustainability goals. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture introduces different concepts and paradigms of sustainable development. Building on this foundation and following a general introduction to the modelling of economic growth, conditions for growth to be sustainable in the presence of pollution and scarce natural resources are derived. Special attention is devoted to the scope for substitution and role of technological progress in overcoming resource scarcities. Implications of environmental externalities are regarded with respect to the design of environmental policies. Concepts and indicators of sustainable development, paradigms of weak and strong sustainability, sustainability optimism vs. pessimism; introduction to neoclassical and endogenous growth models; pollution, environmental policy and growth; role of substitution possibilities and technological progress; Environmental Kuznets Curve: concept, theory and empirical results; economic growth in the presence of exhaustible and renewable resources, Hartwick rule, resource saving technological change. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Will be provided successively in the course of the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Bretschger, F. (1999), Growth Theory and Sustainable Development, Cheltenham: Edward Elgar. Bretschger, L. (2004), Wachstumstheorie, Oldenbourg, 3. Auflage, München. Bretschger, L. (2018), Greening Economy, Graying Society, CER-ETH Press, ETH Zurich. Perman, R., Y. Ma, J. McGilvray and M. Common (2011), Natural Resource and Environmental Economics, Longman , 4th ed., Essex. Neumayer, E. (2003), Weak and Strong Sustainability, 2nd ed., Cheltenham: Edward Elgar. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0564-00L | Entrepreneurial Risks | W | 3 credits | 2G | D. Sornette | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | - Dimensions of risks with emphasis on entrepreneurial, financial and social risks. - What young entrepreneurs need to know from start-up creation to investment in innovation. - Perspectives on the future of innovation and how to better invent and create. - How to innovate and scale up and work with China. - Dynamical risk management and learning from the failure of others. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | We live a in complex world with many nonlinear negative and positive feedbacks. Entrepreneurship is one of the leading human activity based on innovation to create new wealth and new social developments. This course will analyze the risks (upside and downside) associated with entrepreneurship and more generally human activity in the firms, in social networks and in society. The goal is to present what we believe are the key concepts and the quantitative tools to understand and manage risks. An emphasis will be on large and extreme risks, known to control many systems, and which require novel ways of thinking and of managing. We will examine the questions of (i) how much one can manage and control these risks, (ii) how these actions may feedback positively or negatively and (iii) how to foster human cooperation for the creation of wealth and social well-being. The exam will be in the format of multiple choice questions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | PART I: INTRODUCTION Lecture 1 (19/02): Risks (and opportunities) in the economic, entrepreneurial and social spheres (D. Sornette) PART II: START-UPS AND INVESTMENT IN INNOVATION Lecture 2 (26/02): Setting the landscape on entrepreneurship and private investment (P. Cauwels) Lecture 3 (04/03 and 11/03): Corporate finance (P. Cauwels) Lecture 4 (18/03): Legal, governance and management (P. Cauwels) Lecture 5 (25/03): Investors in the innovation economy (P. Cauwels) PART III: HOW TO PREDICT THE FUTURE Lecture 6 (01/04): Historical perspective (P. Cauwels) Lecture 7 (08/04): The logistic equation of growth and saturation (D. Sornette) Lecture 8 (22/04): Future perspective (P. Cauwels) Lecture 9 (29/04): The fair reward problem, the illusion of success and how to solve it (P. Cauwels) PART IV: HOW TO WORK WITH CHINA “if China succeeds, the world succeeds; if China fails, the world fails” (D. Sornette). Lecture 10 (06/05): The macro status in China and the potential opportunity and risks for the world (K. Wu) Lecture 11 (13/05): The collision of the two opposite mindsets: Innovation and Entrepreneurship in China and Switzerland (K. Wu) PART V: ESSENTIALS ON DYNAMICAL RISK MANAGEMENT Lecture 12 (20/05): Principles of Risk Management for entrepreneurship (D. Sornette) Lecture 13 (27/05): The biology of risks and war principles applied to management (D. Sornette) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The lecture notes will be distributed a the beginning of each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | I will use elements taken from my books -D. Sornette Critical Phenomena in Natural Sciences, Chaos, Fractals, Self-organization and Disorder: Concepts and Tools, 2nd ed. (Springer Series in Synergetics, Heidelberg, 2004) -Y. Malevergne and D. Sornette Extreme Financial Risks (From Dependence to Risk Management) (Springer, Heidelberg, 2006). -D. Sornette, Why Stock Markets Crash (Critical Events in Complex Financial Systems), (Princeton University Press, 2003) as well as from a variety of other sources, which will be indicated to the students during each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | -A deep curiosity and interest in asking questions and in attempting to understand and manage the complexity of the corporate, financial and social world -quantitative skills in mathematical analysis and algebra for the modeling part. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 364-0576-00L | Advanced Sustainability Economics PhD course, open for MSc students | W | 3 credits | 3G | L. Bretschger, E. Komarov | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course covers current resource and sustainability economics, including ethical foundations of sustainability, intertemporal optimisation in capital-resource economies, sustainable use of non-renewable and renewable resources, pollution dynamics, population growth, and sectoral heterogeneity. A final part is on empirical contributions, e.g. the resource curse, energy prices, and the EKC. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Understanding of the current issues and economic methods in sustainability research; ability to solve typical problems like the calculation of the growth rate under environmental restriction with the help of appropriate model equations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 351-0578-00L | Introduction to Economic Policy Not for students belonging to D-MTEC! | W | 2 credits | 1V | H. Mikosch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | First approach to the theory of economic policy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | First approach to the theory of economic policy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Wirtschaftspolitik ist die Gesamtheit aller Massnahmen von staatlichen Institutionen mit denen das Wirtschaftsgeschehen geregelt und gestaltet wird. Die Vorlesung bietet einen ersten Zugang zur Theorie der Wirtschaftspolitik. Gliederung der Vorlesung: 1.) Wohlfahrtsökonomische Grundlagen: Wohlfahrtsfunktion, Pareto-Optimalität, Wirtschaftspolitik als Mittel-Zweck-Analyse u.a. 2.) Wirtschaftsordnungen: Geplante und ungeplante Ordnung 3.) Wettbewerb und Effizienz: Hauptsätze der Wohlfahrtsökonomik, Effizienz von Wettbewerbsmärkten 4.) Wettbewerbspolitik: Sicherstellung einer wettbewerblichen Ordnung Gründe für Marktversagen: 5.) Externe Effekte 6.) Öffentliche Güter 7.) Natürliche Monopole 8.) Informationsasymmetrien 9.) Anpassungskosten 10.) Irrationalität 11.) Wirtschaftspolitik und Politische Ökonomie Die Vorlesung beinhaltet Anwendungsbeispiele und Exkurse, um eine Verbindung zwischen Theorie und Praxis der Wirtschaftspolitik herzustellen. Z. B. Verteilungseffekte von wirtschaftspolitischen Massnahmen, Kartellpolitik am Ölmarkt, Internalisierung externer Effekte durch Emissionshandel, moralisches Risiko am Finanzmarkt, Nudging, zeitinkonsistente Präferenzen im Bereich der Gesundheitspolitik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Ja (in Form von Vorlesungsslides). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0758-00L | Ecological Economics: Foundations and Growth Critics | W | 2 credits | 2V | I. Seidl | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students become acquainted with the basics, central questions, analyses of Ecological Economics. Thereby, central will be the topic of economic growth. What are the positions of Ecological Economics in this regard? What are the theories and concepts to found this position in general and in particular economic areas (e.g. resource consumption, , consumption, labour market, enterprises)? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Become acquainted with basics and central questions of Ecological Economics (EE): e.g. 'pre-analytic vision', field of discipline, development of EE, contributions of involved disciplines such as ecology or political sciences, ecological-economic analysis of topics such as labour market, consumption, money. Critical analysis of growth and learning about approaches to reduce growth pressures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | What is Ecological Economics, what are the topics? Field of the discipline and basics, resource consumption, its development and measurements, measurement of economic activity and welfare, economic growth, growth critics and post-growth society, growth pressures in areas such as consumption, money/finances, enterprises, labour market; Starting points for growth-independence and post-growth society | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No Script. Slides and texts will be provided beforehand. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Spash, C. L., Ed. (2017). The Routledge Handbook of Ecological Economics: Nature and Society. Abingdon, Routledge. Seidl, I. /Zahrnt A. (2010). Postwachstumsgesellschaft. Konzepte für die Zukunft, Marburg, Metropolis Seidl, I. /Zahrnt A. (2019). Tätigsein in der Postwachstumsgesellschaft, Marburg, Metropolis Selected scientific articles will be made available one week before each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Participation in a lecture on environmental economics or otherwise basic knowledge of economics (e.g. A-Level) advantageous | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-1500-00L | Development Economics | W | 3 credits | 2V | I. Günther, K. Harttgen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction into basic theoretical and empirical aspects of economic development. Prescriptive theory of economic policy for poverty reduction. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The goal of this lecture is to introduce students to basic development economics and related economic and developmental contexts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course begins with a theoretical and empirical introduction to the concepts of poverty reduction and issues of combating socioeconomic inequality. Based on this, important external and internal drivers of economic development and poverty reduction are discussed as well as economic and development policies to overcome global poverty. In particular, the following topics are discussed: - measurement of development, poverty and inequality, - growth theories - trade and development - education, health, population and development - states and institutions - fiscal,monetary- and exchange rate policies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | None. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Günther, Harttgen und Michaelowa (2020): Einführung in die Entwicklungsökonomik. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Voraussetzungen: Grundlagenkenntisse der Mikro- und Makroökonomie. Besonderes: Die Veranstaltung besteht aus einem Vorlesungsteil, aus eigener Literatur- und Recherchearbeit sowie der Bearbeitung von Aufgabenblättern. Die Vorlesung basiert auf: Günther, Harttgen und Michaelowa (2019): Einführung in die Entwicklungsökonomik. Einzelne Kapitel müssen jeweils vor den Veranstaltungen gelesen werden. In den Veranstaltungen wird das Gelesene diskutiert und angewendet. Auch werden offene Fragen der Kapitel und Übungen besprochen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0032-00L | Introductory Macroeconomics Number of participants is limited to 30. Prerequisite: An introductory course in Economics is required to sign up for this course. Priority for Science, Technology, and Policy MSc. | W | 3 credits | 2V | F. Eckert | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course examines the behaviour of macroeconomic variables, such as gross domestic product, unemployment and inflation rates. It tries to answer questions like: How can we explain fluctuations of national economic activity? What can economic policy do against unemployment and inflation? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This lecture will introduce the fundamentals of macroeconomic theory and explain their relevance to every-day economic problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course helps you understand the world in which you live. There are many questions about the macroeconomy that might spark your curiosity. Why are living standards so meagre in many African countries? Why do some countries have high rates of inflation while others have stable prices? Why have some European countries adopted a common currency? These are just a few of the questions that this course will help you answer. Furthermore, this course will give you a better understanding of the potential and limits of economic policy. As a voter, you help choose the policies that guide the allocation of society's resources. When deciding which policies to support, you may find yourself asking various questions about economics. What are the burdens associated with alternative forms of taxation? What are the effects of free trade with other countries? How does the government budget deficit affect the economy? These and similar questions are always on the minds of policy makers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0602-00L | Shaping a DCent.Society: Assessing Societal Implications of Bitcoin, Blockchains & Smart Contracts | W | 3 credits | 2V | M. M. Dapp | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course investigates the potential long-term implications of distributed ledger technology on our societies. Students critically reflect the economic, political, ecological, and ethical implications of the Bitcoin cryptocurrency and the Ethereum smart contract engine (incl. DeFi) by exploring connections to disciplines such as economics, political science, psychology, sociology, and philosophy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Compare the paradigm shift from Web 2.0 to Web 3.0 Distinguish a broad range of Web 3.0 concepts Hypothesize about economic, political, ecological, and ethical implications of Bitcoin, Ethereum, and decentralized applications Integrate ethical and governance considerations into the design of cryptoeconomic systems Justify own opinions about societal implications of decentralizing society | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Imagine... what if Bitcoin, Ethereum, and related distributed ledger technology will be wildly successful and flourish long-term? Which parts of our economies and societies would they affect? Could we indeed redesign our societies towards more sustainable action, more democratic governance, and more equitable finance by envisioning new ways of organizing, coordinating, and acting collectively? Or is this all make-belief because, after all, the Internet also under-delivered in important aspects of its huge promises? How can we critically reflect on the long-term implications of decentralizing technologies on our societies? Bitcoin is dividing the world. Due to its erratic price movements, some view Bitcoin as a useless Ponzi scheme at best and a complex, state-interfering “thing” at worst. Others, however herald it as the most important invention since the Internet or the printing press. In any case, the questions raised by Bitcoin are not only of academic interest: Is today’s fiat money system fair? Should people or the state create money? Is global anonymous transfer of digital value a good thing or not? Will Bitcoin supercharge renewable energy or do we need to switch it off to save the planet? Could it even bring peace by preventing states from financing wars or is this a preposterous claim? Ethereum, blockchain technology, smart contracts, and decentralized applications (dApps) seem to be less contentious and have caught the interest of companies and government for their specific technical characteristics. However, where is the evidence that decentralized technology is beneficial inside a hierarchical, “trusted” setting? Will unstoppable dApps empower us or create rigid machines steering our behavior? So, what to make of this extremely polarized debate and how to come to reasonable own conclusions when imagining the decentralization of society? The course aims to connect the cultural and historical preconditions to the long-term societal implications of Bitcoin, Ethereum, blockchains, smart contracts, and dApps. We will research and critically reflect economic, political, ecological and ethical consequences with the aim to formulate our own opinions about what is currently happening and what might happen in the future. To achieve this multi-disciplinary goal, we establish a common understanding of the technologies and inner workings of Bitcoin, Ethereum & Co. in the first part. We discuss selected aspects such as open source software, cryptography, cryptoeconomics, incentives, and complex systems. Why and how is Bitcoin a “trustless” system – or is it not? Why is an absolute scarce digital asset a big deal – or is it not? Why and how is Ethereum a “world computer” – or is it not? Why is an unstoppable system of dApps and decentralized autonomous organizations (DAOs) a big deal – or is it not? For a full picture, we will also examine other developments such as altcoins, Decentralized Finance (DeFi), stablecoins, and Central Bank Digital Currencies. This introduction will provide the technical background to move to the main part of the course, in which we go into depth on the potential societal implications of Bitcoin, Ethereum & Co. We will be covering various domains such as sound and fair money & its value, free trade & prosperity, incentive design & social behavior, sustainability & energy use, individual sovereignty & state control, democracy & geopolitics. We will thus be exploring connections between information technology and economics, political science, psychology, sociology, and philosophy. Throughout the course, students are regularly invited to debate in small interventions. They will work in teams to build their own critical analysis and arguments about a specific challenge/issue chosen from the course material. They will summarize their conclusions in a brief report and defend them in class in the final part of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides will be distributed on a weekly basis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Ammous, Saifedean. The Bitcoin Standard: The Decentralized Alternative to Central Banking. Hoboken, New Jersey: Wiley, 2018. Antonopoulos, Andreas M. Mastering Bitcoin: Programming the Open Blockchain. 2nd ed. O’Reilly, 2017. Antonopoulos, Andreas M., and Gavin Wood. Mastering Ethereum: Building Smart Contracts and Dapps. O’reilly Media, 2018. Dapp, Marcus M., Dirk Helbing, and Stefan Klauser, eds. Finance 4.0 - Towards a Socio-Ecological Finance System: A Participatory Framework to Promote Sustainability. SpringerBriefs in Applied Sciences and Technology. Cham: Springer International Publishing, 2021. https://doi.org/10.1007/978-3-030-71400-0. Dapp, Marcus M. “Toward a Sustainable Circular Economy Powered by Community-Based Incentive Systems.” In Business Transformation Through Blockchain, edited by Horst Treiblmaier and Roman Beck. Springer, 2019. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | For this ambitious and interactive course, we hope to attract students who are motivated by tackling large societal challenges with new decentralized approaches to human coordination. We think students with an open mind and interest in interdisciplinary aspects of their field of study will benefit most from this course. Programming experience is not strictly required but some basics about computer science may be helpful to see the potential societal implications of this new technology paradigm. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0610-00L | The Role of Finance in Tackling Climate Change Primarily suited for Master and PhD students. | W | 3 credits | 2V | B. Steffen, F. M. Egli, A. Stünzi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on public policy to leverage finance in tackling climate change. We cover international negotiations as well as the role of governments in designing public policy for different financing actors (e.g. public and private) in developing and OECD countries. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Critically examine the role of finance (e.g. public vs private actors) in climate change and the energy transition - Develop an understanding of the role and design of public policy to direct and mobilize finance - Find out about current challenges in climate finance with a focus on Switzerland | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Reaching the 2°C climate target requires massive investments in low-carbon technologies. In 2015, the Paris Agreement underlined the responsibility of governments to align finance flows with climate change mitigation. Accordingly, a market for low-carbon investments emerged, but the available climate finance falls short of what is needed. Thus, political discussions on the international and national levels concern how public policies can better use the financial system to accelerate climate change mitigation. In this course, students will learn about the role of finance for the low-carbon transition in developing countries, in industrialized countries, and specifically in Switzerland. We will discuss existing policies, their effectiveness and the underlying political economy challenges to implement them. Combining recent academic findings and hands-on insights from guest lecturers, we will analyze structural challenges, conflicting positions in international negotiations and domestic policy-making, and the role of multilateral financial institutions. The course covers four key topics: - The role of finance in climate change and the importance of public policy - International climate finance and development - Climate and energy finance in OECD countries - Opportunities (and responsibilities) for Switzerland and its financial sector The course has a highly interactive (seminar-like) character. Students are expected to give a presentation and to actively engage in the discussions. The presentation will also form part of the final grade, together with a final exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Slides and reading material will be made available via moodle.ethz.ch (only for registered students). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A reading list will be provided via moodle.ethz.ch (only for registered students). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0649-00L | International Development Engineering | W | 1 credit | 2V | I. Günther, K. Shea, E. Tilley | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, students will learn from researchers around the globe about technological interventions designed to improve human and economic development within complex, low-resource setting. Students will also get familiar with frameworks from social sciences and engineering, helping them to understand, and evaluate the discussed technologies and to put them into a broader context. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | • Students will get familiar with frameworks from social sciences and engineering needed for innovation in a complex, low-resource setting. • Students will learn about concrete examples of technological interventions designed to improve sustainable development and critically reflect on them. • Students get a broad understanding of some of the most important issues and discussions related to global sustainable development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In the introductory class, students will learn about challenges related to global sustainable developments and how they have developed over time. Students will then get exposed to frameworks from social sciences and engineering disciplines, which will help them analyze technologies designed for low-resource settings. In the remaining sessions thought leaders from the field of development engineering will present a wide range of innovations from sectors such as health, water and sanitation, education and governance that will then get discussed with students. Since many of this thought leaders will come from around the globe at least 50% of sessions will be online. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0101-01L | Introduction to Practical Philosophy Particularly suitable for students of D-MAVT, D-MATL | W | 3 credits | 2G | L. Wingert | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Practical 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Ethics 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Preparatory 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 / Notice | The course will be a mixture of lecture and seminar. For getting credit points, essays on given or freely chosen subjects have to be written. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0179-00L | Ethical Issues in Animal Research | W | 2 credits | 2G | G. Achermann, A. K. Alitalo | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are able to identify, describe and evaluate moral concepts, principles and leading normative approaches in animal ethics, to use these theoretical resources for constructing their own more well-grounded and reasoned positions for or against the use of animals in research and for critically assessing other people’s moral arguments in contemporary debates on animal experimentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to identify, describe and evaluate moral concepts, principles and leading normative approaches in animal ethics, to use these theoretical resources for constructing their own more well-grounded and reasoned positions for or against the use of animals in research and for critically assessing other people’s moral arguments in contemporary debates on animal experimentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | I. An introduction into moral reasoning 1. Ethics – the basics: 1.1 What ethics is not… 1.2 Recognising an ethical issue (awareness) 1.3 What is ethics? 1.4 Ethics: a classification 2. Normative Ethics: 2.1 What is normative ethics? 2.2 Three different ways of thinking about ethics: virtue theories, duty-based theories, consequentialist theories 3. Arguments: 3.1 Why arguments? 3.2 The structure of moral arguments 3.3 Two types of arguments 3.4 Assessing moral arguments 3.5 Flaws in arguments/logical fallacies 3.6 The difference between debate and dialogue II. Bringing moral theory to bear on animal research 1. What is moral status? 1.1 The concept of moral status; 1.2 Moral considerability – criteria for moral status: a) moral individualism (sentience, consciousness), b) moral relationalism; 1.3 Moral significance – three general views: a) the clear line view, b) the moral sliding scale, c) moral equals view; 1.4 Full moral status – the concept of personhood 2. Ethical perspectives on the moral status of animals (moral individualism): 2.1 Indirect theories: Worldviews/theological theories, Rene Descartes, Immanuel Kant, Peter Carruthers; arguments against indirect theories: the argument from species overlap; 2.2 Direct but unequal theories: Carl Cohen, Raymund G. Frey, The concept of dignity; 2.3 Moral equality theories: Peter Singer, Tom Regan 3. Alternative perspectives on human relations to other animals (moral relationalism): 3.1 Steven Cooke; 3.2 Garret Merriam; 3.3 Nicola Biller-Andorno 4. Conclusions III. Ethical issues in animal biotechnology 1. Intrinsic concerns 2. Extrinsic concerns IV. Implications for practice 1. Implications for policy making: 1.1 Normative theories and the political debate 1.2 Regulation in the context of moral disagreement, The overlapping consensus 1.3 The continuing debate… 2. Animal experiments in practice: 2.1 What is an animal experiment? 2.2 Fundamental responsibilities of researchers 2.3 Importance of scientific rigor and scientific validity; The 3R’s; 2.4 The weighing of interests 3. Focus: Experiments on mice 4. Focus: Experiments using non-human primates: Examples of ETH Zurich and University of Zurich; A real case revisited; 5. Focus: Experiments on farmed animals | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0183-00L | Feminist New Materialisms: Philosophies of Physics, Biology and Society | W | 3 credits | 2S | R. Wagner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Reading and reflection on Karan Barad's and Deboleena Roy's new materialist feminist philosophies of physics, biology and the social. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Acquaintance with contemporary feminist new materialist philosophies of science ans society - Ability to apply these ways of thinking to the context of scientific practice and their social impact | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this course we will read excerpts of Karan Barad's "meeting the universe half way" and Deboleena Roy's "Biology, becomings and life in the lab". These books apply feminist philosophies and new-materialist approaches in order to break the boundaries between our thinking about the natural or material on the one hand and the social or discursive on the other. They engage classical ontological/epistemological questions in the philosophy of science as well as socio-political and ethical questions in a continuous manner, emphasizing a feminist point of view. The course will follow their reasoning and analyze it in the context of contemporary philosophy and science studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0125-65L | A Sampler of Histories and Philosophies of Mathematics Particularly suitable for students D-CHAB, D-INFK, D-ITET, D-MATH, D-PHYS | W | 3 credits | 2V | R. Wagner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course will review several case studies from the ancient, medieval and modern history of mathematics. The case studies will be analyzed from various philosophical perspectives, while situating them in their historical and cultural contexts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course aims are: 1. To introduce students to the historicity of mathematics 2. To make sense of mathematical practices that appear unreasonable from a contemporary point of view 3. To develop critical reflection concerning the nature of mathematical objects 4. To introduce various theoretical approaches to the philosophy and history of mathematics 5. To open the students' horizons to the plurality of mathematical cultures and practices | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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