Search result: Catalogue data in Spring Semester 2020
Environmental Sciences Bachelor | ||||||
Bachelor Studies (Programme Regulations 2011) | ||||||
Social Sciences and Humanities Module | ||||||
Module Economics | ||||||
Compulsory Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
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701-0729-00L | Social Research Methods Target group: students of BSc Environmental Sciences | W | 3 credits | 2G | M. Stauffacher, A. Bearth, O. Ejderyan | |
Abstract | The aim of this course is to impart methodological principles of social science research and thus to stimulate a critical reflection of social science findings. The course provides an insight into the concrete approach and methods of guideline-based interview techniques and questionnaire research. | |||||
Learning objective | Students are able to - describe the significance of method-supported procedures in the social sciences. - explain the basic principles of social-scientific research. - critically interpret the results of social-scientific research . - conduct small-scale interviews and surveys via questionnaires. | |||||
Content | Alle Teilnehmenden verpflichten sich zur aktiven Mitarbeit in Form von drei Übungen (leitfadengestütztes Interview, Erstellung von Fragebogen, Erhebung und Auswertung von Fragebogen). Inhaltsübersicht: (1) Wozu empirische (Sozial-)Forschung? (2) Der Forschungsablauf im Überblick, verknüpfen von qualitativen und quantitativen Methoden (3) Leitfadengestützte Interviews: erstellen Leitfaden, Durchführung und Auswertung (4) Fragebogen: Hypothesen erarbeiten, Fragebogen erstellen, Durchführung, Daten auswerten, und Resultate darstellen | |||||
Lecture notes | Die Dozierenden arbeiten mit Folien, die als Handout abgegeben werden. | |||||
Literature | Zur ergänzenden Begleitlektüre kann folgendes Buch empfohlen werden: Bryman, A. (2012, 4th edition). Social research methods. New York: Oxford University Press. | |||||
Core Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0758-00L | Ecological Economics: Introduction with Focus on 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, efficiency, 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 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 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 Consumption, Money, Enterprises, labour market and growth pressures Starting points for a post-growth society | |||||
Lecture notes | No Script. Slides and texts will be provided beforehand. | |||||
Literature | Daly, H. E. / Farley, J. (2004). Ecological Economics. Principles and Applications. Washington, Island Press. Seidl, I. /Zahrnt A. (2010). Postwachstumsgesellschaft, Marburg, Metropolis. Ausgewählte wissenschaftliche Artikel. | |||||
Prerequisites / Notice | Participation in a lecture on environmental economics or otherwise basic knowledge of economics (e.g. A-Level) | |||||
701-0764-00L | Crtical Reflection Upon the Economic Growth Paradigm Number of participants limited to 25. Target groups: Agricultural Sciences (BSc/MSc) and Environmental Sciences (BSc/MSc). | W | 1 credit | 1S | I. Seidl | |
Abstract | In this seminar we will read and discuss about three scientific papers which thoroughly and critically deal with economic growth and environmental topics. | |||||
Learning objective | Enhanced knowledge on ecological economics, growth critics of ecological economics, energetical-material implications of growth, consumer criticism and growth-critical traditions of thought. Reading and reflection upon scientific textes. | |||||
Content | Growth theory, growth paradigm, growth criticism, energy, entropy, neoclassics versus ecological economics, consumer theories and consumerism. | |||||
Prerequisites / Notice | Participation in course 701-0758-00L Ecological Economics: basics and growth critisism (parallel oder former participation) or very good basic knowledge in ecological economics or environmental economicse | |||||
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. | |||||
363-1038-00L | Sustainability Start-Up Seminar Number of participants limited to 30. | W | 3 credits | 2G | A.‑K. Zobel, A. H. Sägesser | |
Abstract | Experts lead participants through a venturing process inspired by Lean and Design Thinking methodologies. The course contains problem identification, idea generation and evaluation, team formation, and the development of one entrepreneurial idea per team. A special focus is put on sustainability, in particular on climate change and renewable energy technologies specifically. | |||||
Learning objective | 1. Students have experienced and know how to take the first steps towards co-creating a venture and potentially company 2. Students reflect deeply on sustainability issues (with a focus on climate change & energy) and can formulate a problem statement 3. Students believe in their ability to bring change to the world with their own ideas 4. Students are able to apply entrepreneurial practices such as the lean startup approach 5. Students have built a first network and know how to proceed and who to approach in case they would like to take their ventures further. | |||||
Content | This course is aimed at people with a keen interest to address sustainability issues (with a focus on climate change and renewable energy), with a curious mindset, and potentially first entrepreneurial ideas! The seminar consists of a mix of lectures, workshops, individual working sessions, teamwork, and student presentations/pitches. This class will be co-taught by an academic expert (studying innovation, entrepreneurship, and sustainability) and an entrepreneurship and sustainability “practitioner”. Real-world climate entrepreneurs and experts from the Swiss start-up and sustainability community will be invited to support individual sessions. All course content is based on latest international entrepreneurship practices. The seminar starts with an introduction to sustainability (with a special focus on climate change & energy) and entrepreneurship. Students are asked to self-select into an area of their interest in which they will develop entrepreneurial ideas throughout the course. The first part of the course then focuses on deeply understanding sustainability problems within the area of interest. Through workshops and self-study, students will identify key design challenges, generate ideas, as well as provide systematic and constructive feedback to their peers. In the second part of the course, students will form teams around their generated ideas. In these teams they will develop a business model and, following the lean start-up process, conduct real-life testing, as well as pivoting of these business models. In the final part of the course, students present their insights gained from the lean start-up process, as well as pitch their entrepreneurial ideas and business models to an expert jury. The course will conclude with a session that provides students with a network and resources to further pursue their entrepreneurial journey. | |||||
Lecture notes | All material will be made available to the participants. | |||||
Prerequisites / Notice | Prerequisite: Interest in sustainability & entrepreneurship. Notes: 1. It is not required that participants already have a business idea at the beginning of the course. 2. No legal entities (e.g. GmbH, Association, AG) need to be founded for this course. Target participants: PhD students, Msc students and MAS students from all departments. The number of participants is limited to max.30. Waiting list: After subscribing you will be added to the waiting list. The lecturers will contact you a few weeks before the start of the seminar to confirm your interest and to ensure a good mixture of study backgrounds, only then you're accepted to the course. | |||||
851-0609-04L | The Energy Challenge - The Role of Technology, Business and Society Prerequisites: Basic knowledge in economics. | W | 2 credits | 2V | R. Schubert, T. Schmidt, B. Steffen | |
Abstract | In recent years, energy security, risks, access and availability are important issues. Strongly redirecting and accelerating technological change on a sustainable low-carbon path is essential. The transformation of current energy systems into sustainable ones is not only a question of technology but also of the goals and influences of important actors like business, politics and society. | |||||
Learning objective | In this course different options of sustainable energy systems like fossile energies, nuclear energy or all sorts of renewable energies are explained and discussed. The students should be able to understand and identify advantages and disadvantages of the different technological options and discuss their relevance in the business as well as in the societal context. | |||||
Lecture notes | Materials will be made available on the electronic learning platform: www.vwl.ethz.ch | |||||
Literature | Materials will be made available on the electronic learning platform: www.vwl.ethz.ch | |||||
Prerequisites / Notice | Various lectures from different disciplines. | |||||
751-1101-10L | Finances and Accounting System | W | 2 credits | 2G | C. Müller | |
Abstract | To understand accounting and calculation of costs. | |||||
Learning objective | Ability to keep accounts and calculate costs | |||||
Content | The course includes the steps of establishing and evaluation of financial accounting, including balance sheet, income statement and double-entry accounting. Furthermore, cash flow statement and financial ratios are discussed. Finally, management accounting including cost accounting and cost-performance analysis are presented. The course includes exercises. | |||||
Lecture notes | script in German | |||||
Literature | Meyer, C., 2012, Betriebswirtschaftliches Rechnungswesen, 3. Überarbeitete Auflage, Schulthess, Zürich. | |||||
Module Political and Social Sciences | ||||||
Compulsory Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0729-00L | Social Research Methods Target group: students of BSc Environmental Sciences | W | 3 credits | 2G | M. Stauffacher, A. Bearth, O. Ejderyan | |
Abstract | The aim of this course is to impart methodological principles of social science research and thus to stimulate a critical reflection of social science findings. The course provides an insight into the concrete approach and methods of guideline-based interview techniques and questionnaire research. | |||||
Learning objective | Students are able to - describe the significance of method-supported procedures in the social sciences. - explain the basic principles of social-scientific research. - critically interpret the results of social-scientific research . - conduct small-scale interviews and surveys via questionnaires. | |||||
Content | Alle Teilnehmenden verpflichten sich zur aktiven Mitarbeit in Form von drei Übungen (leitfadengestütztes Interview, Erstellung von Fragebogen, Erhebung und Auswertung von Fragebogen). Inhaltsübersicht: (1) Wozu empirische (Sozial-)Forschung? (2) Der Forschungsablauf im Überblick, verknüpfen von qualitativen und quantitativen Methoden (3) Leitfadengestützte Interviews: erstellen Leitfaden, Durchführung und Auswertung (4) Fragebogen: Hypothesen erarbeiten, Fragebogen erstellen, Durchführung, Daten auswerten, und Resultate darstellen | |||||
Lecture notes | Die Dozierenden arbeiten mit Folien, die als Handout abgegeben werden. | |||||
Literature | Zur ergänzenden Begleitlektüre kann folgendes Buch empfohlen werden: Bryman, A. (2012, 4th edition). Social research methods. New York: Oxford University Press. | |||||
Core Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0712-00L | Use and Perception of Nature Among Societies Outside Europe | W | 2 credits | 2V | T. Haller Merten | |
Abstract | Views of what we call "nature“" in traditional societies in Africa, Asia and Southern America are presented and discussed. In such subsistence-oriented ethnic groups "nature" is often perceived as being inhabited by gods and spirits. This view is often regarded as being irrational by natural science. But what are the impacts of such religious views on the sustainable use of natural resources? | |||||
Learning objective | This lecture shall give an overview of worldviews of so called traditional societies in Africa, Asia and Southern America. The aim is to understand the way such societies view what we call nature or environment and their strategies to use natural resources. The lecure shall also provide a critical analysis of such processes based on concrete case studies, in which we will discuss problems of sustainable use of natrual resources and participatory processes in the governance of such resources. | |||||
Content | Die Studierenden werden dabei mit Vorstellungen und Ideologien von Natur konfrontiert, die sich nicht mit unserer Logik physisch-chemischer und biologischer Abläufe in der "Natur" decken, und die wir somit als "irrational" empfinden. Wir werden uns mit verschiedenen Konzepten aus dem Bereich der Religions-Ethnologie beschäftigen, die sich insbesondere im Bereich Magie, Hexerei und Orakelbefragung mit der "Rationalität" solcher Umweltvorstellungen auseinandersetzen. Seit der Beschäftigung mit der Ökosystemtheorie durch Roy Rappaport erhielt diese "wilde Denken" eine neue Funktion (Rappaport 1971, 1979). Es wurde in Zusammenhang eines gesamten Ökosystems analysiert, zu dessen Erhaltung und zu dessen Fliessgleichgewicht es diene. Diese Sichtweise, obwohl heftig kritisiert, ist von Bedeutung, weil mit der ökologischen Krise man in der industrialisierte Welt Ausschau nach neuen Konzepten hält. Diese werden teilweise in den uns fremden Bildern aussereuropäischer Völker von der "heiligen Natur" gesehen, welche uns als Lehre dienen und zu nachhaltiger Ressourcennutzung führen könnte. Zudem erscheinen die Umwelt-Bilder und Weltsichten dieser Gesellschaften (heute oftmals indigene Völker genannt) auf der praktischen Ebene als gelebter Naturschutz, den es insbesondere für die Konservierung von Biodiversität zu erhalten gilt. Heilige Orte sollen nun auch für den Schutz von beispielsweise Nationalparks oder Biosphärenreservaten dienen. In diesem Zusammenhang ist ein genauer Blick von Nöten, denn Fehlanalysen sind in diesem Bereich fatal und eine unkritische Instrumentalisierung magischer Weltsichten kontraproduktiv. Wo jedoch religiöse Weltsichten der Natur eine im Sinne der Nachhaltigkeit positive Rolle spielen können, ist der Bereich der Institutionen für das Ressourcenmanagement. Dieser Begriff wird hier im Sinne des Neuen Institutionalismus verwendet: Institutionen sind demnach Regeln, Werte und Normen, die das Handeln der Individuen beeinflussen und eine gewisse Sicherheit bezüglich dem erwarteten Verhalten der anderen Individuen einer Gemeinschaft bieten und dabei die sogenannten Transaktionskosten (Informationsbeschaffung bezüglich dem Verhalten anderer Akteure, Überwachung und Sanktionierung) reduzieren (North 1990. Ostrom 1990, Ensminger 1992). Dieser aus der Ökonomie beeinflusste Ansatz weist meines Erachtens interessante Elemente bezüglich der nachhaltigen Nutzung von Ressourcen auf, was sich bei der Nutzung von Kollektivressourcen (Com | |||||
Lecture notes | Zur Veranstaltung gibt es kein Script, aber es wird rechtzeitig ein Ordner mit der relevanten Literatur bereitgestellt. Am Thema Interessierte Studierende können sich bereits in folgenden zwei Büchern ins Thema einlesen: - Berkes, Fikret. 1999. Sacred Ecology: Traditional Ecological Knowledge and Resource Managment. Philadelphia: Taylor and Francis. - Haller, Tobias. 2001. Leere Speicher, erodierte Felder und das Bier der Frauen: Umweltanpassung und Krise bei den Ouldeme und Platha in den Mandarabergen Nord-Kameruns. Studien zur Sozialanthropologie. Berlin: Dietrich Reimer Verlag. | |||||
Literature | Becker, Dustin, C. and Elinor Ostrom,.1995. Human Ecology and Resource Sustainability: The Importance of Institutional Diversity. Annu. Rev. Ecol. Syst.1995. No. 26:113-33. Berkes, Fikret. 1999. Sacred Ecology: Traditional Ecological Knowledge and Resource Managment. Philadelphia: Taylor and Francis. Dangwal, Parmesh. 1998. Van Gujjars at Apex of National Park Management. Indigenous Affairs No.4:24-31. Diener, Paul and Robkin, Eugene E. 1978. Ecology, Evolution, and the Search for Cultural Origins: The Question of Islamic Pig Prohibition. In: Current Anthropology 19, No.3():493-540. Diener, Paul, Nonini, Donald and Robkin, Eugene E. 1977/78. The Dialectics of the Sacred Cow: Ecological Adaptation versus Political Appropriation in the Origins of Indias Cattle Complex. In: Dialectical Anthropology (Amsterdam) 3: 221-241. Evans-Pritchard, Edward E. 1978. Hexerei, Magie und Orakel bei den Zande. Frankfurt am Main:Suhrkamp. Evans-Pritchard, Edward und Mayer Fortes. 1983. Afrikanische politische Systeme, in: Kramer, F. und Siegrist, Ch. eds. Gesellschaften ohne Staat. Frankfurt a. Main:Syndikat: 150-174. Fairhead, James und Leach, Melissa. 1996. Misreading the African Landscape. Society and ecology in a forest-savanna mosaic. Cambridge: Cambridge University Press. Freed, Stanley A. and Freed, Ruth, S. 1981.Sacred Cows and Water Buffalo in India: The Uses of Ethnography. In. Current Anthropology 22, No.5: 483-502. Haller, Tobias. 1995.Raub der „Seelenschatten in Nord-Kamerun. Krankheit bei den Ouldeme und Platha in den Mandarabergen“. In: Keller, Frank-Beat (Hg.). Krank warum? Vorstellung der Völker, Heiler und Mediziner, Katalog zur gleichnamigen Ausstellung. Ostfildern: Cantz Verlag. pp.302-306. Haller, Tobias. 2000. Bodendegradierung und Ernährungskrise bei den Ouldeme und Platha. Umwelt- und Ernährungsprobleme bei zwei Feldbauerngruppen in den Mandarabergen Nord-Kameruns: Eine Folge der Adaptation an Monetarisierung und Wandel traditioneller institutioneller Rahmenbedingungen. In: Zeitschrift für Ethnologie 124 (1999): 335–354. Haller, Tobias. 2001. Leere Speicher, erodierte Felder und das Bier der Frauen: Umweltanpassung und Krise bei den Ouldeme und Platha in den Mandarabergen Nord-Kameruns. Studien zur Sozialanthropologie. Berlin: Dietrich Reimer Verlag. Haller, Tobias. 2002a. „Spiel gegen Risiken in der ‘Natur’“, In: Giordano et al (Hrsg.). Ordnung, Risiko und Gefährdung. Reader des Blockseminars der Schweizerischen | |||||
Prerequisites / Notice | Die Veranstaltung beginnt in einem ersten Teil mit einer Reihe von Vorlesungen und wird in einem zweiten Teil mit Lesen und Diskutieren von Texten (Kurzvorträge von den Studierenden) fortgesetzt (nähere Erläuterungen und Programm am Anfang der Veranstaltung). | |||||
701-0786-00L | Mediation in Environmental Planning: Theory and Case Studies. | W | 2 credits | 2G | K. Siegwart | |
Abstract | This course is intended to demonstrate how environmental decisions can be optimized and conflicts better dealt by using mediation. Case studies will focus on construction of windmills for electricity purpose, use of fracking, sustainable city-planning in the field of former industrial area or the establishment of a birds- or a forest-management plan. | |||||
Learning objective | - Develop comprehension of legal and social responses to environmental conflicts - Recognize the most important participative techniques and their ranges - Develop concepts for doing and evaluating mediation processes - Estimate the potential and limitations of cooperative environmental planning - Train communicative skills (presentation, moderation, discussion design, negotiation), especially by participating at a mediation | |||||
Content | To this end, we will look at the most important techniques of mediation and put them into the context of today's legislation, participation and conflict culture. The potential and limitations of the individual techniques will be discussed using current Swiss and international case studies, namely in the field of windenergy. Students can do conflict analyses, for instance, as part of individual and group analyses and a half-day mediation-simulation, develop technique concepts and train their own communicative and negotiation skills. | |||||
Lecture notes | A reader will be handed out. | |||||
Module Individual Sciences | ||||||
Compulsory Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0729-00L | Social Research Methods Target group: students of BSc Environmental Sciences | W | 3 credits | 2G | M. Stauffacher, A. Bearth, O. Ejderyan | |
Abstract | The aim of this course is to impart methodological principles of social science research and thus to stimulate a critical reflection of social science findings. The course provides an insight into the concrete approach and methods of guideline-based interview techniques and questionnaire research. | |||||
Learning objective | Students are able to - describe the significance of method-supported procedures in the social sciences. - explain the basic principles of social-scientific research. - critically interpret the results of social-scientific research . - conduct small-scale interviews and surveys via questionnaires. | |||||
Content | Alle Teilnehmenden verpflichten sich zur aktiven Mitarbeit in Form von drei Übungen (leitfadengestütztes Interview, Erstellung von Fragebogen, Erhebung und Auswertung von Fragebogen). Inhaltsübersicht: (1) Wozu empirische (Sozial-)Forschung? (2) Der Forschungsablauf im Überblick, verknüpfen von qualitativen und quantitativen Methoden (3) Leitfadengestützte Interviews: erstellen Leitfaden, Durchführung und Auswertung (4) Fragebogen: Hypothesen erarbeiten, Fragebogen erstellen, Durchführung, Daten auswerten, und Resultate darstellen | |||||
Lecture notes | Die Dozierenden arbeiten mit Folien, die als Handout abgegeben werden. | |||||
Literature | Zur ergänzenden Begleitlektüre kann folgendes Buch empfohlen werden: Bryman, A. (2012, 4th edition). Social research methods. New York: Oxford University Press. | |||||
Core Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0782-00L | Differing Views of Practice and Science: Mutual Learning for Successful Collaboration | W | 1 credit | 1G | P. Fry | |
Abstract | Typical problems during implementation between science and practice are analyzed and explained. The students recognize different views and languages of actor groups by means of excursion, videos and discussion with experts. They apply methods from knowledge management within their own case studies. Essential preparation for a professional life between science and practice. | |||||
Learning objective | The students are able to -recognize and analyze differing views of science and practice through excursion, videos, text analysis and exchange with experts. -summarize classical theories from philosophy of science (thought styles, tacit knowledge) and explain implementation problems with them. -recognize helpful methods for knowledge exchange by means of a case study for succesful collaboration between science and practice as well as texts from knowledge management. -develop a concept for an own case study, where they design knowledge exchange between science and practice in an effective way by enabling different views and experiences to be expressed (multistakeholder discussion group, informal meetings in the field, exchange of experiences with story telling etc.). | |||||
Content | Die Lehrveranstaltung greift Umsetzungsprobleme zwischen Forschung und Praxis im Umweltbereich auf, liefert wissenschaftlich fundierte Erklärungen dafür und stellt erprobte Methoden der "Wissensarbeit" aus der Privatwirtschaft vor, welche den Wissensaustausch zwischen den Akteuren fördert. Folgende Fragestellungen werden in der Lehrveranstaltung behandelt: 1. Weshalb sind Lernprozesse zwischen den Akteurgruppen wichtig und wie können diese ermöglicht werden? Der Berufsalltag an der Schnittstelle zwischen Forschung und Praxis ist anspruchsvoll: Einerseits muss das Wissen aus verschiedenen Disziplinen zusammengeführt werden. Andererseits muss das wissenschaftliche Wissen in praxisrelevante Handlungen übersetzt werden. Dies ist eine grosse Herausforderung. Praxisrelevantes Handlungswissen wird mit allen beteiligten Akteuren gemeinsam erarbeitet. Ein gegenseitiger Lernprozess ist dabei eine wichtige Voraussetzung. 2. Wie können unterschiedliche Sichtweisen der Akteure erkannt und integriert werden? An der Schnittstelle zwischen Forschung und Praxis treffen Akteure mit unterschiedlichen Sichtweisen (Zielen, Interessen, Methoden), unterschiedlichem Hintergrund und unterschiedlichen Fachsprachen aufeinander. Ein Fallbeispiel aus dem Bodenschutz (FRY 2001) dient als roter Faden, um die unterschiedlichen Sichtweisen zu analysieren und geeignete Methoden vorzustellen. Dabei wird der Einsatz von Video als Prozessgestaltungsmethode speziell diskutiert. Methoden, die unterschiedliche Sichtweisen berücksichtigen, werden von den Studierenden in eigenen Fallbeispielen angewendet und diskutiert. 3. Welche theoretischen Grundlagen sind für die Wissensarbeit relevant und welche Methoden können für den Umweltschutz angewendet werden? Die für die Umsetzung relevanten klassischen Theorien aus der Wissenschaftsforschung, insbesondere die Theorie des impliziten Wissens (POLANYI) und die Lehre des Denkstils (FLECK) werden vorgestellt. Auf diesen Theorien bauen verschiedene praxiserprobte Methoden der Wissensarbeit aus der Privatwirtschaft auf (DAVENPORT und PRUSAK 2000). Diese Methoden, aber auch die Rahmenbedingungen, unter denen sie funktionieren, werden in der Lehrveranstaltung anhand von eigenen Fallstudien ausführlich diskutiert. | |||||
Lecture notes | Handouts and literature will be provided. The book "Bauernsicht und Forscherblick" will serve as a basis (Fry 2001). | |||||
Literature | - FRY Patricia & THIEME Susan (2019). A social learning video method: Identifying and sharing successful transformation knowledge for sustainable soil management in Switzerland. Soil Use and Management 35: 185 194. https://doi.org/10.1111/sum.12505 - FRY, P. (2018): Social learning videos: A Method for successful collaboration between science and practice. In: Padmanabhan, Martina (editor). Transdisciplinarity: How research is changing to meet the challenges of sustainability. Routledge Series: Studies in Environment, Culture and Society. Editors: Bernhard Glaeser & Heike Egner. Being published. - FRY, P. (2017): Boden schützen - Handlungen fördern. In: Krebs, Rolf, et al. (Hg.). Bodenschutz in der Praxis. UTB, 2017. - RAVN, Johan E. 2004. Cross-System Knowledge Chains: The Team Dynamics of Knowledge Development. Systemic Practice and Action Research 17 (3):161-175. - ROUX, Dirk J., Kevin H. Rogers, Harry C. Biggs, Peter J. Ashton, and Anne Sergeant. 2006. Bridging the Science-Management Divide: Moving from Unidirectional Knowledge Transfer to Knowledge Interfacing and Sharing. Ecology and Society 11 (1):4. [online] URL: http://www.ecologyandsociety.org/vol11/iss1/art4. - DAVENPORT, T.H., L. PRUSAK 2000: Working Knowledge. How Organisations Manage What They Know. Harvard Business School Press. Boston Massachusetts. 199 S. - FRY, P. 2001: Bodenfruchtbarkeit - Bauernsicht und Forscherblick. Reihe Kommunikation und Beratung. Hrsg. H. Boland, V. Hoffmann und U.J. Nagel. Margraf-Verlag, Weikersheim. 170 S. - FLECK, L 1979. Genesis and Development of a Scientific Fact. Chicago/London: University of Chicago Press. - POLANYI, M., 1985: Implizites Wissen. Suhrkamp. Frankfurt am Main. 94 S. - Application of video and accompagnying groups for implementation: www.fromfarmertofarmer.ch www.nrp61.ch | |||||
Prerequisites / Notice | Soil protection will serve as a thread within the whole lecture. We will meet several actors from soil protection. The succesful project "From farmer to farmer" uses film and networks as means for implementation. The students apply the lessons learnt on a chosen topic. Several methods will be used which allow active participaton of the students: Presentations, discussions, working groups, excursions, analysis of film etc. Conditions: The lecture is an ideal preparation and/or possibilty to reflect practical training and case studies. Being interested in practice related questions is a necessary prerequisite. | |||||
701-0784-00L | Green Marketing: Concepts, Techniques, Case Studies | W | 2 credits | 2G | B. Sintzel Saurer | |
Abstract | As future scientists we intend to realize sustainable products, services or projects that create added value in society. Increasingly it is also true that a sustainable product is not enough to prevail. This requires an equally credible public relations or marketing campaign. Theory an practise are taught in the lecture. | |||||
Learning objective | The participants know the principles of marketing and can align products, services or projects with appropriate communication to the target groups. They deal with the topic of sustainability and learn to anchor the offers in the target markets with conventional and modern means of communication (viral marketing, social media, etc.). The course enables participants to enter into the topic of marketing, as a good basis for future professional life. | |||||
Content | In this lecture we will build on marketing principles and transfer them into the topic of marketing for sustainability, social marketing, green marketing, which aims to position sustainable products, projects or services well in order to produce the effect which we have planned. Using the example of current campaigns and companys, the theory is deepened, resulting in exciting and varied lectures. A separate small case study enables the implementation of the theory in its own field of action, it was a reaction in an NGO, an existing company or a business idea, which allows an exploration of the future profession. | |||||
Lecture notes | Scripts and Slices for download. | |||||
Literature | Marketing 3.0: From Products to Customers to the Human Spirit, Philip Kotler, Mermawan Kartajaya, Iwan Setiawan Kotler, Philip: Marketing Insights from A-Z (2003) | |||||
Module Humanities | ||||||
Compulsory Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0701-00L | Philosophy of Science | O | 3 credits | 2V | C. J. Baumberger | |
Abstract | The lecture explores various strands in philosophy of science in a critical way, focusing on the notion of rationality in science, especially with regards to environmental research. It addresses the significance and limits of empirical, mathematical and logical methods, as well as problems and ethical issues raised by the use of science in society. | |||||
Learning objective | Students learn to engage with problems in the philosophy of science and to relate them to natural and environmental sciences, thus developing their skills in critical thinking about science and its use. They know the most important positions in philosophy of science and the objections they face. They can identify, structure and discuss issues raised by the use of science in society. | |||||
Content | 1. Core differences between classical Greek and modern conceptions of science. 2. Classic positions in the philosophy of science in the 20th century: logical empiricism and critical rationalism (Popper); the analysis of scientific concepts and explanations. 3. Objections to logical empiricism and critical rationalism, and further developments: What is the difference between the natural sciences, the social sciences and the arts and humanities? What is progress in science (Kuhn, Fleck, Feyerabend)? Is scientific knowledge relativistic? What is the role of experiments and computer simulations? 4. Issues raised by the use of science in society: The relation between basic and applied research; inter- and transdisciplinarity; ethics and accountability of science. | |||||
Lecture notes | A reader will be available for students. | |||||
Literature | A list of introductory literature and handbooks will be distributed to the students. | |||||
Prerequisites / Notice | Oral examination during the session examination. Further optional exercises accompany the lecture and offer the opportunity for an in-depth discussion of selected texts from the reader. Students receive an additional credit point. They have to sign up separately for the exercises for the course 701-0701-01 U. | |||||
Core Courses | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
701-0701-01L | Philosophy of Science: Exercises | W | 1 credit | 1U | C. J. Baumberger | |
Abstract | The exercises in philosophy of science serve to develop skills in critical thinking by discussing seminal texts about the rationality of science. Topics discussed include the significance and limits of empirical, mathematical and logical methods, as well as problems and ethical issues raised by the use of science in society. | |||||
Learning objective | Students can engage with problems in the philosophy of science and to relate them to natural and environmental sciences. They learn to analyze and summarize philosophical texts. In this way, they develop their skills in critical thinking with a focus on the rationality of science. | |||||
Content | The optional exercises accompany the lecture and serve to develop skills in critical thinking with a focus on the rationality of science, based on discussing seminal texts. The texts cover important positions in the philosophy of science and their critics. Topics discussed include the significance and limits of empirical, mathematical and logical methods, as well as problems and ethical issues raised by the use of science in society. | |||||
Lecture notes | A reader will be available for students. | |||||
Literature | A list of literature will be distributed to the students together with the reader. | |||||
Prerequisites / Notice | Students that want to subscribe for this course also have to subscribe for the lecture 701-0701-00 V "Wissenschaftsphilosophie". Credit points are given for preparing a structure and a summary of one of the texts. | |||||
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. | |||||
701-0791-00L | Environmental History - Introduction and Overview Change of semester: takes place in spring semester instead of autumn semester. Number of participants limited to 100. | W | 2 credits | 2V | M. Gisler | |
Abstract | Our society faces a serious ecological crisis. Of what historical dimension is this crisis? How have human societies already in earlier times changed their environment, and, consequently, perhaps also ours? What were the main ecological challenges for societies and how did they change over time? And how did societies adapt to changing environmental conditions? | |||||
Learning objective | Introduction into environmental history; survey of long-term development of human-nature-interrelations; discussion of selected problems. Improved ability to assess current problems from a historical perspective and to critically interrogate one's own standpoint. | |||||
Lecture notes | Course material is provided in digital form. | |||||
Literature | McNeill, John R. 2000. Something new under the sun: An environmental history of the twentieth-century world, New York: Norton. Uekötter, Frank (Ed.) 2010. The turning points of environmental history, Pittsburgh: University of Pittsburgh Press. Winiwarter, Verena und Martin Knoll 2007. Umweltgeschichte: Eine Einführung, Köln: Böhlau. | |||||
Prerequisites / Notice | Students are asked to write an exam during the last session | |||||
Compulsory Electives GESS SiP (For All Modules Eligible) | ||||||
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