Search result: Catalogue data in Autumn Semester 2017

Number	Title	Type	ECTS	Hours	Lecturers
GESS Science in Perspective Only the topics listed in this paragraph can be chosen as GESS Science in Perspective. Further below you will find the "type B courses Reflections about subject specific methods and content" as well as the language courses. 6 ECTS need to be acquired during the BA and 2 ECTS during the MA Students who already took a course within their main study program are NOT allowed to take the course again.
Type A: Enhancement of Reflection Competence Suitable for all students Students who already took a course within their main study program are NOT allowed to take the course again.
Philosophy
851-0147-03L	Relevance and Information Particularly suitable for students of D-INFK	W	3 credits	2S	M. Hampe, T. Hofmann
Abstract	In the seminar we will compare theories of meaning and information by looking at exemplary texts in this field, e.g. from Paul Grice and Fred Dretske.
Learning objective	Students should become acquainted with the different philosophical explications of what it is for language to have a "content", and especially be able to make up their mind about the difference between intentional and non-intentional conceptions in this field.
851-0147-02L	Images of Biology Particularly suitable for students of D-BIOL, D-BSSE	W	3 credits	2V	M. Hampe, D. Iber
Abstract	Students should be made acquainted with the different understandings of biology, especially with the relevance of mathematical methods for latest biological research by looking at exemplary cases of research, which will be presented by different lectureres.
Learning objective	Development of a broad understanding of the methods of biology by using philosophical and historical perspectives onto the subject.
851-0125-51L	Philosophy of Technology: Man and Machine Does not take place this semester. Particularly suitable for students of D-CHAB, D-HEST, D-MAVT, D-MATL	W	3 credits	2G	M. Hampe
Abstract	The lecture gives an overview about the different Man-Machine-Relations since the 16th century. Different modells of machines will be important here: the clockwork, the steam engine and the computer.
Learning objective	On the one hand modells of machines had a heuristical value in research on man, e.g. in Harvey's discovery of blood circulation in the 17th century or in brain research in the 20th century. On the other hand these modells were always criticised, sometimes polemically, because they are supposedly not adequate for man. Students should learn about the connections between the history of anthropology and technology and be able at the end of the course to evaluate the critical philosophical arguments that are connected with the metaphor of the machine.
851-0125-41L	Introduction Into Philosophy of Technology Particularly suitable for students of D-ITET, D-MATL, D-MAVT	W	3 credits	2V	O. Müller
Abstract	Since antiquity philosophy reflects about and evaluates technology. The technical developments in the 19th and 20th century have led to a autonomous philosophy of technology, which had become important also for other philosophical disciplines (e.g. in Heidegger's philosophy).
Learning objective	The course gives an overview on the main schools in the philosophy of technology. Students should learn to analyse and evaluate different philosophies of technology (compensation, objectification, externalisation). For credit point a critical protokoll is to be written.
851-0125-18L	Self-Ownership - Philosophical and Juridical Perspectives	W	3 credits	2G	B. Hilmer
Abstract	Rights in Objects are founded by an inalienable Self-Ownership. These Idea ist central for personal rights. We speak of my body, my genes, my name, my portrait, my ideas oder ways of eypression.
Learning objective	Participants will make acquintance with founding texts of the natural rights property concept (John Locke). They will see the connection between inalienable self-ownership, prohibition of slavery, derivaitve commercial rights and modern personal rights. They will learn about the problems of self-ownership today concerning property in one's body and intellectual property. Critical alternatives to the property paradigm will be discussed. Participants will have the opportunity to gain access to unfamiliar texts from the philosophical tradition and to see their relevance today. They experience the consequences of a certain use of concepts und orient themselves in current bioethical, juridical and political discussions.
Content	Texts by Locke, Nozick, Christman, Otsuka, Rasmussen, Schneider, Stirner, Fichte and Forschner. Founding of property right in self-ownership (Locke), revival of this concept in Nozick and his egalitarian critics. Critique of the concept of self-ownership related to property in one's body. Looking back to the personal self-relatedness that comes up again in Intellectual Property and in modern personal rights.
Literature	Text, Seminarplan und Literaturliste in ILIAS Lehrdokumentenablage.
851-0125-68L	Introduction to Premodern Astral Sciences	W	3 credits	2V	S. Hirose
Abstract	This course gives an outline of the history of astral sciences in the premodern times. We shall look at some representative texts ranging from around the beginning of the common era until the end of medieval times, and discuss their main topics and their approaches to solve astronomical problems.
Learning objective	There are three main aims. (1) To see how disciplines that we today would call for example "astronomy", "mathematics" or "astrology" are positioned and related with each other. (2) To recognize the variance among different authors and texts. (3) To see the exchanges with the surrounding world.
851-0180-00L	Research Ethics Number of participants limited to 40 Particularly suitable for students of D-BIOL, D-CHAB, D-HEST	W	2 credits	2G	G. Achermann
Abstract	This course enables students to: • Identify and describe leading approaches to and key questions and concepts of research ethics; • Identify, construct and evaluate moral arguments; • Make well-reasoned decisions to ethical problems a scientist is likely to encounter; • Analyze the theoretical foundations and disputes underlying contemporary debates on moral issues in research.
Learning objective	Participants of the course Research Ethics will • Develop an understanding of the role of certain moral concepts, principles and normative theories related to scientific research; • Improve their moral reasoning skills (such as identifying and evaluating reasons, conclusions, assumptions, analogies, concepts and principles), and their ability to use these skills in assessing other people’s arguments, making decisions and constructing their own reasoning to the kinds of ethical problems a scientist is likely to encounter; • Deepen their understanding of the debates on certain central moral issues in research, e.g. the use of animals in biomedical research.
Content	I. Introduction to Moral Reasoning ------------------------------------------- 1. Ethics - the basics - What is ethics? What ethics is not... - Identification of moral issues (awareness): what constitutes an ethical question? Distinguishing ethical questions from other kinds of questions; - Values (personal, cultural & ethical) & principles for ethical conduct in research; - Descriptive and prescriptive ethics - Ethical universalism, ethical relativism and cultural relativism - What is research ethics and why is it important? - Professional codes of conduct: functions and limitations 2. Normative Ethics - Overview on important theories for research ethics: virtue theories, duty-based theories (rights theory, categorical imperative, prima facie duties), consequentialist theories, other theories; - The plurality of ethical theories, moral pluralism and its consequences; 3. Moral reasoning I: Decision-making - How (not) to approach ethical issues...; Is there a correct method for answering moral questions? - Models of method in Applied Ethics: a) Top-down approaches; b) the reflective equilibrium; c) a bottom-up approach: casuistry (or reasoning-by-analogy); - Is there a right answer? 4. Moral reasoning II: Arguments - Why arguments? What is a good argument? The structure of (moral) arguments; - Deductive and inductive arguments; Validity and soundness; strength and cogency; - Assessing moral arguments II. Research Ethics ------------------------- 1. Research involving animals - The moral status of animals: moral considerability, moral significance; morally relevant features; - Representative views on the moral status of animals and resulting standpoints on the use of animals in biomedical research - The 3 R's (replacement, reduction, refinement); - Public policy in the context of moral disagreement - The concept of dignity and the dignity of living beings in the Swiss constitution; - The weighing/evaluation of interests: the procedure and criticism, the value of basic research and related problems in the weighing of interests; 2. Research involving human subjects - History of research involving human subjects - Basic ethical principles – the Belmont report - Selection of study participants. The concept of vulnerability - Assessment of risks and benefits of a research project - Research ethics committees - Information and consent; confidentiality and anonymity; - Research projects involving biological material and health related data 3. Social responsibility - What is social responsibility? Social responsibility: whose obligation? - Public advocacy by researchers
Lecture notes	Course material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage.
Prerequisites / Notice	What are the requirements? First and foremost your strong willingness to seriously achieve the main learning outcomes as indicated in the Course Catalogue (specific learning outcomes for each module will be provided at the beginning of the course). For successfully completing the course Research Ethics, the following commitment is absolutely necessary (but not sufficient) (observed success factors for many years!): 1. Your regular presence is absolutely required (so please no double, parallel enrollment for courses taking place at the identical time!) connected with your active participation during class, e.g. taking notes, contributing to discussions (in group as well as in plenary class), solving exercises. 2. Having the willingness and availability of the necessary time for regularly preparing the class (at least 1 hour per week, probably even more…). This includes e.g. the solving of exercises, the reading of ethics papers, and – of course – the preparation for the performance assessment during the semester. 3. Availability for writing the Performance assessment in the first part of the semester as well as the end-of-semester exam (the dates will be communicated in the first week of the semester). Please carefully evaluate your situation for the autumn semester 2017 in respect of the necessary commitments.
851-0127-29L	Legitimate Killing Number of participants limited to 45	W	3 credits	2S	H. Wiedebach
Abstract	Combating terror, war, death penalty: the question whether killing is legitimate is an obvious issue. It also concerns abortion, suicide, animal slaughter, and for some the chopping down of trees and picking of flowers. Is life necessarily killing? Does it always eventuate in victims? And morally: is there an obligation for (self-)sacrifice? Where is the boundary? What's the role of jurisprudence?
Learning objective	1) Discussion on various conceptions of killing in history. 2) Discussion of factual issues, such as: a) general: killing as an act bound up with life's events more generally; b) specific: killing for political or legal reasons. 3) The search for one's own personal position. 4) Training in and practicing of the skills of precise speaking and writing.
Literature	Texte als Diskussionsgrundlage werden zu Beginn des Semesters genannt bzw. als PDF unter "Lernmaterialien" bereitgestellt.
Prerequisites / Notice	Das mündliche Diskutieren während der Sitzungen ist zentral wichtig. Daher besteht Anwesenheitspflicht. Einmaliges Fehlen ist möglich mit Entschuldigung. Als Ersatz wird eine 4-seitige Darstellung des in der versäumten Sitzung diskutierten Textes geliefert. Schriftliche Semesterleistung: - Ab dem 2. Seminartermin erfolgt im Voraus pro Sitzung (d.h. insgesamt 6mal) eine 2-seitige Darstellung bzw. Stellungnahme zu einem vorgegebenen Text oder Thema. - Die 2-seitigen Darstellungen müssen bis Samstag Abend in der Woche vor der nächsten Sitzung vorliegen. - Statt einer der 6 Kurzdarstellungen kann ein einführendes Referat (15 min, max. 2 Personen) gehalten werden. Formalia btr. der Texte: - Schriftbild: Zeilenabstand 1.5, Schriftgrösse 12, Seitenabstand 2.5cm, Schriftart: Arial, Times New Roman. - Vor- und Nachname, Matrikelnummer, Veranstaltungsname, Dozent, E-Mail-Adr., Studiengang. - Ihre Texte schicken Sie bitte zum jeweils für die kommende Sitzung angegebenen Termin an folgende Email-Adresse: legitimestoeten@ethz.ch - organisatorische Rückfragen bitte an den Assistenten Raphael Salvi: raphael.salvi@phil.gess.ethz.ch
851-0125-67L	Structuralist and Post-Structuralist Approaches to Signs and Knowledge	W	3 credits	2S	R. Wagner
Abstract	This course will review some structuralist and post-structuralist approaches to signs and knowledge. It will start from the French structuralist tradition, continue with the "1968 thinkers", and conclude with feminist and queer critiques of knowledge that rely on this tradition. The theories studied in class will be evaluated in terms of their application to science studies.
Learning objective	1. To introduce the structuralist and post-structuralist tradition, as well as subsequent queer and feminist critiques of knowledge (the thinkers taught in the course will most probably come from the following list: Ferdinand de Saussure, Claude Levi-Strauss, Jacques Lacan, Pierre Bourdieu, Julia Kristeva, Michel Foucault, Jean Baudrillard, Jacques Derrida, Hans Jorg Rheinberger, Judith Butler, Evelyn Fox Keller, Carol Cohn, Emily Martin and Donna Harraway). 2. To apply the ideas of this tradition to the context of science studies At the end of the course the students will be able to analyze scientific texts and practices in terms of structuralist, post-structuralist and feminist critique of science.
851-0125-69L	What is Science? Number of participants limited to 25	W	3 credits	2S	K. Bschir
Abstract	Science is not only one of the most amazing, but also one of the most puzzling human practices. In this course, we will raise two rather broad questions: How does science work? And what makes scientific knowledge special? Even though we will probably fail to give conclusive answers to both questions, adressing them will increase our understanding of the nature of science and its role in society.
Learning objective	The course provides an introductory overview over different positions in the general philosophy of science including late 19th century inductivism, logical empiricism, critical rationalism, integrated history and philosophy of science, social theories of scientific knowledge, and systematicity theory. By looking at different conceptualizations of science at different periods in history, students will be enabled to evaluate the epistemic status of scientific knowledge compared to other forms of knowledge, as well as to critically reflect the role that science plays as an institution in modern societies.
Content	https://blogs.ethz.ch/whatisscience/
Literature	https://blogs.ethz.ch/whatisscience/
851-0144-07L	The Infinite in Philosophy and in the Exact Sciences: Logic, Mathematics, Physics Number of participants limited to 40. Particularly suitable for students of D-MATH, D-PHYS	W	3 credits	2S	G. Sommaruga
Abstract	On the one hand, the topic of the infinite will be dealt with historically by discussing philosophical texts, by e.g., Kant, Bolzano and Cantor. On the other hand, the topic will be treated from a (non-historical) scientific point of view: the point of view of logic, mathematics, and physics.
Learning objective	To get acquainted with different types of infinitness; to study what is intriguing or problematic about the infinite; to inquire whether these different types of infinitness have (important) features in common.
851-0144-23L	Philosophical Reflections on Digital Methods in Architecture Particularly suitable for students of D-ARCH	W	3 credits	2G	N. Sieroka, H. Mayer
Abstract	This course provides an introduction to philosophical issues surrounding digital methods and processes in architecture. In particular, key concepts such as process, continuity versus discreteness, and simulation will be discussed from both a philosophical and an architectural perspective in order to establish an awareness of changing world views and of architecture as its expression.
Learning objective	By the end of the course students are able to precisely describe and compare different interpretations of the given key concepts. They are able to link architectural concepts to philosophical interpretations and show an understanding also of their historical development and mutual influence. In many cases, the origin of these concepts can be traced back to Ancient Greece and shows both important continuities and important discontinuities with contemporary thinking. Students are in a position to critically discuss and evaluate the repercussions of these issues in broader scientific and cultural contexts. The course is part of ETH's "Critical Thinking"-Initiative and facilitates students' abilities to express their thoughts clearly and effectively (both verbally and in writing). This course is particularly suitable for students from D-ARCH.
851-0144-20L	Philosophical Aspects of Quantum Physics Particularly suitable for students of D-CHAB, D-PHYS	W	3 credits	2S	N. Sieroka, R. Renner
Abstract	This course provides an introduction to philosophical issues about quantum physics. In particular, we will examine key concepts (such as locality and time) and different interpretations of quantum mechanics (such as the many-worlds interpretation).
Learning objective	By the end of the course students are able to describe and compare different interpretations of quantum mechanics. They are able to identify and examine issues about these different interpretations as well as more general issues concerning key concepts of quantum physics and concerning the transition between quantum and classical descriptions in physics. Students are in a position to critically discuss and evaluate the repercussions of these issues in broader scientific contexts. The course is part of ETH's "Critical Thinking"-Initiative and facilitates students' abilities to express their thoughts clearly and effectively (both verbally and in writing).
851-0145-06L	History and Philosophy of Chemistry Number of participants limited to 15 Particularly suitable for students of D-CHAB	W	3 credits	2S	S. Baier
Abstract	The course provides an insight into the historical roots and the philosophy of chemistry. In particular, the transition from Early Modern alchemy to modern chemistry will be considered and made understandable by referring to different concepts and theories of philosophy of science and history.
Learning objective	- get to know both the methodology and concepts of philosophy of science/history of science - get to know key texts of the history and philosophy of chemistry - The course is organized mainly as an e-course (texts and working sheets will be provided) with 1 presence session at the end of the semester.
701-0701-00L	Philosophy of Science Does not take place this semester. Shift in Semester. Will be offered in Spring Semester 2018.	W	3 credits	2V	G. Hirsch Hadorn, 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.
701-0701-01L	Philosophy of Science: Exercises Does not take place this semester. Shift in Semester. Will be offered in Spring Semester 2018.	W	1 credit	1U	G. Hirsch Hadorn, 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.
701-0703-00L	Environmental Ethics	W	2 credits	2V	A. Deplazes Zemp, I. P. Wallimann-Helmer
Abstract	The lecture beginns with an introduction to applied ethics in general. The main focus is on environmental ethics. Students learn to handle important concepts and positions of environmental ethics. They achieve a deeper understanding of these concepts and positions in applying them to ecological problems and discussing them in case studies.
Learning objective	On completion of this lecture course you will have acquired the ability to identify and process general and environmental ethical problems. You will be capable of recognising and analysing environmental ethical problems and of working towards a solution. You will have acquired a fundamental knowledge of standpoints and argumentations to be found within the field of environmental ethics and will have practised these in small case studies.
Content	- Introduction to general and applied ethics. - Overview and discussion of ethical theories relevant to the environment. - Familiarisation with various basic standpoints within environmental ethics. - Cross-section topics, such as sustainability, intergenerational justice, protection of species, etc. - Practising of newly acquired knowledge in case studies (protection of species, climate change, etc.)
Lecture notes	Summaries of the individual sessions will be distributed, including the most important theories and keywords; reading list. In the part of the course serving as an introduction to general and applied ethics, we shall be using the following textbook: Barbara Bleisch/Markus Huppenbauer: Ethische Entscheidungsfindung. Ein Handbuch für die Praxis, 2nd Edition Zürich 2014
Literature	- Angelika Krebs (Hrg.) Naturethik. Grundtexte der gegenwärtigen tier- und ökoethischen Diskussion 1997 - Andrew Light/Holmes Rolston III, Environmental Ethics. An Anthology, 2003 - John O'Neill et al., Environmental Values, 2008 - Klaus Peter Rippe, Ethik im ausserhumanen Bereich, Paderborn (mentis) 2008 Generel introductions: - Barbara Bleisch/Markus Huppenbauer: Ethische Entscheidungsfindung. Ein Handbuch für die Praxis, Zürich 2014, 2. Auflage - Marcus Düwell et. al (Hrg.), Handbuch Ethik, 2. Auflage, Stuttgart (Metzler Verlag), 2006 - Johann S. Ach et. al (Hrg.), Grundkurs Ethik 1. Grundlagen, Paderborn (mentis) 2008
Prerequisites / Notice	The procedure for accumulating CP will be explained at the start of term. I expect participants to be motivated and contribute to discussions, keeping the course interesting and lively.
851-0125-71L	Whose Responsibility for What? Aspects of Individual and Collective Responsibility Particularly suitable for students of D-ARCH, D-BAUG, D-HEST, D-MTEC, D-USYS	W	3 credits	2G	L. Wingert
Abstract	Responsibility is a key concept in ethics: The individual's responsibility is emphasized. Contrary to that, one often points to the limits of a person's responsibility, e.g. for a stock market crash, for greenhouse gas emissions, for injust social conditions. What belongs to to our responsibility as individuals and what to our collective responsibility? And do robots have responsibilities?
Learning objective	1. Certain concepts should be clarified: e.g., the very meaning of "being responsible for one's actions and its consequences". To what extent are we responsible for the social conditions we find ourselves in? 2. One theoretical position in the philosophy of sociality holds that only individual persons (and not firms, institutions, or states) can be responsible for action and social conditions. Students should be able to evaluate the strengths and weaknesses of this thesis (methodological individualism). 3. What does responsibility mean in special social spheres like the economy and the sciences? What does a citizen's collective and personal responsibility consist in?
851-0125-70L	What is Enlightening Reasoning? On Enlightenment, Prejudices and Social Criticism	W	3 credits	2G	L. Wingert
Abstract	What are the essentials for a social order which protects equal personal freedom as well as the common good? In our days, the answer is difficult when taking into account the return of intolerant religions, e.g. radical islam, increasing scepticism towards science and raising political conflicts. The course should figure out the meaning and potential achievements of an enlightening reason.
Learning objective	There are many theories of rationality. According to one tradition of thinking, rationality or reason is the ability, to enligthen or to track prejudices, the own one's and the prejudices of others, and to correct them. Charles S. Peirce and Wilfrid Sellars, Jürgen Habermas and Ernst Tugendhat, Hilary Puntam and Thomas Nagel, Jean-Paul Sartre, Maurice Merleau-Ponty and Paul Ricoeur belong to this strand of thinking about rationality. Enlightening reasoning is self-critical and anti-fundamentalistic. 1. The course should make familiar with such a conception of enlightening reason. 2. Enlightening reasoning is associated with a specific period in European history. The course should inform about this period and - as far as possible - about enligthenment in other times and regions of the world. Prejudices and blind spots are not confined to an individual's mind. Collectivities and societies do have them, too. E. g., one collective prejudice is that only competition on markets, but not solidaristic cooperation could produce sustainable progress. According to another collective prejudice, all human cultures have equal worth, and criticism of a certain culture expresses a racist attitude. A third collectively shared prejudice in Western societies is that growth is essential for the functioning of a modern economy. 3. Part of the course's tasks is to investigate whether and how the conception of an enlightening reasoning can contribute to correcting concrete prejudices.
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 history of mathematics (Greek geometry, early modern European notions of infinity and 20th century constructive and axiomatic approaches). The case studies will be analyzed from various philosophical perspectives, while rooting 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 realist, dialectical, practical and constructivist approaches to the philosophy and history of mathematics 5. To open the students' horizons to the plurality of mathematical cultures and practices
851-0157-82L	Sciences and Philosophy: The History of a Complicated Relationship Number of participants limited to 40	W	3 credits	2S	M. Wulz, N. El Kassar
Abstract	The seminar traces the past and present of a complex and multifaceted relationship: the relations and debates between philosophical and scientific research. In the seminar we will examine this relationship from a historical and philosophical perspective.
Learning objective	Does philosophy have its own methods and forms of knowledge production or do philosophical positions only develop in exchange with scientific research and findings? In how far is scientific research influenced by philosophical theories? Or does it rather influence philosophical theories? In the seminar we trace the relationship between philosophy of science and epistemology, on the one hand, and the particular historical forms of scientific research, on the other: from philosophers who conducted scientific research (Aristotle, Gottfried Wilhelm Leibniz) and scientists who became philosophers (Ernst Mach) to debates and collaborations between philosophers and scientists in the 20th century (e.g. Albert Einstein and Henri Bergson, Ilya Prigogine and Isabelle Stengers). We will examine the relationship between philosophy and the natural sciences as an entwined history that includes instances of collective pursuit of knowledge as well as instances of conflict. The seminar is aimed at students of natural sciences as well as students of philosophy and the history of sciences. - sensitivity to questions from epistemology and history of science - ability to reflect and discuss epistemological theories - sensitivity to historical contexts of scientific knowledge and philosophical theories - reading philosophical texts (including texts in English)

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