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On one side, interventionists aim to shift the situation of those with whom they work, developing mechanisms for social change, whether malignant or benign. On the other side, inquirers make a given situation into their object of study, revealing something of the people who comprise and inhabit it. This seminar introduces students to what it means to treat design as an integrative practice of both intervention and inquiry. Through close readings and in-class exercises, students will examine the intellectual legacies of different approaches to studying and theorizing design and gain fresh perspectives on integrative techniques.

Students will investigate how an integrative inquiry may produce distinct ethical-political stances other methodological orientations tend to ignore. Together these differences in method generate distinct research questions and different ways of making sense of design encounters. Approaching a design situation through such integrative methods changes processes of inquiry and intervention, as well as the always-situated investigators themselves.

This microseminar is convened in conjunction with the visit of Lorraine Daston to the University of Washington as a Katz Distinguished Lecturer in April Details are available on the course website. In this seminar, we will examine the making, maintenance, and use of infrastructures for circulating information. This class covers theoretical and historical perspectives on the development of infrastructure, methods for studying infrastructure, and studies of infrastructures. We will pay close attention to the cultural, social and political aspects of information infrastructure as we examine case studies of how vast means for circulating information developed and endured over centuries, or, equally importantly, failed.

However, little formal attention is paid to the workings and process of science itself. For at least years, philosophers have been analyzing modes of reasoning, fallacies of thinking, and the legitimacy or truth claims made by different methods of scientific exploration. In recent centuries, fields dedicated to the analysis of science itself philosophy of science, history of science, sociology of science have emerged, each of which analyzes the process that scientists engage in as a part of their everyday function.

Most graduate students learn method and process through their individual research projects, interactions with mentors and peers, and by attending scientific seminars and meetings. However, little attention has been traditionally paid, within the basic science curriculum, to codifying the issues in an organized way. This course will provide an overview of the practice of science itself, and introduce the students to historical issues, matters of consensus, and cutting edge issues of ongoing controversy.

Attention will be paid to both theoretical and practical application of scientific method, with a distinct focus on the practical application of the covered concepts to the practice of everyday scientific exploration. After completing the course, students should understand and interface differently with science they encounter, papers they read, and their own projects.

Scientific research has an impact on all of us, and on every aspect of our lives. Most of us will be research subjects at one time or another; all of us are affected by science-based policies; our everyday-lives have been transformed by the results of scientific research — in good and bad ways. Scientific research raises ethics issues that have never been more pressing or more consequential than now.

This course is designed to explore these issues, primarily with reference to the non-medical sciences. For the details of focal topics and course requirements, please see the course website. In this course, we will focus on the interplay between science, technology, and medicine on the one hand, and race, gender, and sexuality on the other. We will discuss how cultural ideas about race, gender, and sexuality influence knowledge and knowledge production as well as how scientific claims and technological developments influence cultural understandings of race, gender, and sexuality.

We will examine the implications of developments in science and medicine for politics, social identity, and cultural belonging. In addition, we will explore the efforts by individuals and social movements to challenge scientific institutions while asserting new claims about identity, inequality, and difference. Among other questions, we will ask how these ideas influence who is involved in knowledge production or what it means to experience these constructs on a personal level.

This course examines recent scholarship on the role of race, gender, and sexuality in the social studies of science drawing from the fields of biology, anthropology, sociology, philosophy, and especially history. In this course we will explore how to identify, articulate and think critically about the ethical dimensions of environmental challenges. We will learn about various general theories in environmental ethics, and also how to apply philosophical skills and concepts to specific environmental problems, such as restoring local ecosystems and global climate change.

Topics will include: the nature and extent of individual and social obligations to distant people, nonhuman animals, plants and ecosystems; the role of economic considerations in environmental policy-making; the origins of environmental problems; and the relevance of concepts such as justice and responsibility to solutions. The course will focus partly on the contributions of standard philosophical theories and techniques to environmental debates, and partly on the challenges that environmental issues raise to familiar theoretical approaches.

Critics of the very idea of feminist philosophy of science insist that, because feminism is an explicitly political stance, it can have nothing to do with science or how we understand it philosophically. Feminists have been prominent among those who contest the epistemic ideals implicit in such arguments and who, at the same time, insist that a robust contextualism need not entail a reductive relativism. This course aims to introduce graduate and professional students from a wide range of backgrounds to some central moral questions about social structures and institutions.

Discussion will center on issues of justice, broadly construed as the basic virtue of social institutions. In particular, the course will ask what it is to treat people as equals, and consider different answers to this question proposed by for example utilitarians, liberals, libertarians, socialists and communitarians. Students will consider conceptual frameworks for thinking about the increasingly familiar difficulties that arise in any attempt to fashion fair and decent policies in various areas of our lives.

This course serves as the core course for the Graduate Certificate in Ethics, but is also routinely taken as an independent course. Those interested in the certificate program are encouraged to contact the Director of the Program on Values in Society, Steve Gardiner, at smgard uw. In this seminar, we will explore a range of theorizations and literatures that geographers and other scholars have used to examine relationships between space, technologies, and society.

We will read work from some of the well-established historical materialist and political economic theorizations of space and technologies, as well as very new work by critical scholars that considers subjectivities, embodiments, and social relations that emerge from and with spatial technologies. In particular this seminar is structured to read questions of digitality, visuality and poverty with feminist, post-colonial and critical race theory. The first half of this course will be devoted to a survey of the core literature on scientific explanation. This survey will include the original inferential Hempel , causal Salmon , erotetic Van Fraassen , and unificationist Kitcher, Friedman approaches to explanation.

In the final weeks of the term we will consider recent work on the topic of scientific understanding, drawing from writings by de Regt, Dieks, Mizrahi, Khalidi, Kuorikoski, Ylikoski, and Rice, and consider the links between explanation and understanding. This course introduces graduate students from diverse disciplinary backgrounds to Science, Technology, and Society Studies STSS as an interdisciplinary area of study at the University of Washington.

It is designed especially for those enrolled in, or thinking of applying to, the STSS graduate certificate program. Each week, a different member of the STSS faculty network will introduce a theme or area of active research interest. By the end of the quarter, students should be able to: evaluate the different disciplinary research methodologies that are applied to questions in the contextual study of science and technology; integrate STS concepts and methods with the core ideas of their home disciplines; navigate the ethics, policy and equity issues that arise at the interface of science, technology and society; and critically appraise and deploy robust content knowledge of relevant science, technology and society studies research beyond their home disciplines.

In addition, social science and humanities students will demonstrate the ability to situate disciplinary interests in science and technology in an interdisciplinary context; and STEM program and Professional program students will demonstrate an understanding of the history, social context, and philosophy of the research traditions in which they work. Since the early s, anthropologists have joined scholars from other disciplines who are interested in examining science and technology as much more than a window on the natural world.

While science can give us purchase on describing and understanding the physical and biological world around us, it is also a rich field of cultural and social production. These themes will provide a rich series of cases documenting the social life of science and technology, and where studies of science have provided new methods for elaborating older fields of study in anthropology.

We will use these themes to understand the general idea that science and technology are social through and through. This is a seminar about evidence: what counts as archaeological evidence and as best practice reasoning with evidence in archaeological contexts.

Human Sciences: Reappraising the Humanities Through History and Philosophy by Jens Hoyrup

Chapman and Wylie , juxtaposed with philosophical accounts of evidential reasoning that bring into focus several different ways of conceptualizing the nature and role of evidence in empirical inquiry. The history of eugenics illustrates the interplay between social values and science and medicine, especially involving the social construction and meanings of human differences such as disability, race, class, gender, and sexuality.

We will examine the development and authority of eugenic science; policies and practices such as sterilization and immigration restriction; public responses and connections to other social movements; and impacts on communities. By reading primary and secondary sources, we will address the intersections and tensions between the history of eugenics, disability studies, and bioethics.

What are the legacies of eugenics for health care, scientific research, reproductive rights, and social justice? How is eugenics remembered and forgotten? Several politicians and scientists have said that climate change is the most important international problem facing the world today. This course will investigate many of the philosophical issues relevant to this problem.

Such issues include: What can economic analysis tell us and not tell us about problems with a long time horizon, such as climate change? Is climate change a commons problem? If so, what kind? What would constitute a just allocation of the burdens of climate change? Can our pollution harm future generations when their very existence might depend on our decision to pollute?

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What are we individually required to do about global and intergenerational problems of this sort? Philosophy of science is concerned generally with what makes science a distinctive enterprise and what makes the claims of science and the activities of scientists epistemically respectable, if they are. Attempts to address these issues have tended to focus attention on a few key concepts, which we will discuss and analyze throughout the term.

Topics will include explanation, confirmation and the nature of evidence, theory development, and issues concerning theory interpretation, e. Where possible, these topics will be illustrated through contemporary and historical episodes of actual scientific practice. Classes will be a mixture of lecture and discussion.

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Students will be required to write several short papers aimed, first and foremost, at clear, concise explication of the philosophical issues. In effect, students will be introduced to both the "content" and the "methods" of modern philosophy of science. What counts as objectivity has been shown to have a history, to be contingent and changeable depending on context, interest, and the specific types of epistemic failings it is meant to counteract, and sometimes to mask the operation of the very distorting interests researchers are meant to transcend in the name of objectivity.

We then turn to a close reading of contemporary philosophical accounts of objectivity as informed, on one hand, by analysis of scientific methodology and, on the other hand, by debate about the role of values in science. This course will address these questions and more: How does what we eat reflect the interpenetration of science, technology, economics, culture and politics? Who wins and who loses in the global food economy? To what extent are non-state actors altering the world food system?

How is climate change likely to impact the world food system? How does our planetary food web challenge our sense of personal identity and ethical responsibility? In particular, we will focus on the pivotal role of petroleum in the world food system, the global carbon and nitrogen cycles, the questions of meat and genetically modified food, and new food movements around the world.

Experts speak in the name of our societies' most powerful institutions, such as science, engineering, medicine, and finance. They make and disseminate knowledge and technologies, shaping how we all see and act in the world. How have experts come to play such an important role in our society and what are the consequences?

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This course is an introduction to Science and Technology Studies STS , a lively interdisciplinary field dedicated to studying the social worlds of experts. We will draw from approaches such as the sociology of knowledge, actor-network theory and social shaping of technology in order understand today's most challenging issues, such as climate change, financial crises or revolutions in biotechnology. The final project is a group based literature review of a new or old topic, issue, theory, or method within STS.

In INTSCI , we will focus on societal controversies that emphasize intersections among science communication, education, policy, and research. For example, why do parents choose to vaccinate, or not vaccinate, their children? How should genetically-modified organisms be regulated? If you have any questions, please feel free to email the instructor at: bjb uw.

This course is typically co-taught by a scientist and a social scientist with an interest in science from an ethical or societal perspective, and will focus on a case study examination of how science operates within broad social, political, and ethical contexts. Discussion topics vary, but may include the growth of multidisciplinary and interdisciplinary research, the societal impact of scientific results and developed technologies, the political environment surrounding scientific practice, ethical responsibilities of scientists, the acceptability of censorship, the complex mechanisms for funding scientific research, and the power inherent in claims to knowledge.

Topics for case study may include global climate change, evolution, stem cell research, or other topics. The course will examine the response of the law and the legal system to advances in genetic information and technologies and posit what the response should be in the future. Law and Genetics is open to all graduate students interested in learning about legal aspects and implications of genetics and genomics.

No prerequisites. In this introduction to the field of Science and Technology Studies, we will study historical, sociological, and anthropological accounts of scientific knowledge-making and technological development in order to learn more about the ways in which science and technology are inherently social and political.

Each week, a different member of the STSS core faculty will introduce an area of active research interest. Examples of themes include gender and science, ethical issues in scientific research, science and public policy, and postcolonial science studies. This course covers the historical development of the marine sciences with a consideration of political, social, and economic context. The chronological scope ranges from roughly the mid-nineteen century to the modern era. Topics covered will include: the history of navigation, fisheries and aquaculture, marine telegraphy, the discovery of hydrothermal vents, oceanography during the Cold War, and the history of climate change research.

Examines money and payments as information systems with social as well as technical dynamics. Provides an introduction to the most commonly-used international and domestic payment networks, as well as a few unique and alternative models. This will be a small masters-level seminar, and the content will come from my own research into payment systems as sociotechnical infrastructures. Feel free to contact me if you have any questions about the course.

A central theme of this course will be the relationship between how humans attempt to know nature and how we live with nature. This course will provide students with a background in cross-cultural and historically variable conceptions of nature and the human relationship to it.

We will also examine contemporary theories on the complexity and interconnectedness of social, economic, technological, and ecological systems and how environmental issues pose challenges for social order. No sociology prerequisites needed, interdisciplinary perspectives will certainly be welcomed, 5 credits including writing credit.

The results of dramatic advances in human genetics research are making their way from the laboratory through the media and the clinic into the lives of everyday people. This course will bring a social science perspective to the dialogue by exploring the ways social research and other influences are used to frame science and biotechnology. Topics include: the place of science in our society; the post modern body in a genomic era; stigma; genetic testing and prenatal diagnosis; medicalization of the family; quality of life and disability; and the role of the media in science discourse.

We then turn to a related set of ontological questions: what kind of subjects are social entities and social kinds? Archaeological practice raises profoundly challenging ethics issues. The central question we address in this seminar is: to whom and to what are archaeologists accountable? More specifically: What responsibilities do archaeologists have to those whose cultural heritage they study?

These issues are central to debates that are changing the way archaeology is practiced, so we address them through analysis of cases juxtaposed with theoretical and philosophical literature on research ethics. Presents concepts and theories used to investigate the creation, application, and governance of science and technology.

Addresses the nature of scientific and technological knowledge, social construction of science and technology, democracy and science, and public understanding. For more information, contact Professor Leah Ceccarelli, cecc uw. The way we know and experience the world around us is increasingly mediated by digital technologies — many of them with geographic or locational capabilities.

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Smart phone apps let citizens send photos of urban problems to government officials in some cities. Crisis mapping apps compile and map real-time observations of disaster relief needs or human rights violations around the world, sharing this information with first responders, the international community, and many others. In short, making and using digital maps and geographic information is an increasing part of life in many parts of the world.

This class explores the key components, applications and societal impacts of these new spatial media, including online mapping software, handheld geographic devices, the geoweb, location-based services, crowdsourced spatial data, and open source mapping. We will explore how they do so through visual representation, data schemes, data collection practices, political economic structures, collective action politics, and our own everyday practices.

Historians and philosophers of science have traditionally been concerned with knowledge: what counts as scientific knowledge, how it is produced and ratified, whether its authority is warranted, whose interests it serves, whether it is distinctive or in what ways it is continuous with everyday, practical understanding. Recently, however, they have turned their attention to questions about ignorance.

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At the end of the quarter we focus on a particular sustained study of ignorance by Oreskes and Conway, Merchants of Doubt When sociologists look at the social world they consider aspects of organization, coordination, and institutions; authority, trust, and power; material tools, places, and technologies; conflict, change, communication, and cooperation. This course will introduce students to a sociological way of thinking about science as a social phenomenon. We will consider science in its different forms and in comparison to other ways of knowing.

We will consider the historical development of modern science and the social structures that support its practice and place in society today. We will consider how the broader social world is imprinted in scientific practices, and how science permeates modern life. By more fully examining these social dimensions of science, students will gain an appreciation of science as a collaborative and adaptable source of social order, while recognizing the potential challenges of scientific work and within modern techno-scientific societies. History and development of geological and paleontological theories and controversies; philosophy and methodology that have driven scientific inquiry in the earth sciences.

We read and discuss excerpts from primary sources each week; there are two take-home exams, or the final can be replaced by a term paper. W credit available by arrangement. This course aims to provide an overview of recent topics in human genetics and genomics while simultaneously placing those topics in a broader social and ethical context. The approach to learning is unstructured and collaborative. They will also use a range of ethical arguments to assess the implications of such advances for scientists, clinicians, research participants, and society at large.

Explores major theoretical, political, and pedagogical issues in multicultural education. Studies institutional and cultural discrimination such as race, ethnicity, class, sexuality, gender, disability, and language. Examines the relationship between schooling and the reproduction of stratification and discrimination, as well as examines curricular and pedagogical approaches to address these variables. Both history and philosophy of science are frequently enlisted in efforts to defend the frontier between science and non-science.

These efforts, in turn, reflect fundamental problems arising in the two fields, ones that might be resolved in part by a more integrated HPS perspective, and the creation of this perspective will be one of the collective tasks of this seminar. For philosophers, the identification of satisfactory demarcation criteria to allow the objective definition of science was a central task of the twentieth century, albeit an increasingly problematic one.

For historians of science, an unwillingness to draw a line between science and non-science seemed to smack of an unsavory relativism, threaten their credibility with scientists, and undermine their sense of disciplinary identity; at the same time, a sense of how the line between science and non-science has shifted over time seemed to provide a crucial contextual element for historical practice.

The course will be run as a discussion-based seminar, and students will prepare their own case studies relevant to our efforts to make sense of demarcation and its significance. This course is open to HPS majors and other graduate and undergraduate students with suitable backgrounds. This class explores key legal, ethical, cultural, scientific, and commercial aspects of the rapidly changing world of biotechnology and bioinformatics. It specifically asks how new discoveries in biology encourage us to rethink issues of ownership, communication, geography, identity, and artistic practice.

Philosophy, Theology, and the Humanities. Wayne Hudson - - History of European Ideas 40 1 Book Reviews : Philosophy and the Human Sciences. By Roy Bhaskar. Humanities Press: New Jersey Richmond - - Philosophy of the Social Sciences 15 2 Origins as a Paradigm in the Sciences and in the Humanities.

Theory of Knowledge: Human Sciences, Dr Marianna Koli

Radical Reflection and the Origin of the Human Sciences. Calvin O. Schrag - - Purdue University Press. Science and the Humanities in the New Paideia. Patrick Fuery - - Oxford University Press. Lorna Clymer ed. Louis-Courvoisier - - Medical Humanities 31 1 Toward a Theory of Human History. Joseph Margolis - - Journal of the Philosophy of History 4 Art, Behavior, and the Anthropologists. Denis Dutton - manuscript. Massimo Pigliucci - - Aeon. Added to PP index Total views 7 , of 2,, Recent downloads 6 months 3 , of 2,, How can I increase my downloads?

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