Course Name | Scientific Thinking and Society |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
GENS 207 | Fall/Spring | 3 | 0 | 3 | 4 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Service Course | |||||
Course Level | First Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | The aim of this course is to help the students to develop a critical perspective about science and its relationship with society. In the first part of the course, the period during which modern science was born will be discussed in a broader fashion. In the second part, the focus will be on a series of issues taken from more recent periods of history of science. This course is for students that are interested in popular science. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | This course is designed to discuss the relationship between science and the society that generates it. |
Related Sustainable Development Goals |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Introduction; presentation of the course and related questions; The Three Revolutions | Course syllabus |
2 | Types of Societies and their technologies | Machionis, J. (2017) “Society and Technology” |
3 | Sapiens and the Cognitive Revolution | Harari, Y. (2015), Sapiens. A Brief History of Humankind, Part One: The Cognitive Revolution |
4 | Guns, Germs, and Steel I: Yali’s Question | Diamond, J. (1997), Guns, Germs and Steel, Prologue: “Yali’s Question”; Part I “From Eden to Cajamarca” |
5 | Guns, Germs and Steel II: Agricultural Revolution | Diamond, J. (1997), Guns, Germs and Steel, Part 2: “The Rise and The Spread of Food Production” |
6 | Dawn of Civilizations, Birth of Natural Philosophy and the Aristotelian Worldview | Lecture Notes |
7 | Ptolemy and the Geocentric Model | Lecture Notes |
8 | Nicholaus Copernicus and the Heliocentric Model | Gribbin, J. (2002), Science: A History Chapter 1, “Renaissance Men” pp. 21-32 |
9 | Tycho Brahe and his observations & Johannes Kepler and the movement of planets | Gribbin, J. (2002), Science: A History Chapter 2, “The Last Mystics” |
10 | First Scientists: Galileo and others, Part I | Gribbin, J. (2002), Science: A History Chapter 3, “The First Scientists” |
11 | First Scientists: Galileo and others, Part II | Gribbin, J. (2002), Science: A History Chapter 3, “The First Scientists” |
12 | René Descartes, Christiaan Huygens, Robert Boyle and first steps of science | Gribbin, J. (2002), Science: A History Chapter 4, “Renaissance Men” (Descartes: pp. 118-126; Boyle pp. |
13 | Robert Hooke and Isaac Newton | Gribbin, J. (2002) Science: A History Chapter 5, “Newtonian Revolution” (Hooke: pp. 151-164; Newton pp. 172-188) |
14 | Semester Review | Lecture Notes |
15 | Review of the Semester | |
16 | Final examination |
Course Notes/Textbooks | Reading 1: Machionis, J. (2017) “Society and Technology”, in Machionis, J. (2017) Sociology, 16th Edition, pp. 118-123, Pearson: Hoboken Reading 2: Harari, Y. (2015), Sapiens. A Brief History of Humankind, HarperCollins: New York Reading 3: Diamond, J. (1997), Guns, Germs and Steel. The Fates of Human Societies, W. W. Norton: New York Reading 4: Gribbin, J. (2002), Science: A History 1543–2001, Penguin: London |
Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 2 | 60 |
Final Exam | 1 | 40 |
Total |
Weighting of Semester Activities on the Final Grade | 3 | 60 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 1 | 16 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 2 | 15 | |
Final Exams | 1 | 20 | |
Total | 114 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to have fundamental knowledge about narrative forms in cinema, digital and interactive media, and the foundational concepts relevant to these forms. | |||||
2 | To be able to create narratives based on creative and critical thinking skills, by using the forms and tools of expression specific to cinema and digital media arts. | |||||
3 | To be able to use the technical equipment and software required for becoming a specialist/expert in cinema and digital media. | |||||
4 | To be able to perform skills such as scriptwriting, production planning, use of the camera, sound recording, lighting and editing, at the basic level necessary for pre-production, production and post-production phases of an audio-visual work; and to perform at least one of them at an advanced level. | |||||
5 | To be able to discuss how meaning is made in cinema and digital media; how economy, politics and culture affect regimes of representation; and how processes of production, consumption, distribution and meaning-making shape narratives. | |||||
6 | To be able to perform the special technical and aesthetic skills at the basic level necessary to create digital media narratives in the fields of interactive film, video installation, experimental cinema and virtual reality. | |||||
7 | To be able to critically analyze a film or digital media artwork from technical, intellectual and artistic perspectives. | |||||
8 | To be able to participate in the production of a film or digital media artwork as a member or leader of a team, following the principles of work safety and norms of ethical behavior. | |||||
9 | To be able to stay informed about global scientific, social, economic, cultural, political, institutional and industrial developments. | |||||
10 | To be able to develop solutions to legal, scientific and professional problems surrounding the field of cinema and digital media. | |||||
11 | To be able to use a foreign language to communicate with colleagues and collect data in the field of cinema and digital media. ("European Language Portfolio Global Scale", Level B1). | |||||
12 | To be able to use a second foreign language at the medium level. | |||||
13 | To be able to connect the knowledge accumulated throughout human history to the field of expertise. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest