Students learn to reflect on science, technology and society with a focus on philosophy on technology. Philosophical discussion of questions relating to the (use of) technology, including technology used to design CreaTe Graduation Projects, form the essence of this course. Students learn to:
1. deploy conceptual tools within applied ethics to clarify and resolve complex aspects of problem cases
2. become familiar with the research process and its ethical implications by engaging knowledge production and technoscience as a socio-political process embedded within cultural, social, political and economic forces
3. engage and reflect on the responsibilities of designers, engineers, consultants, and entrepreneurs in grounding novel ideas with social, economic and environmental impact
4. pursue independent research and self-directed inquiry to address creative design that addresses social, technological, environmental, and economic problems and needs
5. reflect on critical (self-)evaluation by assessing strong and weak points to proposed methods and aims
6. engage in collaborative teamwork and reflection towards common goals: Students engage in small collaborative group-based guided activities with a focus on inquiry, problem identification, clarification and resolution (sometimes under deadline pressure).
7. be able to identify the complexity of socio-ecological impacts through design and troubleshooting solutions with ethical and social considerations as part of the design process.
8. be inquisitive and curious through the engagement of design for developing solutions to address real-world problems through the engagement of stakeholders, research, and interdisciplinary problem-solving.
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This is a RESTS course which consists of two parts: 1) Reflection I (3 ECTS), and 2) Reflection II (2 ECTS). The object of this course is to explore the social and moral significance of design, the implications for the design process, and especially the role of one’s own life and work in crafting a better world.
The two quarter-long courses focus on acquiring and then employing conceptual tools selected from the history of ideas and contemporary sciences, including current case studies and current events related to new smart technologies and innovations that will contribute to a better future.
The aim of the first quarter is to provide a foundation in applied ethics and the role that ethical analysis can play in refining the design process to promote social, ecological, and economic well-being. Students will be provided with practical tools that can be utilized to imagine the larger implications of design, and alternatives to address and troubleshoot challenges identified by stakeholders or research analysis. Students will engage in design as a reflective process for developing solutions to address real-world problems through the engagement of stakeholders, research, and interdisciplinary problem-solving.
Students will be presented with practical tools to enhance the design process, which will then be incorporated into the analysis of their graduation project. These tools will aid students in articulating and identifying parameters that should be considered in design and non-functional requirements. By the end of the second quarter, students will have developed the skillset to efficiently reflect upon and articulate ethical considerations in the design process.
Assessment
Report (100%)
REF II provides an opportunity to improve a failed test by means of a supplementary arrangement. However, the final grade will be maximized to 6.0.
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