90% of migration to Spring 24

README.md

@@ -5,21 +5,22 @@ A docx with this information is available [here](https://learn.kultwiki.net/thom
 All files including the readings are published as releases (see the releases-button on top or use this [link](https://learn.kultwiki.net/thomas/TOS/releases)), where the newest release is on top. Those of you who consider themselves computer-literate can clone this repository and/or follow changes through the rss feed - or even get an account from me to be able to push changes.
 
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-# Table of Contents
+**Table of Contents**
 
 - [About the course](#about-the-course)
 - [Formalities](#formalities)
-        - [Lecturers ](#lecturers)
+    - [Lecturers ](#lecturers)
-        - [Credit points   ](#credit-points)
+    - [Rooms (all in Dragvoll)](#rooms-all-in-dragvoll)
-        - [Required readings ](#required-readings)
+    - [Credit points](#credit-points)
+    - [Required readings ](#required-readings)
 - [Course program](#course-program)
-        - [20 Sept.: Philosophy and Research Ethics I  (day 1)](#20-sept-philosophy-and-research-ethics-i--day-1)
+    - [07. February: Philosophy and Research Ethics I  (day 1)](#07-february-philosophy-and-research-ethics-i--day-1)
-        - [21 Sept.: Philosophy and Research Ethics II (day 2)](#21-sept-philosophy-and-research-ethics-ii-day-2)
+    - [08. February: Philosophy and Research Ethics II (day 2)](#08-february-philosophy-and-research-ethics-ii-day-2)
-        - [04 Oct.: Theories about science in context I (day 3)](#04-oct-theories-about-science-in-context-i-day-3)
+    - [20 March: Science in context I (day 3)](#20-march-science-in-context-i-day-3)
-        - [05 Oct.: Theories about science in context II (day4)](#05-oct-theories-about-science-in-context-ii-day4)
+    - [21 March: Science in context II (day4)](#21-march-science-in-context-ii-day4)
-        - [15 Nov.: Critical perspectives I  (day 5)](#15-nov-critical-perspectives-i--day-5)
+    - [16. April: Critical perspectives I  (day 5)](#16-april-critical-perspectives-i--day-5)
-        - [16 Nov.: Critical perspectives II  (day 6)](#16-nov-critical-perspectives-ii--day-6)
+    - [17 April: Critical perspectives II  (day 6)](#17-april-critical-perspectives-ii--day-6)
-        - [24 Nov.: Conference](#24-nov-conference)
+    - [22. May: Conference](#22-may-conference)
 
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@@ -32,29 +33,28 @@ The course engages with issues such as philosophical assumptions underlying high
 
 ## Formalities
 
-The course consists of lectures, group work, and plenary discussions. To ensure sufficient engagement with the course’s content, to enable peer-learning and to encourage networking across disciplines physical attendance is mandatory and no digital alternatives for participation are provided. Participants can apply for shorter leaves of absence that should altogether not be longer than one day.  
+The course consists of lectures, group work, and plenary discussions. To ensure sufficient engagement with the course’s content, to enable peer-learning and to encourage networking across disciplines physical attendance is mandatory and no digital alternatives for participation are provided. Participants can apply for shorter leaves of absence that should altogether not be longer than one day.
 
 ### Lecturers 
 
-Professor Thomas Berker (responsible for the course: thomas.berker@ntnu.no), Associate Professor Terje Finstad, Professor Jonathan Knowles, Associate Professor Sofia Moratti, Researcher Mattias Solli, Associate Professor Elisabeth Stubberud, Professor emeritus Knut H. Sørensen, Professor May Thorseth, and Research Professor Govert Valkenburg. 
+Professor Thomas Berker (responsible for the course: thomas.berker@ntnu.no), Professor Ståle Rainer Strøm Finke, Associate Professor Terje Finstad, Professor Jonathan Knowles, Associate Professor Sofia Moratti, Associate Professor Astrid Resch, Associate Professor Elisabeth Stubberud, Professor emeritus Knut H. Sørensen, Professor May Thorseth, and Research Professor Govert Valkenburg. 
 
-### Rooms
+### Rooms (all in Dragvoll)
 
-20.09.23: Dragvoll 8563 (biblioteket)
+07.02.24: 8563 (walk through the library until you reach the end, then go to the left)
 
-21.09.23: Dragvoll 8563 
+08.02.24: D5 
 
-04.10.23: Dragvoll Bygg 7 - 10 8563 
+20.03.24: 8563 (walk through the library until you reach the end, then go to the left) 
 
-05.10.23 9-12: Dragvoll Bygg 7 - 10 Sandkassa 
+21.03.24: D5 
 
-05.10.23 12-14: D112, 14-16: D5
+16.04.24: D5
 
-15.11.23: Dragvoll Bygg 7 - 10 8563 
+17.04.24: 8563 (walk through the library until you reach the end, then go to the left)
 
-16.11.23: Dragvoll Bygg 7 - 10 8563 
+22.05.24: D150
 
-24.11.23: Dragvoll Bygg 1 - 6 D6 
 
 ### Credit points
 
@@ -70,18 +70,38 @@ Readings are listed under each of the lectures. All the literature is accessible
 
 ## Course program
 
-### 20 Sept.: Philosophy and Research Ethics I  (day 1)
+### 07. February: Philosophy and Research Ethics I  (day 1)
  
 
-0915	Welcome, about the course, structure, course assignment, and other practical information  
+0900	Welcome, about the course, structure, course assignment, and other practical information  
 
-0945	Getting to know each other
+1000	Getting to know each other, presentations and group work
 
-1050	Break 
+1200-1300	Lunch 
 
     The following lectures on day 1 and 2 will take up philosophical questions about method and truth in relation to natural science, social science, and the humanities, rounding off with a discussion of general research ethics. 
 
-1100-1545 (Lunch 1200-1300): Jonathan Knowles: Philosophy of Science: Objectivity, Method, and Truth 
+1300-1500: Ståle Rainer Strøm Finke: The Role of the Body and Literacy in Research 
+
+    This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy. 
+
+      - What role does the body play in the production of scientific knowledge? 
+      - How does the customary association between literacy and academic knowledge influence how we theorize about science? 
+      - What if things were different – what can we learn from knowledge systems that incorporate the knowing body in more articulate ways than we usually do in the Western academic tradition, without any involvement of literacy? 
+
+*Essential readings:*
+
+- Molander, B. (2015). Chapter 2: Tacit Knowledge and Silenced Knowledge. The Body, Culture, Action—and Language. In The practice of knowing and knowing in practices (pp. 35-70). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Practice%20of%20knowing_Ch.%202.pdf))
+- Ong, W. (2013). Chapter 1: Transformation of the Word and Alienation. In Interfaces of the Word: Studies in the Evolution of Consciousness and Culture (pp 17-49). Cornell University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Interfaces%20of%20the%20Word%20_%20Ch%201.pdf))
+
+*Additional reading:*
+
+- Merleau-Ponty, M. (1964). The primacy of perception and its philosophical consequences. In The primacy of perception (pp. 12-27). Northwestern University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Primacy%20of%20perception_MP.pdf))
+
+
+### 08. February: Philosophy and Research Ethics II (day 2)
+
+0900-1200: Jonathan Knowles: Philosophy of Science: Objectivity, Method, and Truth 
 
     This session introduces the classical issues of the philosophy of science, framed through the lens of the nature and possibility of objectivity in research. 
 
@@ -99,29 +119,9 @@ Readings are listed under each of the lectures. All the literature is accessible
 - Jonathan Knowles, Theory of science: A Short Introduction: Ch. 4: Further Developments in Philosophy of Science: Lakatos, Feyerabend, Laudan, The Sociology of Scientific Knowledge. 
 - M. Foucault 'The Discourse on Language' Appendix to The Archaeology of Knowledge. New York, Pantheon Books 1972, https://commons.princeton.edu/shakespeares-language/wp-content/uploads/sites/41/2017/09/Foucault-The-Discourse-on-Language.pdf (and [here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Discourse%20on%20Language_Foucault.pdf))
  
-
-### 21 Sept.: Philosophy and Research Ethics II (day 2)
-
-0915-1200: Mattias Solli: The Role of the Body and Literacy in Research 
-
-    This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy. 
-
-      - What role does the body play in the production of scientific knowledge? 
-      - How does the customary association between literacy and academic knowledge influence how we theorize about science? 
-      - What if things were different – what can we learn from knowledge systems that incorporate the knowing body in more articulate ways than we usually do in the Western academic tradition, without any involvement of literacy? 
-
-*Essential readings:*
-
-- Molander, B. (2015). Chapter 2: Tacit Knowledge and Silenced Knowledge. The Body, Culture, Action—and Language. In The practice of knowing and knowing in practices (pp. 35-70). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Practice%20of%20knowing_Ch.%202.pdf))
-- Ong, W. (2013). Chapter 1: Transformation of the Word and Alienation. In Interfaces of the Word: Studies in the Evolution of Consciousness and Culture (pp 17-49). Cornell University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Interfaces%20of%20the%20Word%20_%20Ch%201.pdf))
-
-*Additional reading:*
-
-- Merleau-Ponty, M. (1964). The primacy of perception and its philosophical consequences. In The primacy of perception (pp. 12-27). Northwestern University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Primacy%20of%20perception_MP.pdf))
-
 1200-1300: Lunch 
 
-1300-1545: May Thorseth: Research ethics 
+1300-1500: May Thorseth: Research ethics 
 
 This session deals with three levels of research ethics: 
 
@@ -143,15 +143,23 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 1545 	End of day 
  
 
-### 04 Oct.: Science in context I (day 3)
+### 20 March: Science in context I (day 3)
+
+0900-1100	Thomas Berker: Introduction: History, institutions, practices (and introduction to our conference)
+
+1115-1200	Knut H. Sørensen: The university as a place and a context for research: Academic freedom and autonomy, the quest for excellence, and strained collegiality. 
+
+*Essential reading:*
+
+- Knut H. Sørensen and Sharon Traweek: Questing Excellence in Academia: A Tale of Two Universities (Routledge 2022). Chapter 3. In the Shadows of Excellence and Neoliberal Interventions: Enactments of Academic Autonomy and Strained Collegiality (33 p.) The whole book is available here: https://www.taylorfrancis.com/books/9780367259334 
 
-0915	Thomas Berker: Introduction: History, institutions, practices 
+1200-1300 Lunch
 
-1000	Break 
+1300-1500 Sørensen cont.
 
-1015	Berker cont. 
+### 21 March: Science in context II (day4)
 
-1100	Terje Finstad: History of science and changes in scientific life. Situating and historicizing your own discipline/subject.  
+0900	Terje Finstad: History of science and changes in scientific life. Situating and historicizing your own discipline/subject.  
 
 *Essential reading:*
 
@@ -162,11 +170,9 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 - Lorraine Daston and Peter Galison. 1992. The image of objectivity. In: Representations 40, p. 81-128 ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%203+4:%20Science%20in%20context/Readings/Daston%20and%20Galison.pdf))
 - Steven Shapin. 2010. Never pure. Historical studies of science as if it was produced by people with bodies, situated in time, space, culture, and society, and struggling for credibility and authority. The Johns Hopkins University Press, p. 1-15. ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%203+4:%20Science%20in%20context/Readings/Shapin%20never%20pure.pdf))
 
-1200	Lunch 
+1200-1300	Lunch 
 
-1315	Finstad cont. 
+1300-1500	Govert Valkenburg: Science as practice 
-
-1400	Govert Valkenburg: Science as practice 
 
 *Essential readings:*
 
@@ -177,64 +183,26 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 *Additional reading:*
 
 - Valkenburg, G. (2021). Engineering as a socio-political practice. In D. P. Michelfelder & N. Doorn (Eds.), The Routledge Handbook of Philosophy of Engineering. Routledge. [While strictly about engineering and not scientific research, much of this chapter resonates and pertains to science.] ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%203+4:%20Science%20in%20context/Readings/Valkenburg%20-%20Engineering%20as%20SocPol%20Practice%20NOT%20FOR%20DISTRIBUTION.pdf))
-
-1445	Break 
-
-1500	Valkenburg, cont. 
-
-1545	End of day 
-
-### 05 Oct.: Theories about science in context II (day4)
-
-0915	Knut H. Sørensen: The university as a place and a context for research: Academic freedom and autonomy, the quest for excellence, and strained collegiality. 
-
-*Essential reading:*
-
-- Knut H. Sørensen and Sharon Traweek: Questing Excellence in Academia: A Tale of Two Universities (Routledge 2022). Chapter 3. In the Shadows of Excellence and Neoliberal Interventions: Enactments of Academic Autonomy and Strained Collegiality (33 p.) The whole book is available here: https://www.taylorfrancis.com/books/9780367259334 
-
-1000	Break 
-
-1015	Sørensen, cont.  
-
-1100	Break 
-
-1115	Sørensen, cont. 
-
-1200	Lunch 
-
-1300	Thomas Berker: Summary day 4 & introduction to groupwork: We are organising a conference!!! 
-
-1330	Groupwork 1 
-
-1415	Groupwork presentation 1 
-
-1445	Groupwork 2 
-
-1515	Presentation groupwork 2 & vote on conference topic
-
-1545	End of day 
-
   
-### 15 Nov.: Critical perspectives I  (day 5)
+### 16. April: Critical perspectives I  (day 5)
 
-0915	Sofia Moratti: Situated knowledge and feminist critique of science 
+0900-1100	Sofia Moratti: Situated knowledge and feminist critique of science 
 
    In this session we will work on the concept of objectivity based in feminist critique of universality in science and discuss the relevance and importance of acknowledging researcher positionalities. 
 
-*Essential reading:*
+*Essential readings:*
+
+- Rolin, K. "Situated knowledge and objectivity." In The Routledge Handbook of Feminist Philosophy of Science, pp. 216-224. Routledge, 2020.
+- Ashton, N. A., & McKenna, R. (2020). Situating feminist epistemology. Episteme, 17(1), 28-47.
+- Olmos-Vega, Francisco M., Renée E. Stalmeijer, Lara Varpio, and Renate Kahlke. "A practical guide to reflexivity in qualitative research: AMEE Guide No. 149." Medical teacher 45, no. 3 (2023): 241-251.
+
+*Additional reading:*
 
 - Collins, Patricia Hill 1986. Learning from the outsider within: the sociological significance of black feminist thought i Social Problems 33(6): 14-32 ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Collins-LearningOutsiderWithin-1986.pdf))
 - Haraway, Donna 1988. ”Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective” Feminist Studies, 14(3): 575-599 (24 s) ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Haraway-SituatedKnowledgesScience-1988.pdf))
 - Harding, Sandra, 2001 “Feminist Standpoint Epistemology” in Lederman, M. & Bartsch, i The Gender and Science Reader, London: Routledge: 145-165 ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Harding%202001.pdf))
 
-*Additional readings:*
+1100-1200 and 1200-1300 Elisabeth Stubberud: Decolonizing knowledge production and objectivity 
-
-- Alcoff, Linda. “The Problem of Speaking for Others.” Cultural Critique, no. 20 (1991): 5–32. ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Alcoff_1991_The%20problem%20of%20speaking%20for%20others.pdf))
-- Longino, Helen E. 1993. Feminist Standpoint Theory and the Problems of Knowledge (Review essay discussing Smith, D., Stanley, L., Hekman, S. and Harding, S.), Signs: Journal of Women in Culture and Society 1993, vol. 19, no. 1: 201-2012 ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Longino-FeministStandpointTheory-1993.pdf))
-
-1130	Lunch 
-
-1230	Elisabeth Stubberud: Decolonizing knowledge production and objectivity 
 
 *Essential readings:* 
 
@@ -247,15 +215,12 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 
 - Dankertsen, Astrid (2022) ' Avkolonisering av akademia fra et samisk perspektiv' ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Dankertsen%20under%20publisering%20-%20Avkolonisering%20av%20akademia%20fra%20et%20samisk%20perspektiv.pdf))
 
-1500	We create a “ledger of grievances” together 
+1300-1500 Astrid Resch
 
-1545	End 
+### 17 April: Critical perspectives II  (day 6)
-  
-
-### 16 Nov.: Critical perspectives II  (day 6)
  
 
-0915	Thomas Berker: The many uses of science: engagement, interdisciplinarity, innovation and sustainability 
+0915-1500	Thomas Berker: The many uses of science: engagement, interdisciplinarity, innovation and sustainability 
 
 *Essential readings:*
 
@@ -269,21 +234,7 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 - Collins, H.M. and Robert Evans. 2002. The Third Wave of Science Studies: Studies of Expertise and Experience. Social Studies of Science 32 (2): 235–96. ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Readings/Collins_Evans_2002_The%20Third%20Wave%20of%20Science%20Studies.pdf))
 - Latour, B. (2018) Down to Earth: Politics in the New Climatic Regime. Polity Press. 
 
-1000	Break 
-
-1015	Thomas Berker cont. 
-
-1100	Break 
-
-1115	Thomas Berker cont. 
-
-1200	Lunch 
-
-1300	Thomas Berker: Introduction and group work on the course assignment 
-
-1545 	End of day 
-
 
-### 24 Nov.: Conference
+### 22. May: Conference
 
 The participants of the course present papers on how their PhD work relates to the topics of the course. The conference is public and will be organised collectively.