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 # TOS-H23
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 **Table of Contents**
 - [About the course](#about-the-course)
 - [Formalities](#formalities)
        - [Lecturers ](#lecturers)
        - [Communication](#communication)
        - [Credit points   ](#credit-points)
        - [Required readings ](#required-readings)
 - [Course program](#course-program)
        - [Wednesday September 20 (day 1), Philosophy and Research Ethics I ](#wednesday-september-20-day-1-philosophy-and-research-ethics-i)
        - [Thursday, September 21 (day 2), Philosophy and Research Ethics II ](#thursday-september-21-day-2-philosophy-and-research-ethics-ii)
        - [Wednesday, October 04 (day 3): Theories about science in context I ](#wednesday-october-04-day-3-theories-about-science-in-context-i)
        - [Wednesday, 5 Oct. 2023: Theories about science in context II (day4)](#wednesday-5-oct-2023-theories-about-science-in-context-ii-day4)
        - [Wednesday, 15 November: Critical perspectives I  (day 5)](#wednesday-15-november-critical-perspectives-i--day-5)
        - [Thursday 16 November: Critical perspectives II  (day 6)](#thursday-16-november-critical-perspectives-ii--day-6)
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 ## About the course
 The course gives an introduction to theories of science and relevant social science and humanities scholarship, with an emphasis on the history and philosophy of science and the social organization and dynamics of various academic fields, including their strategies for producing knowledge and the interaction between research and society. This includes an introduction to critical perspectives, such as post-/decolonial and feminist perspectives on science.  
@ -28,7 +48,7 @@ The course consists of lectures, group work, and plenary discussions. To ensure
 ### Lecturers 
-Professor Thomas Berker (course responsible: thomas.berker@ntnu.no), Associate Professor Terje Finstad, Professor Jonathan Knowles, Associate Professor Elisabeth Stubberud, Researcher Mattias Solli, Professor emeritus Knut H. Sørensen, Professor Siri Øyslebø Sørensen, Professor May Thorseth, and Research Professor Govert Valkenburg. 
+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. 
 ### Communication
@ -112,36 +132,26 @@ This session deals with two enabling factors within science and their impact on
 This session deals with three levels of research ethics: 
-    Quality of research – good research conduct and the ethos of science 
+- Quality of research – good research conduct and the ethos of science 
-
+- Protecting persons and/or groups affected by research 
-    Protecting persons and/or groups affected by research 
+- The social responsibility of research (broad research ethics) 
    The social responsibility of research (broad research ethics) 
 Essential readings: 
    Kaiser, M (2014) The integrity of science. Lost in translation? Best practice & Research Clinical Gastroenterology. 28(2):339-347. https://doi.org/10.1016/j.bpg.2014.03.003. 
-    Ruyter, K.W. (2019) The history of research ethics. Available at : https://www.forskningsetikk.no/en/resources/the-research-ethics-library/systhematic-and-historical-perspectives/the-history-of-research-ethics/. 
+*Essential readings:*
    Guillemin, M & Guillam, L (2004) Ethics, reflexivity and “ethically important moments” in research. Qualitative Inquiry. 10(2):261-280. https://doi.org/10.1177/1077800403262360. 
-    Sarewitz, D (2016) The pressure to publish pushes down quality. Nature. 533:147https://www.nature.com/articles/533147a. 
+- Kaiser, M (2014) The integrity of science. Lost in translation? Best practice & Research Clinical Gastroenterology. 28(2):339-347. https://doi.org/10.1016/j.bpg.2014.03.003. 
 - Ruyter, K.W. (2019) The history of research ethics. Available at : https://www.forskningsetikk.no/en/resources/the-research-ethics-library/systhematic-and-historical-perspectives/the-history-of-research-ethics/. 
 - Guillemin, M & Guillam, L (2004) Ethics, reflexivity and “ethically important moments” in research. Qualitative Inquiry. 10(2):261-280. https://doi.org/10.1177/1077800403262360. 
 - Sarewitz, D (2016) The pressure to publish pushes down quality. Nature. 533:147https://www.nature.com/articles/533147a. 
- 
+*Additional reading:*
 Additional reading: 
-    Browse through the NESH guidelines, available in both Norwegian: https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-og-humaniora/  or English: https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/  
+Browse through the NESH guidelines, available in both Norwegian: https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-og-humaniora/  or English: https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/  
 1545 	End of day 
-Tuesday, April 11 (day 3) 
+### Wednesday, October 04 (day 3): Theories about science in context I 
 Theories about science in context I 
 0915	Thomas Berker: Introduction: History, institutions, practices 
@ -151,15 +161,14 @@ Theories about science in context I
 1100	Terje Finstad: History of science and changes in scientific life. Situating and historicizing your own discipline/subject.  
-Essential readings:  
+*Essential reading:*
    William Clark. 2008. Academic charisma and the origins of the research university. University of Chicago Press, p. 435-476. 
-Additional readings:  
+- William Clark. 2008. Academic charisma and the origins of the research university. University of Chicago Press, p. 435-476. 
-    Lorraine Daston and Peter Galison. 1992. The image of objectivity. In: Representations 40, p. 81-128 
+*Additional readings:*
-    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. 
+- Lorraine Daston and Peter Galison. 1992. The image of objectivity. In: Representations 40, p. 81-128 
 - 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. 
 1200	Lunch 
@ -167,19 +176,16 @@ Additional readings:
 1400	Govert Valkenburg: Science as practice 
-Essential readings:  
+*Essential readings:*
    H.M. Collins and Steven Yearly (1992). Epistemological Chicken, pp. 301-326 in Andrew Pickering (ed.): Science as Practice and Culture, Chicago: University of Chicago Press 
    Michel Callon and Bruno Latour (1992). Don’t throw the baby out with the Bath School! A reply to Collins and Yearley, pp. 343-368 in Andrew Pickering (ed.): Science as Practice and Culture, Chicago: University of Chicago Press 
    Noortje Marres (2018). Why We Can't Have Our Facts Back. Engaging Science, Technology and Society, vol. 4, 2018.  
-Additional reading: 
+- H.M. Collins and Steven Yearly (1992). Epistemological Chicken, pp. 301-326 in Andrew Pickering (ed.): Science as Practice and Culture, Chicago: University of Chicago Press 
 - Michel Callon and Bruno Latour (1992). Don’t throw the baby out with the Bath School! A reply to Collins and Yearley, pp. 343-368 in Andrew Pickering (ed.): Science as Practice and Culture, Chicago: University of Chicago Press 
 - Noortje Marres (2018). Why We Can't Have Our Facts Back. Engaging Science, Technology and Society, vol. 4, 2018.  
-    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.] 
+*Additional readings:*
-    Suchman, L. (2014). Reconfiguring practices. In C. Coopmans, J. Vertesi, M. E. Lynch, & S. Woolgar (Eds.), Representation in scientific practice revisited (pp. 333-335). MIT Press.  
+- 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.] 
 - Suchman, L. (2014). Reconfiguring practices. In C. Coopmans, J. Vertesi, M. E. Lynch, & S. Woolgar (Eds.), Representation in scientific practice revisited (pp. 333-335). MIT Press.  
 1445	Break 
@ -187,17 +193,13 @@ Additional reading:
 1545	End of day 
-  
+### Wednesday, 5 Oct. 2023: Theories about science in context II (day4)
 Wednesday April 12 (day 4) 
 Theories about science in context II 
 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: 
+*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 
+- 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 
@ -224,48 +226,37 @@ Essential reading:
 1545	End of day 
 ### Wednesday, 15 November: Critical perspectives I  (day 5)
-Monday, May 8 (day 5) 
+0915	Sofia Moratti: Situated knowledge and feminist critique of science 
 Critical perspectives I 
 0915	Siri Øyslebø Sørensen: 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: 
+   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. 
-    Collins, Patricia Hill 1986. Learning from the outsider within: the sociological significance of black feminist thought i Social Problems 33(6): 14-32 https://www.jstor.org/stable/800672 
+*Essential reading:*
-    Haraway, Donna 1988. ”Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective” Feminist Studies, 14(3): 575-599 (24 s) https://www.jstor.org/stable/pdf/3178066.pdf?refreqid=excelsior%3A764992d6e6cdb51420%208857639557edb6 
+- Collins, Patricia Hill 1986. Learning from the outsider within: the sociological significance of black feminist thought i Social Problems 33(6): 14-32 https://www.jstor.org/stable/800672 
 - Haraway, Donna 1988. ”Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective” Feminist Studies, 14(3): 575-599 (24 s) https://www.jstor.org/stable/pdf/3178066.pdf?refreqid=excelsior%3A764992d6e6cdb51420%208857639557edb6 
 - Harding, Sandra, 2001 “Feminist Standpoint Epistemology” in Lederman, M. & Bartsch, i The Gender and Science Reader, London: Routledge: 145-165 (pdf) 
-    Harding, Sandra, 2001 “Feminist Standpoint Epistemology” in Lederman, M. & Bartsch, i The Gender and Science Reader, London: Routledge: 145-165 (pdf) 
+*Additional readings:*
 Additional readings: 
    Alcoff, Linda. “The Problem of Speaking for Others.” Cultural Critique, no. 20 (1991): 5–32. https://doi.org/10.2307/1354221. 
    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 http://www.jstor.org/stable/3174750 
-    Mellor, K. 2022, ‘Developing a decolonial gaze: Articulating research/er positionality and relationship to colonial power’, Access: Critical explorations of equity in higher education, vol. 10, no. 1, pp. 26–41 (pdf) 
+- Alcoff, Linda. “The Problem of Speaking for Others.” Cultural Critique, no. 20 (1991): 5–32. https://doi.org/10.2307/1354221. 
 - 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 http://www.jstor.org/stable/3174750 
 1130	Lunch 
 1230	Elisabeth Stubberud: Decolonizing knowledge production and objectivity 
-Essential readings: 
+*Essential readings:* 
    Fjellheim, Eva Maria (2020) 'Through our stories we resist', https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780367853785-12/stories-resist-eva-maria-fjellheim 
-    Kuokkanen, Rauna (2008) ‘What is hospitality in the Academy? Epistemic Ignorance and the (Im)Possible Gift’ in Review of Education, Pedagogy, and Cultural Studies vol. 30(1), pp. 60-82. https://doi.org/10.1080/10714410701821297   
+- Fjellheim, Eva Maria (2020) 'Through our stories we resist', https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780367853785-12/stories-resist-eva-maria-fjellheim 
 - Kuokkanen, Rauna (2008) ‘What is hospitality in the Academy? Epistemic Ignorance and the (Im)Possible Gift’ in Review of Education, Pedagogy, and Cultural Studies vol. 30(1), pp. 60-82. https://doi.org/10.1080/10714410701821297   
 - SAIH: An introduction to decolonization https://saih.no/assets/docs/Avkolonisering/Avkolonisering-ENG.pdf 
 - Bhambra, Gurminder K. (2014) ‘Postcolonial and decolonial dialogues’ in Postcolonial Studies Vol. 17(2), pp. 115-121. https://doi.org/10.1080/13688790.2014.966414 
-     SAIH: An introduction to decolonization https://saih.no/assets/docs/Avkolonisering/Avkolonisering-ENG.pdf 
+*Additional reading:*
    Bhambra, Gurminder K. (2014) ‘Postcolonial and decolonial dialogues’ in Postcolonial Studies Vol. 17(2), pp. 115-121. https://doi.org/10.1080/13688790.2014.966414 
 Additional reading: 
-    Dankertsen, Astrid (2022) ' Avkolonisering av akademia fra et samisk perspektiv' https://nordopen.nord.no/nord-xmlui/handle/11250/3038295 
+- Dankertsen, Astrid (2022) ' Avkolonisering av akademia fra et samisk perspektiv' https://nordopen.nord.no/nord-xmlui/handle/11250/3038295 
 1500	We create a “ledger of complaints” together 
@ -273,27 +264,22 @@ Additional reading:
-Wednesday May 09  (day 6) 
+### Thursday 16 November: Critical perspectives II  (day 6)
 Critical perspectives II 
 0915	Thomas Berker: The many uses of science: engagement, interdisciplinarity, innovation and sustainability 
-Essential reading: 
+*Essential readings:*
    Wynne, Brian. 2006. Public Engagement as a Means of Restoring Public Trust in Science – Hitting the Notes, but Missing the Music? Public Health Genomics 9 (3): 211–20. 
    Pfotenhauer, Sebastian M., Joakim Juhl, and Erik Aarden. “Challenging the ‘Deficit Model’ of Innovation: Framing Policy Issues under the Innovation Imperative.” Research Policy, New Frontiers in Science, Technology and Innovation Research from SPRU’s 50th Anniversary Conference, 48, no. 4 (May 1, 2019): 895–904. https://doi.org/10.1016/j.respol.2018.10.015. 
    Berker, Thomas. “Negotiating research norms between academic and industrial research. The case of a research centre on zero emission buildings in Norway”, to be published in Nordic Architectural Research. 
    Collins, Harry, Robert Evans, and Mike Gorman. “Trading Zones and Interactional Expertise.” Studies in History and Philosophy of Science Part A, Case studies of expertise and experience, 38, no. 4 (December 2007): 657–66. https://doi.org/10.1016/j.shpsa.2007.09.003. 
-Additional reading:	 
+- Wynne, Brian. 2006. Public Engagement as a Means of Restoring Public Trust in Science – Hitting the Notes, but Missing the Music? Public Health Genomics 9 (3): 211–20. 
 - Pfotenhauer, Sebastian M., Joakim Juhl, and Erik Aarden. “Challenging the ‘Deficit Model’ of Innovation: Framing Policy Issues under the Innovation Imperative.” Research Policy, New Frontiers in Science, Technology and Innovation Research from SPRU’s 50th Anniversary Conference, 48, no. 4 (May 1, 2019): 895–904. https://doi.org/10.1016/j.respol.2018.10.015. 
 - Berker, Thomas. “Negotiating research norms between academic and industrial research. The case of a research centre on zero emission buildings in Norway”, to be published in Nordic Architectural Research. 
 - Collins, Harry, Robert Evans, and Mike Gorman. “Trading Zones and Interactional Expertise.” Studies in History and Philosophy of Science Part A, Case studies of expertise and experience, 38, no. 4 (December 2007): 657–66. https://doi.org/10.1016/j.shpsa.2007.09.003. 
-    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. 
+*Additional reading:*
-    Latour, B. (2018) Down to Earth: Politics in the New Climatic Regime. Polity Press. 
+- 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. 
 - Latour, B. (2018) Down to Earth: Politics in the New Climatic Regime. Polity Press. 
 1000	Break 
@ -308,5 +294,3 @@ Additional reading:
 1300	Thomas Berker: Introduction and group work on the course assignment 
 1545 	End of day