@ -40,11 +40,13 @@ Professor Thomas Berker (responsible for the course: thomas.berker@ntnu.no), Pro
### Rooms (all in Dragvoll)
TBA
All meetings (except the conference) are at room 8563 (which is somewhat hidden - walk through the library at Dragvoll until you reach the end, then turn to the left).
The conference will take place at room D7.
### Credit points
To pass the course, you need to attend the lectures, present a paper at the course conference, and deliver a course assignment text (see below). The deadline for the course assignment is August 31st, 2024.
To pass the course, you need to attend the lectures, present a paper at the course conference, and deliver a course assignment text (see below). The deadline for the course assignment is January 31st, 2025.
KULT8851 gives 10 credit points. A presentation at the course conference is mandatory in addition to a short conference paper (4000-5000 words).
@ -60,28 +62,33 @@ Readings are listed under each of the lectures. All the literature is accessible
0900-1100 Thomas Berker: Welcome, about the course, structure, course assignment, and other practical information, also: some getting to know each other
1100-1215 Rune Nydal (Lecture and discussion)
1100-1215 Rune Nydal: What makes a social theory right?
*Reading:*
Taylor, Charles. 1983. Social Theory as Practice. New York: Oxford University Press. (available [here](https://learn.kultwiki.net/thomas/TOS/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Taylor.pdf))
More info and readings coming soon
1215-1315 Lunch
1315-1500 Ståle Rainer Strøm Finke: The body as the locus of knowing
1315-1500 May Thorseth: Research ethics
This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy.
This session deals with three levels of research ethics:
- 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?
- Quality of research – good research conduct and the ethos of science
- Protecting persons and/or groups affected by research
- The social responsibility of research (broad research ethics)
*Readings:*
*Essential readings:*
- Bourdieu, P. (1992) Chapter 3: Structures, habitus, practices. In: The Logic of Practice (pp. 52-79). 1st edn. Stanford University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Bourdieu.pdf))
- 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))
- Molander, B. (2015). Chapter 1: Knowledge and learning. Some examples. In: The practice of knowing and knowing in practices (pp. 13-33). 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/Molander1.pdf))
- 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))
- Molander, B. (2015). Chapter 9: Two sides of the same coin. Professional knowledge and the culture of knowledge. In: The practice of knowing and knowing in practices (pp. 237-262). 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/Molander9.pdf))
- Young, I.M. (1980) ‘Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality’, Human Studies, 3(2), pp. 137–156. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Young1980.pdf))
- 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. 533:147 https://www.nature.com/articles/533147a.
*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/
### 29. October: Philosophy and Research Ethics II (day 2)
@ -106,24 +113,25 @@ More info and readings coming soon
1200-1300: Lunch
1300-1500: May Thorseth: Research ethics
1300-1500: Ståle Rainer Strøm Finke: The body as the locus of knowing
This session deals with three levels of research ethics:
This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy.
- Quality of research – good research conduct and the ethos of science
- Protecting persons and/or groups affected by research
- The social responsibility of research (broad research ethics)
- 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:*
*Readings:*
- Bourdieu, P. (1992) Chapter 3: Structures, habitus, practices. In: The Logic of Practice (pp. 52-79). 1st edn. Stanford University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Bourdieu.pdf))
- 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))
- Molander, B. (2015). Chapter 1: Knowledge and learning. Some examples. In: The practice of knowing and knowing in practices (pp. 13-33). 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/Molander1.pdf))
- 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))
- Molander, B. (2015). Chapter 9: Two sides of the same coin. Professional knowledge and the culture of knowledge. In: The practice of knowing and knowing in practices (pp. 237-262). 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/Molander9.pdf))
- Young, I.M. (1980) ‘Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality’, Human Studies, 3(2), pp. 137–156. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Young1980.pdf))
- 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. 533:147 https://www.nature.com/articles/533147a.
*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/
### 11. November: Science in context I (day 3)
@ -193,13 +201,16 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
1300-1500 Astrid Rasch: Decolonising academia
In this session, we will explore the historical entanglement of science and colonialism and consider the enduring legacies of this entanglement. We will discuss whether and how these considerations affect our own research practice.
*Readings*
*Essential readings:*
- Gopal, Priyamvada. 2021. ‘On Decolonisation and the University’. Textual Practice 35 (6): 873–99. ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/gopal.pdf))
- Mott, Carrie, and Daniel Cockayne. 2017. ‘Citation Matters: Mobilizing the Politics of Citation toward a Practice of “Conscientious Engagement”’. Gender, Place and Culture: A Journal of Feminist Geography 24 (7): 954–73. ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/mott.pdf))
- Diallo, Oda-Kange Midtvåge. 2023. Chapter 4, ‘Study to transgress, embody the glitch’ in ‘Joining in Black Study: Knowledge Creation and Black Feminist Critique alongside African Norwegian Youth.’ NTNU. https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/3104885 ([and here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/diallo.pdf))
- Murrey, A., & Daley, P. 2023. 'Introduction: Learning Disobedience from the Heart of Empire'. In Learning Disobedience: Decolonizing Development Studies, London: Pluto Press, pp. 9-28. ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/murreyanddaley.pdf))
*Additional readings:*
@ -233,6 +244,6 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
- 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. ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Berker_Negotiating_research_norms.pdf))
### 06. December: Conference
### 13. December: 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.
Thomas Berker
teacher