In collaboration of the Friedrich-Schiller-Universität Jena, the Europa-Universität Flensburg and the Deutsches Museum München, a seminar on „Material cultures in the history of physics" is offered which addresses students in master programs in fields such as history of science or physics with an emphasis on history of science, but also trainees working in science museums or with scientific collections. The seminar’s workload is 10 ECTS (900h), the course language is German (even though part of the literature will be in English), part of the course is a three day practical seminar at the Deutsches Museum. For more information see here.
At the 25th International Congress of History of Science and Technology (ICHST), which will be held in the city of Rio de Janeiro, Brazil, from 23 to 29 July 2017, the Inter-Divisional Teaching Commission of DHST/DLMPS of IUHPS organises the following symposium:
Teaching Science and its History in a Globalized World (Organisers: Peter Heering (Flensburg, Germany), Andréia Guerra (Rio de Janeiro, Brazil), Kostas Skordoulis (Athens, Greece), Raffaele Pisano (Lille, France)
The contributions in this symposium aim at discussing challenges and perspectives with respect to teaching science through its history as well as teaching history of science in the globalized world. Globalization, considered as an economic, political and cultural process, has seriously affected the societal, economic and cultural significance of science. Science has long ceased to be considered as a privileged body of knowledge. Instead it is increasingly considered and treated as a network of situated and contextualized activities and practices traversing from the metropolis to the periphery, from the local to the global. In this respect, the role of the individual can easily be neglected, thus creating an image of science which is as de-humanized as the classical account of a body of knowledge. At the same time a new global human being arises, fragmented and integrated simultaneously. Fragmented as a result of multiple identities in terms of race, gender, ethnicity and religion but also integrated on the grounds of digital economy and globalized mass culture. In this respect, the current stories about the European and North American classical figures from the history of science need to be replaced by different approaches. We hold the opinion that these new approaches are to meet the multicultural and multinational audiences which share no longer a common cultural background but can be characterized in particular through their diversity. Consequently, education needs to take into consideration approaches that enable the individuals in the audiences to see a cognitive as well as an operative relevance in their perspectives on the science as well as its historical origins. There appear to be a variety of options how these challenges might be met: One option could be the emphasis on the role of craftsmen in the production of a certain shared knowledge in context, on analysing social as well as technique-technological and political aspects or material, performative or communicational aspects; theoretical and experimental standpoints. Likewise, looking at science and scientific knowledge productions in the periphery and the transfer of knowledge from and to peripheral regions might be approaches in this respect. These new perspectives have long started to affect the teaching practices of science and the ways science is communicated but at the same time new questions arise: How can diverse knowledge systems be included in (and not excluded from) science teaching? How can science teaching, and science education at large, contribute to a better understanding of human history? Welcome are researchers and teachers from both universities as well as schools to meet and share cutting-edge development in the field.
The abstracts of the papers accepted in the symposium will be available on this website shortly.