Can we, or should we, distinguish science from technology? Many contributions to science and technology studies question this traditional divide. Since the early 2000s, sociological approaches even postulate the complete overcoming of the boundaries between science on the hand and technology on the other. What do historical case studies add to this picture? We will discuss the most important theoretical settings and related historical cases.
| Frequency | Weekday | Time | Format / Place | Period | |
|---|---|---|---|---|---|
| weekly | Di | 12-14 | X-E0-210 | 18.04.-28.07.2017 | |
| one-time | Do | 10-12 | V9-142 | 18.05.2017 |
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| Module | Course | Requirements | |
|---|---|---|---|
|
22-4.3
Master Module History: Modern Period
4.3.3 |
Masterseminar Moderne | Graded examination
|
Student information |
| 22-HEPS-HM1 Main Module 1: Development of Science | Entwicklung der Wissenschaften I | Study requirement
|
Student information |
| Entwicklung der Wissenschaften II | Graded examination
|
Student information | |
|
22-M-4.3
Master Module Modern Period
4.3.3 |
Masterseminar | Study requirement
Graded examination |
Student information |
|
22-M-4.4.1
Profile Module "History of the European Modern Period"
4.3.3 |
Masterseminar | Study requirement
Graded examination |
Student information |
|
22-M-4.5
Research Module
4.3.3 |
Historische Kontextualisierung | Student information | |
| - | Graded examination | Student information |
The binding module descriptions contain further information, including specifications on the "types of assignments" students need to complete. In cases where a module description mentions more than one kind of assignment, the respective member of the teaching staff will decide which task(s) they assign the students.