The life course approach has developed from a new specialty in the 1980s to mainstream today. Nevertheless, despite - or precisely because of - an unprecedented success story of longitudinal research, the conceptual or even theoretical claim remained quite unclear. In this seminar we first learn to know purely or at least predomionantly sociological life course concepts. Following the interdisciplinary promise of life course approach, we then put sociological contributions to life course research into the context of psychological and biological contributions. Finally we discuss to which degree these contributions stay in conflict to each other or provide cornerstones for a more comprehensive and in the same time coherent understanding of how life unfolds in contemporary societies.
Frequency | Weekday | Time | Format / Place | Period |
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Module | Course | Requirements | |
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30-M-Soz-M7a Sozialstruktur und soziale Ungleichheit a | Seminar 1 | Study requirement
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Student information |
Seminar 2 | Study requirement
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Student information | |
- | Graded examination | Student information | |
30-M-Soz-M7b Sozialstruktur und soziale Ungleichheit b | Seminar 1 | Study requirement
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Student information |
Seminar 2 | Study requirement
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Student information | |
- | Graded examination | Student information | |
30-M-Soz-M7c Sozialstruktur und soziale Ungleichheit c | Seminar 1 | Study requirement
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Student information |
Seminar 2 | Study requirement
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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.