Science, Technology and Society
This course aims at:
* (i) leading students to ask themselves crucial questions on the nature of the relationship between science, technology and society;
* (ii) leading students to think about their future work as engineers and about their rights and duties as citizens;
* (iii) increasing the students’ capacity of decision and adjustment in a changing world.
(i) specific capabilities to be developed:
* to understand the structure of technoscientific knowledge and its relations with social, economic, and cultural contexts;
* to master the fundamental concepts for the analysis of the interrelationship between science, technology and society.
(ii) general capabilities to be implemented:
* to understand the dynamics of the relationship between science, technology and society;
* to build a critical memory on the role of science and technology in European society;
* to develop a sense of ethics and social responsibility;
* to relate professional practice with the with active citizenship.
José Luís Toivola Câmara Leme
Weekly - 3
Total - Available soon
Peter Singer, One world - the ethics of globalization; New Haven & London: Yale University Press, 2002.
Manjikian, Mary. Cybersecurity Ethics: an Introduction, Routledge, 2016
Julian Savulescu e Nick Bostrom, Human Enhancement, Oxford University Press, 2009
Mimi Sheller, Mobility Justice. The Politics of Movement in an Age of Extremes. London; Brooklyn, NY: Verso, 2018
1. The course consists of four modules. Students assist only one module, corresponding to class in which they were placed. A course spans for five weeks.
2. In the first week, students attend the inaugural session of their module. In the second, third, and fourth weeks, students attend two classes of three hours per week; there is a class in the morning and another in the afternoon, on consecutive days.
3. In the first class of the second week, students are distributed among research groups of five or six participants. The groups work in the sessions dedicated a sub-theme, included in their module — the selected sub-theme result from research and discussion amongst of group members.
4. The research conducted by the group is presented in the form of a pecha kucha to the respective class in the last lesson of the fourth week of classes. These presentations are discussed in that lesson, and the course will vote the best pecha kucha in one of the final sessions in the Grand Auditorium in the fifth and in the last week.
5. The authors of the most voted pecha kucha in the class will receive a bonus of 1 (one) value in the final grade; the authors of the most voted pecha kucha in the last session of their module will receive a bonus of 1 (one) value in the final grade. There will thus be 28 groups with a 1-value bonus and 4 groups with a 2-value bonus based on a scale of 0 (zero) to 20 (twenty) value. Without detriment to the voting itself, those without bonus may have the maximum grade.
6. In the two final sessions, sixteen pecha kucha corresponding to two modules are presented. In these two last sessions, the best pecha kucha per module is voted.
7. In the elaboration of the Pecha Kucha, the students must take into consideration:
7. 1 the dialogue with the materials and concepts made available in the opening session, in this class and the Moodle;
7. 2 the identification of a relevant topic;
7. 3 the search of information from credible sources;
7. 4 the creation of a bibliography and a webgraphy;
7. 5 the quality of oral and visual expressions;
7. 6 compliance with the Pecha Kucha format;
7. 7 the ability to work in groups.
8. The attendance sheets must be signed
9. In the last lesson of the fourth week, the groups must deliver to the teacher the files of the developed pecha kucha, that is, the slides plus the voice files. The pecha kucha submitted to a teacher includes a twenty-first slide with the bibliographical references of the research carried out.
10. The pecha kucha presented in class and the final session must obey the traditional format of the pecha kucha; that is, 20 slides and
20 seconds of oral exposure per slide. The research group must choose the member who will make the presentation.
11 In the end, the 32 presented pecha kucha, will be published online (Moodle) to be accessed and commented by the school, for a year.
12. The evaluation considers the attendance, the realization of a pecha kucha (relevance, accuracy, and originality), as well as the presentation. Students can miss two classes; and in such cases, they shall negotiate with colleagues of the group for an equitable distribution of work.
13. All group members will have the same final grade.
14. Worker students will individually prepare the pecha kucha at home. The presentation is on the same day as his classmates, i.e., in the last lesson of the fourth week.
Globalization and Climate Challenges
This module aims to address different aspects of the binomial globalization / climate challenges, in the multiple reflections that are presented today, in the agenda of a common commitment and options facing future generations.
Mobility and Justice
By working on cases of interactions between mobility and justice (racial, gender, social, migratory, climate), this module aims to stimulate critical thinking about the socio-technical systems that govern mobilities
The objects we use in our everyday lives are becoming increasingly intelligent, autonomous and connected. This gives rise to new risks and new threats. In this module we will analyse the social and political implications of cybersecurity issues, thus outlining a critical and a responsible approach to the relations between science, technology and society.
This course aims to introduce and debate the social and ethical implications of human enhancement technologies. It also intends to promote reflection on the role of science and technology in the construction of the future.
Programs where the course is taught:
- Cell and Molecular Biology
- Biomedical Engineering
- Materials Engineering
- Micro and Nanotechnology Engineering
- Industrial Engineering and Management
- Electrical and Computer Engineering
- Physics Engineering
- Geological Engineering
- Computer Science and Engineering
- Mechanical Engineering
- Chemical and Biochemical Engineering
- Applied Mathematics to Risk Management
- Applied Chemistry - Biotechnology Profile
- Construction Profile
- Environmental Systems Engineering Profile
- Sanitary Engineering Profile
- Structures Profile
- Geotechnics Profile
- Applied Chemistry - Organic Chemistry Profile
- Applied Chemistry - Applied Chemistry Profile