Preparing to Understand and Use Science in the Real World: Interdisciplinary Study Concentrations at the Technical University of Darmstadt

In order to raise awareness of the ambiguous nature of scientific-technological progress, and of the challenging problems it raises, problems which are not easily addressed by courses in a single discipline and cannot be projected onto disciplinary curricula, Technical University of Darmstadt has es...

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Bibliographic Details
Published in:Science and engineering ethics 2013-12, Vol.19 (4), p.1533-1550
Main Author: Liebert, Wolfgang J.
Format: Article
Language:English
Subjects:
Bioethics
Biomedical Engineering and Bioengineering
Curricula
Curriculum
Ecology - education
Education
Engineering
Engineering - education
Engineering schools
Environmental science
Ethics
Humans
Interdisciplinary Studies
Medicine/Public Health
Original Paper
Philosophy
Philosophy of Science
Role playing
Science - education
Social responsibility
Sustainable development
Teaching - methods
Technology - education
Universities
Values
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Summary:In order to raise awareness of the ambiguous nature of scientific-technological progress, and of the challenging problems it raises, problems which are not easily addressed by courses in a single discipline and cannot be projected onto disciplinary curricula, Technical University of Darmstadt has established three interdisciplinary study concentrations: “Technology and International Development”, “Environmental Sciences”, and “Sustainable Shaping of Technology and Science”. These three programmes seek to overcome the limitations of strictly disciplinary research and teaching by developing an integrated, problem-oriented approach. For example, one course considers fundamental nuclear dilemmas and uses role-playing techniques to address a controversy in the area of nuclear security. At the same time, incorporating interdisciplinary teaching into a university that is organized around mono- or multi-disciplinary faculties also poses a number of challenges. Recognition in disciplinary curricula, and appropriate organizational support and funding are examples of those challenges. It is expected that science and engineering students, empowered by such interdisciplinary study programmes, will be better prepared to act responsibly with regard to scientific and technological challenges.
ISSN:1353-3452
1471-5546
DOI:10.1007/s11948-013-9488-6