Information on individual educational components (ECTS-Course descriptions) per semester

None

The lecture focuses on the role of images and tacit knowledge in everyday practices. In addition, other bodies of knowledge, such as bodily skills, feelings and emotions, will be addressed.

With this focus, the notion of knowledge will be discussed from various perspectives. Individual bodies of knowledge are identified on the basis of concrete situations and systematised with the help of existing concepts. The theory of social practices will be introduced and will be used to discuss the relation between knowledge and action.

The processes in which embodied knowledge and feelings are shaped as well as their interconnections with societal transformations are discussed on the basis of concrete examples from the field of sustainability transitions. 

There is a supplementary module "Knowing in Everyday Practice: Embodied Knowledge and Feelings" in the winter semester. The two modules are not consecutive and can be chosen independently.

Students...

... are acquainted with different bodies of knowledge that are relevant for our everyday practices. In particular, they are able to grasp images and tacit knowledge.

... are equipped with terms and concepts to describe and differentiate these forms of knowledge. 

... know the basics of practice theory and on this basis are able to discuss the relations between knowledge and social practices. 

... are familiar with current issues of sustainability transformations. Related to this, they are equipped with the basics to address the following questions for concrete situations:

• What knowledge has an impact?
• What characterises relevant ideas and implicit understandings? 
• How does this knowledge influence our practices? 
• Where do relevant images and tacit knowledge come from and how can they be transformed? 
• How could this contribute to a change of social practices towards sustainability? 

The planned learning activities are manifold and should add up to a diverse and vibrant course. Short inputs and individual work will alternate, also a good mixture of individual/group work and discussions in the larger group will be sought. Theoretical concepts are made accessible and sharpened by means of concrete examples.

The learning activities shall be open and inviting for all students, regardless of their study programme or professional backgrounds. Disciplinary differences are addressed, different perspectives are appreciated - they may enrich the exchange and can also be explicitly addressed and integrated via interdisciplinary learning methods. Possible teaching methods are: Impulse input, group puzzle, mapping methods, analysis of specific real life situations, working with circles/double circle, role play with different perspectives, etc.

The methods are not strictly predetermined and can be adapted during the course. Ideas and comments are welcome and will be taken into account as far as possible.

The evaluation is based on...

• active participation during the course. Special attention is paid to the willingness to contribute own perspectives and to take up the ideas of others as well as to constructively engage in the exchange and further development
• the concept for the final project, which is developed and presented at the end of the course with appropriate support by the lecturer
• the final project, which is prepared independently subsequent to the course

The selection of concrete examples and the development of terms and concepts should provide as many links as possible to your own courses of study as well as to your professional practice. The diversity among students is valuable, accordingly different perspectives and backgrounds shall get sufficient attention.

Recommended Literature

Collins Harry (2010), Tacit and Explicit Knowledge. Chicago and London: The University of Chicago Press. (Focus on part II of the book)

Reckwitz Andreas (2002), Toward a Theory of Social Practices. A Development in Culturalist Theorizing. European Journal of Social Theory 5(2):243–63.

Further Readings

Berger Peter L., Luckmann Thomas (1966), The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Garden City, NY: Anchor Books.

Pfister T., Schweighofer M., Reichel A. (2016), Sustainability. Key Ideas Series. London and New York: Routledge.

Shove E., Pantzar M., Watson M. (2012), The Dynamics of Social Practice: Everyday Life and how it Changes. Los Angeles: SAGE Publications.

In-class lecture