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

No prerequisites.

Time slot: Intensive training week 15-18 December 2025

For the intensive training week permanent attendance at the course must be ensured.

Course language: English

Course occupancy: Minimum 12 persons / maximum 18 persons

Course costs: None

Sustainability: SDG 4 - quality education

The key question of this lecture is: "What knowledge shapes our doing in everyday situations?" 

We will apply a sociological perspective to look at everyday situations and identify as well as specify relevant bodies of knowledge. These may range from formalised knowledge, ideas and implicit understandings to bodily skills, feelings and atmospheres. In order to discuss the significance of different bodies of knowledge, we look at various theories of action in the wider field of social science and take a closer look at the theory of social practices. By doing so, we will set the scene for addressing the key question of this lecture using specific examples.

We will discuss the role of knowledge in social practices using ordinary everyday situations in our professional or private contexts. With the understanding gained in this way, we also want to take a look at how everyday practices and the related knowledge could be transformed.

Students...

... are acquainted with different bodies of knowledge that are relevant for our everyday practices.

... are equipped with terms and concepts to differentiate and discuss these bodies of knowledge.

... got in touch with selected perspectives and theories of action in the social sciences.

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

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 shall be made accessible and sharpened by means of concrete examples.

The learning activities shall be open and inviting for all students, regardless of their prior knowledge, field of study or professional backgrounds. Disciplinary differences are addressed, different perspectives are appreciated as they may enrich the exchange. Possible teaching methods are: Impulse input, group puzzle, mapping methods, analysis of specific real life situations, role play with different perspectives, etc.

The focal points as well as the methods are not strictly predetermined and can be adapted during the course. We will orientate towards the selected everyday situations - the selection of examples and cases should provide as many links as possible to your own fields of study as well as to your professional practice. 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.
• the project work during the course (this includes working in groups on selected cases as well as presenting the results at the end of the course).

...the reflection paper. This can be prepared either individually or in groups and should deal with the content of the course.

The course takes place every semester and can only be chosen once. In the summer semester, the course language is German.

For further questions please contact: martin.schweighofer@fhv.at

Recommended Literature

Joas H., Knöbl W. (2009). Social Theory: Twenty Introductory Lectures. Skinner A. (trans.), Cambridge University Press

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

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

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.

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