Humboldt University Berlin

This course explores philosophical reflections on the structure and purpose of the university and the role of philosophy within that institution as put forward by German philosophers in the 19th century, while also providing a critical perspective on the subsequent history of the university through the 20th century until today. Students read key texts by philosophers such as Kant, Schelling, Fichte, von Humboldt, Schleiermacher, Hegel, Marx, Heine, Schopenhauer, Nietzsche, and Heidegger, to trace how ideas relating to university reform changed and were implemented in the course of the last two centuries, also in light of the most recent European university reform: the Bologna Process in 1999.

Democratic responsiveness is central to the functioning of modern democracies. In this course students learn about the central theories and debates in scholarship on democratic responsiveness. The course begins with an introduction of basic concepts and theories. The course then discusses the emergence and functioning of democratic institutions, as well as the role of contextual factors and intermediaries, such as parties. Subsequently, the course delves into questions about political inequality and why certain interests and groups are better represented than others. Finally, the course discusses the politics of responsiveness, its strategic use by political actors, and its import for the survival of democracy.

What can individual citizens contribute to making cities greener and more ecological? Will a concept of a climate‐friendly and healthy city grow over this ‐ in the truest sense of the word? And how specifically can urban and private areas be gardened? What are private and municipal strategies for dealing with urban gardens and their implementation? What are the costs to cities of private urban gardening? Which horticultural and which structural engineering aspects have to be considered? Which psychological and healthy effects does a green city have on its inhabitants? What kind of biodiversity exists in green cities? These questions form the thematic framework of this course. The questions are dealt with and answered within an interdisciplinary framework.

The phrase “Germany is not a country of immigration” has been said by German officials multiple times, and yet, Germany is the second most popular destination for immigrants (just after the USA). But how has this country, which less than 100 years ago was home to one of the most racist and xenophobic regimes that has ever existed, is now home for so many immigrants? This class explores the history and the laws behind it and, even more, hears the stories first hand from immigrants living in Berlin. As the course takes place in Berlin, the city is the study case. From tours organized by refugees, walks in the diverse Berliner neighborhoods, and interviews with immigrants, this class aims to give a more in depth, first hand insight on the condition of immigrants living in Germany. That, without forgetting to take history, law, and geography into account, for a richer understanding of the processes that have transformed this city (and country) over and over again.

The seminar introduces sociological theories and methods that investigate the relationship between technology and society. The majority of the course is inspired by the field of Science and Technology Studies (STS). The texts are a mix of theoretical discussions, historical approaches, and ethnographic/situationalist research. The course explores concepts and topics such as sociotechnical systems, actor-networks, workplace studies, cyborgs, design, and sociotechnical imaginaries.