Content	Introduction—motivation One of the core assumptions of this course is that thinking, learning, teaching, and doing science is not so much about merely solving problems or puzzles as well as answering questions by applying and repeating well-proven patterns (in small variations) from the past. Rather, the purpose of these cognitive activities is to be prepared for the future. In most cases today’s (as well as tomorrow’s) challenges and questions are radically different from the past—they cross disciplinary boundaries, they are dealing with a large set of unknown variables, they involve many constraints (and stakeholders), they are open-ended, sometimes the problems themselves are changing during the process of research, they need a great deal of synthetic rather than analytic capacities, they have to be thought of from the perspective of the future (rather than extrapolated from the past), etc. That is why we are in need of fundamentally different approaches, attitudes, as well as cognitive-/thinking-/knowledge-tools for tackling these issues of creating radically new knowledge in almost every field (of science, society, technology, everyday life, etc.). Course description This course gives both a theoretical overview on basic issues in philosophy of science and a hands-on introduction into practicing science and knowledge creation. The first part focuses on the question of observation and how empirical data are generated—and how these observations feed into the process of knowledge creation. We will take a closer look at (qualitative) observation techniques, deep listening and generative interviews, etc. in order to apply some of these tools in the second part of this course. The second part of this course addresses a crucial process in science: the generation of (radically) new knowledge. Students will conduct a practical knowledge creation project in interdisciplinary teams. The goal of this project is to achieve an expertise in state-of-the-art knowledge creation techniques (and their theoretical background), such as dialogue, reflection, world café, making explicit implicit assumptions, U-theory/presencing, different modes of deep observation, conducting generative interviews, deep knowing/understanding, etc. This part of the course aims at practically experiencing this socio-epistemological process/technology of generating (radically) new (scientific) knowledge in an interdisciplinary and collaborative context. The course is designed in such a way that there will be enough space for reflection of your research projects and your questions.
Guding questions	What is the role of observation in science? Is observation “neutral”? What is theory-ladenness? What kind of knowledge is produced by quantitative and qualitative observation methods? What is (radically) new knowledge? How does (radically) new knowledge come into being? What is knowledge construction in science? How do we collaboratively construct knowledge? What is knowledge work and what are knowledge technologies? What are main tools in this field and how do they work?
Learning Outcomes & Goals	Subject specific Knowledge and understanding of central questions, key concepts, approaches, and core terminology in philosophy of science Understanding und practical experience of knowledge technologies, socio-epistemological technologies, techniques of knowledge creation, and interdisciplinary cooperation. Gain insight into the field and scientific culture of philosophy of science Understanding and awareness of problems in processes of scientific observation Awareness of the differences in scientific cultures and terminologies Understanding of the relationship between natural sciences, humanities, and other forms of scientific and (so-called) non-scientific knowledge
	Methodological Gain familiarity with methods of knowledge creation, investigating reality, and knowledge technologies relevant in scientific processes Gain familiarity with a range of methodological and epistemological approaches and their methodologies relevant to philosophy of science and discern differences and commonalities between them
	Generic Instrumental Ability to read, present, and discuss philosophy of science relevant literature Ability to critically think and to reflect on different approaches in an interdisciplinary context Ability to work both in an analytical and synthetic mode Ability to assume a meta-perspective and to think in larger contexts Ability to reflect on one’s implicit assumptions concerning one’s discipline or approach Interpersonal Ability to communicate in physical and virtual environments Ability to discuss different points of view in an interdisciplinary team Ability to organize group activities Ability to appreciate individual expertise Systemic Ability to reflect upon and discuss individual motivation and interests in the context of ones personal and scientific identity
Teaching Methods & Course Design	The main didactical goal of this course is to learn by jointly generating, sharing, negotiating, and creating (new) knowledge. This course consists of two parts: the first part follows a classical seminar format whereas the second part is rather project oriented (with theoretical grounding). This course makes use of a wide variety of didactical elements contributing to reaching the learning outcomes in a well-orchestrated design. Among these measures are: preparing presentations and whole didactical designs for a specific topic close reading of texts collaborative knowledge construction using face-to-face (f2f) and virtual knowledge techniques observation techniques, deep observation generative interview, appreciative interview co-creating (radically new) knowledge coaching elements offered by teachers dialogue World café discovering, exploring, and negotiating hidden assumptions and mental models a selection of phases of the U-theory prototyping technique A More detailed explanation can be found in the course design section.
Target Group	This course is mainly designed as an advanced philosophy of science module for PhD- and advanced masters students. It is open for students from all disciplines who want to get an overview of the field of philosophy of science and who are interested in state-of-the-art knowledge creation technologies. This course is explicitly designed for an interdisciplinary audience; students are expected to be open to other disciplines/perspectives, to share their knowledge, to reflect their (hidden) assumptions, as well as to be involved personally.

Course/Module design

The main didactical goal of this course is to learn by jointly generating, sharing, negotiating, and creating (new) knowledge. This course consists of two parts: the first part follows a classical seminar format whereas the second part is rather project oriented (with theoretical grounding).

Part A: Foundations of observation

In this part students will work in groups on basic issues of observation in a seminar style design. Each group is responsible for a particular paradigm or question as well as for the didactical design of their unit: this includes presentation(s), space for practical applications and student interaction, reflection, open questions, as well as moderation of discussions. Above that, an “observation group” for presenting the theoretical background in the final session & for doing action research on the whole seminar (group) during the semester is installed (however, each member participates also in a KCT).

The presentations have to be discussed with the teachers one week in advance of the scheduled presentation date!

Part B: Knowledge creation

The second part of this course deals with issues of knowledge creation in a highly interdisciplinary manner by integrating students from two classes. It is designed as a theory-guided practical project work consisting of several phases which are described in detail in the sections below. These phases consist of face-2-face sessions, of project work which has to be done in teams (“knowledge creation teams”/KCTs), of team coaching sessions, as well as of a prototyping session. Furthermore, these KCTs have their virtual (WWW) project space where they communicate and share their findings, observations, new insights, questions, etc. There will be one external “retreat-like/outdoor” day outside the classroom where an alternative technique of knowledge creation will be experimented with. After a phase of prototyping the theoretical background and the experiences are reflected in the final phase.

These phases will be accompanied by the teachers in each step of the project work.

SE Design

Topics, dates, and locations

Part A: Observation

unit	date/time	location	theme	type of work	pro- ject ID	deliverables
A1	March 8, 2012 9–12	HS 3F, NIG	Introduction & community building Presentation of course design, contents, learning outcomes, etc. Introduction of students and teachers Selecting topics and forming of groups	f2f* whole group		Register for this course You have to register for participating in this course via this electronic form
A2	Coaching session: March 27 , 2012 Group1: 9.00 Group2: 9.35 Group3: 10.10	office M.Peschl (map)	Coaching & preparation for presentation Groups bring their presentation concepts Discussing, coaching and finalizing concepts	f2f groupwise coaching
A3	March 29, 2012 9-13	HS 3F, NIG	Observation \| link see here for detailed information seminar style session on the above topic	f2f whole group	1	Presentation Students are supposed to prepare a didactically elaborated presentation on their specific topic (in small groups) Groups have to stick to the schedule Requirements

* = face to face

Part B: Knowledge Creation

unit	date/time	location	theme	type of work	pro- ject ID	project deliverables
B0			Phase 0: Questions that matter/matter(s) of concern \| Details Link... Each student has to reflect and think about a “question that really matters” to her/him (individually). The goal is to individually find a topic/question that deeply concerns the particular student (be it a scientific, social, personal, etc. question). In the following unit these questions/topics will be presented and they are the basis for establishing common emergent thematic fields.	personal study	2	Question(s) that matter(s)/matter(s) of concern Mini-presentation of “question(s)/topic(s) that matters" Details & WWW-Form Deadline: 3 days prior to date of unit B1
B1	April 16, 2012 9–14	HS 2i, NIG (= Neues Institutsgebäude, Universitätsstraße 7, 1010 [2.Stock])	Phase 1: Identifying emerging thematic fields and co-initiating \| Details Link... emerging thematic fields will be identified a newly developed knowledge technology being based on the reflection and identification of the participants´ core beliefs and base concepts/assumptions in their questions/interests is applied knowledge creation teams (KCTs) will be formed around these emergent thematic fields	f2f whole group
B2			Phase 2: Co-initiating KCTs, community-building, and observation strategy development \| Details Link... knowledge creation teams (KCTs) are supposed to sharpen their thematic field team building develop a sketch for an observation strategy	personal study and work in KCTs	3	Thematic field & observation strategy Presentation of thematic field persons, places, etc. relevant for the thematic field sketch of observation strategy
B3	Coaching session: April 23, 2012 9-13 KCT1: 9.00 KCT2: 9.30 KCT3: 10.00 KCT4: 10.30 KCT5: 11.00	HS 2i, NIG (= Neues Institutsgebäude, Universitätsstraße 7, 1010 [2.Stock])	Phase 3: Negotiating observation strategy & observation design \| Details Link... each KCT presents its elaborated thematic field and observation strategy/design develop a concrete observation design	f2f group coaching in KCTs (each group)
B4			Phase 4: Deep observation & deep understanding \| Details Link... KCTs totally immerse into the chosen thematic field by exploring it with a variety of methods for deep observation results have to be documented in a WWW/electronic form	personal study and work in KCTs	4	Deep observation WWW-observation/project space with consolidated observational data + reflection Written justification of the knowledge structure of your WWW-project space Personal & group reflection Details & WWW-Form Deadline: 3 days prior to date of unit B5
B5	May 7, 2012 9.00–14.00	HS 2i, NIG (and HS 3C 11-14 [2 groups])	Phase 5: Creating collective sense organs and collective sense making \| Details Link... by sharing knowledge about the experiences in the process of observation the KCTs try to gain a rough and initial collective understanding of their observations and of what wants to emerge in their respective thematic fields applied methods: world café and dialogue	f2f whole group
B6	May 9, 2012 9–18 (alternative: May 16\| 9-18, if weather is bad on first date)	outdoor location: Lobau, Nationalpark Camp Lobau, Lobaustraße-Wien 1, 2301 Groß-Enzersdorf Directions...	Phase 6: Presencing — Creating radically new knowledge \| Details Link... each participant enters into a space of creating new knowledge in an individual process of letting-go and emergence reflection, silence, etc. in this process of presencing (U-theory; Scharmer 2007, Senge et al. 2004) both radically new and at the same time “organically grown” knowledge emerges out of a profound understanding of the thematic field	f2f whole group	5	Project idea Written description of a joint project (idea) having emerged out of the processes of the presencing process: 1-3 sentences sketching what the theme and intention of the project is 2-4 questions which are driving this project Put these deliverables in your WWW-project space Details & WWW-Form Deadline: 3 days after this unit (B6)
B7	Coaching session: May 23 2012 9.00–13.00 KCT1: 9.00 KCT2: 9.30 KCT3: 10.00 KCT4: 10.30 KCT5: 11.00	office M.Peschl (map)	Phase 7: Crystallizing & prototyping \| Details Link... the resulting (still fragile) project idea from the phase of presencing is concretized in a period of self study and cooperative work in the KCTs the KCT prototype the concrete project a coaching session supports the process of prototyping the prototypes are consolidated students are invited to use different media and materials for realizing their prototypes	personal study and work in KCTs + f2f group coaching in KCTs (each group)	6	Crystallizing & prototyping Document the process of crystallizing and prototyping (written, photos, short videos, etc.) Written description, designs, etc. of 1-4 prototypes + rough sketches of project plans (for coaching session) prepare final presentation of prototype Details Post these deliverables in your WWW-project space
B8	June 4, 2012 9–12.30	HS 2i, NIG	Phase 8: Creating new realities \| Details Link... the final prototype/scenario is presented by KCTs discussion of prototypes	f2f whole group	7	Prototype (Presentation of the) Prototype making explicit the core ideas of the developed project + an operational plan for realizing this project. This prototype has to fulfill the following criteria: Originality (“radically new”) Feasible and realizable Use of different materials and media for presentation of prototype Details & WWW-Form Deadline: 3 days prior to date of unit B8
B9	June 4, 2012 12.30–14.00 [if necessary, overspill: June 11, 2012 9-11]	HS 2i, NIG	Phase 9: Overspill, theoretical backgorund, and reflection \| Details Link... The theoretical background is presented and discussed The "observation group" presents its observations and starts a final round of reflection	f2f whole group	8	Learning journal During this course students are supposed to do continuous (e-)portfolio/learning journal work documenting and reflecting their learnings, questions, experiences, etc. (e.g., in a blog, wiki, etc.). These blogs can be personal or public. At the end of the course each student has to send a link of his blog to the instructor. Details & WWW-Form Deadline: 7 days after the date of unit B9

Grading and academic honesty

Grading & assessment

ID	project	points
1	Presentation	15
2	Question that matters	5
3	Thematic field	10
4	Deep observation	20
5	Project idea	10
6	Crystallizing & Prototyping	20
7	Prototype	10
8	Learning journal	10

You have to be present for all face-2-face and team coaching sessions.
You have to deliver all projects in time; one project missing results in a negative grade.

Learning journal

During this course students are supposed to do continuous (e-)portfolio work documenting and reflecting their learnings, questions, experiences, etc. (e.g., in a blog, wiki, etc.). These blogs can be personal or public. At the end of the course each student has to send a link of his blog to the instructor.

Here is list of links of free blog sites:

Final Grading

points	93-100	81-92	71-80	61-70	0-60
grade	sehr gut (1)	gut (2)	befriedigend (3)	genügend (4)	nicht genügend (5)

Academic honesty

You are expected to be familiar with university policies on plagiarism and other forms of academic dishonesty. By registering for this course/module you declare that all your work (presentations, submissions, papers, etc.) is your own work and that, to the best of your knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma at this or any other educational institution. In addition, you certify that all information sources and literature used are indicated in your work.

Plagiarism or cheating will result in a failing grade for this course; offenders may be subject to further administrative sanctions.