SCHOOL OF APPLIED MANAGEMENT SCIENCES
Gastronomy and Culinary Arts Program
SOCIAL MEDIA
GENS 207 | Course Introduction and Application Information
| Course Name |
Scientific Thinking and Society
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GENS 207
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
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| Course Language |
English
|
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| Course Type |
Service Course
|
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| Course Level |
First Cycle
|
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to help the students to develop a critical perspective about science and its relationship with society. In the first part of the course, the period during which modern science was born will be discussed in a broader fashion. In the second part, the focus will be on a series of issues taken from more recent periods of history of science. This course is for students that are interested in popular science. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course is designed to discuss the relationship between science and the society that generates it. |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction; presentation of the course and related questions; The Three Revolutions | Course syllabus |
| 2 | Types of Societies and their technologies | Machionis, J. (2017) “Society and Technology” |
| 3 | Sapiens and the Cognitive Revolution | Harari, Y. (2015), Sapiens. A Brief History of Humankind, Part One: The Cognitive Revolution |
| 4 | Guns, Germs, and Steel I: Yali’s Question | Diamond, J. (1997), Guns, Germs and Steel, Prologue: “Yali’s Question”; Part I “From Eden to Cajamarca” |
| 5 | Guns, Germs and Steel II: Agricultural Revolution | Diamond, J. (1997), Guns, Germs and Steel, Part 2: “The Rise and The Spread of Food Production” |
| 6 | Dawn of Civilizations, Birth of Natural Philosophy and the Aristotelian Worldview | Lecture Notes |
| 7 | Ptolemy and the Geocentric Model | Lecture Notes |
| 8 | Nicholaus Copernicus and the Heliocentric Model | Gribbin, J. (2002), Science: A History Chapter 1, “Renaissance Men” pp. 21-32 |
| 9 | Tycho Brahe and his observations & Johannes Kepler and the movement of planets | Gribbin, J. (2002), Science: A History Chapter 2, “The Last Mystics” |
| 10 | First Scientists: Galileo and others, Part I | Gribbin, J. (2002), Science: A History Chapter 3, “The First Scientists” |
| 11 | First Scientists: Galileo and others, Part II | Gribbin, J. (2002), Science: A History Chapter 3, “The First Scientists” |
| 12 | René Descartes, Christiaan Huygens, Robert Boyle and first steps of science | Gribbin, J. (2002), Science: A History Chapter 4, “Renaissance Men” (Descartes: pp. 118-126; Boyle pp. |
| 13 | Robert Hooke and Isaac Newton | Gribbin, J. (2002) Science: A History Chapter 5, “Newtonian Revolution” (Hooke: pp. 151-164; Newton pp. 172-188) |
| 14 | Semester Review | Lecture Notes |
| 15 | Review of the Semester | |
| 16 | Final examination |
| Course Notes/Textbooks | Reading 1: Machionis, J. (2017) “Society and Technology”, in Machionis, J. (2017) Sociology, 16th Edition, pp. 118-123, Pearson: Hoboken Reading 2: Harari, Y. (2015), Sapiens. A Brief History of Humankind, HarperCollins: New York Reading 3: Diamond, J. (1997), Guns, Germs and Steel. The Fates of Human Societies, W. W. Norton: New York Reading 4: Gribbin, J. (2002), Science: A History 1543–2001, Penguin: London |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
2
|
60
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
16
|
1
|
16
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
2
|
15
|
30
|
| Final Exam |
1
|
20
|
20
|
| Total |
114
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | Successfully applies theoretical and practical knowledge and skills in Gastronomy and Culinary Arts |
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| 2 | Carries best practices in terms of work and food security, safety and hygiene in food production |
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| 3 | Appreciates, evaluates and makes decisions regarding to visual, textual and nutritional data with respect to food production and presentation |
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| 4 | Recognizes and evaluates the impact of gastronomy on culture and society |
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| 5 | Assumes responsibility for solving complex problems that may occur in the field of Gastronomy and Culinary Arts, both individually and as a team member |
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| 6 | Evaluates the knowledge and skills acquired in the field of Gastronomy and Culinary Arts with a critical approach and effectively communicate their ideas and suggestions for solutions in written and oral form. |
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| 7 | Possesses necessary knowledge and skills in relevant fields such as gastronomy, design, law and management and effectively apply them to the practice of Culinary Arts |
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| 8 | Uses the technological tools related to Gastronomy and Culinary Arts effectively |
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| 9 | Updates and improve the knowledge, skills and competencies related to Gastronomy and Culinary Arts with lifelong learning awareness and sustainability with an ethical approach |
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| 10 | Collects data in the areas of Gastronomy and Culinary Arts and communicate with colleagues in a foreign language. (European Language Portfolio Global Scale”, Level B1) |
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| 11 | Speaks a second foreign at a medium level of fluency efficiently |
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| 12 | Relates the knowledge gained through the history of humanity to the field of expertise |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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