Scientific and technical Campus design

Teacher(s)

Rees Jean-François;

Language

French

Main themes

• presentation by students,
• comment from a guest specialist
• debate ;

• The intellectual creativity in scientific social, artistic and technical
• The concept of invention, apprehended as a rupture and a conceptual reconfiguration , expressed and formalized in specific languages ''of science , techniques and arts within the respective social community in these disciplines.

Aims

At the end of this learning unit, the student is able to :
1	After the course , the student will have: A general sensitivity to process scientific and technical creation ; The ability to describe a discovery as breaking and conceptual reconfiguration surround a scientific or technical discovery ; A critical skill to evaluate ( judge the value ), under different criteria, scientific and technical discovery ; The ability to describe the factors surrounding a scientific or technical discovery; A skill to present and discuss in working groups about the topics listed above.

The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.

Content

The campus consists of 7 sessions (18h30-21h30). The first 4 sessions are designed to immerse participants in a creative process, around challenges assigned to different teams, consisting of students with various profiles. From these experiments, each team is allowed to speculate on issues that could be crucial in the emergence of new concepts in Science. These assumptions are included in a conceptual map centered on the creative process of researchers.

The following two sessions consist of meetings with renowned researchers who explain their work and discuss the factors which contributed to their most significant discoveries or those of other scientists.

A lesson during the last meeting brings together the known elements that played a significant role in the emergence of important scientific and technological discoveries.

Participants will use all these information in order to analyze a particular creative event in a discipline of their choice.

Evaluation methods

The evaluation is based on the production of a monograph on the context of a scientific / technical innovation, which is discussed with the teaching team.

Bibliography

Creativity in Science. Chance, Logic, Genius, and Zeitgeist. D.K. Simonton, 2004. Cambridge University Press. ISBN 978-0-521-54369-9

Faculty or entity

CCR