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Presentation
Presentation
The course Introduction to Contemporary Thought fosters critical reflection on the ideas and practices shaping scientific and cultural knowledge today, focusing on the life sciences. Through dialogue between philosophy, art, and biology, it questions the boundaries between human and non-human, nature and culture, objectivity and narrative. Integrated into the Biology degree, the course promotes an understanding of science as an ethical, cultural, and socially situated practice, developing critical and interdisciplinary thinking. Its relevance lies in preparing scientists aware of the epistemological and social impact of contemporary science.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 2
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Year | Nature | Language
Year | Nature | Language
3 | Mandatory | Português
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Code
Code
ULHT101-2174
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
The course is organised as a chronology of the divergence and later reconvergence between art and science, in ten sessions: 1. Before the separation (Leonardo, Humboldt). 2. The birth of modern objectivity (Galileo, Descartes, Newton). 3. The romantic revolt (Goethe vs. Newton). 4. The frontier of science (Whewell, Popper). 5. Paradigms and method (Kuhn, Feyerabend). 6. The Two Cultures (C. P. Snow). 7. When the frontier is contested (pseudoscience). 8. Science, race and power (Haraway). 9. Science as a network (Latour). 10. Contemporary reconciliations (E.A.T., CAVS, Anthropocene). The approach combines reading primary sources, structured debate, and active participation in each session.
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Objectives
Objectives
This course aims to develop a critical understanding of contemporary scientific thought and its cultural, ethical, and social implications. Students are expected to recognise science as a situated and interdisciplinary practice that combines imagination, rigour, and responsibility. They will acquire skills in reading and analysing theoretical texts, oral and written argumentation, and reflection on the limits and possibilities of biological knowledge. The course highlights the importance of philosophy and the humanities in scientific training and in building an ethical, integrated understanding of life
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Teaching methodologies
Teaching methodologies
Each 90-minute session follows an active, repeatable format designed for large classes: an opening hook (an image, a question, or a quick vote), a short lecture, an individual activity followed by pair work (think-pair-share or case mapping), oral sharing from only 2 to 3 pairs (to scale to large classes without sacrificing depth), a guided whole-class discussion, and a closing activity that records participation. In some sessions, this format is replaced by a structured two-sided debate. All assessed activities take place within the class itself, with no homework, reinforcing autonomy and active participation without overloading students outside class time.
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References
References
Popper, K. (2003). A lógica da pesquisa científica. Cultrix. (1934) Kuhn, T. S. (2003). A estrutura das revoluções científicas. Edições 70. (1962) Latour, B. (1994). Jamais fomos modernos. Relógio D'Água. (1991) Haraway, D. (2021). Quando as espécies se encontram. UBU Editora. (2008) Da Vinci, L. (1970). Notebooks of Leonardo da Vinci (trad. J. P. Richter). Dover. (1883) Humboldt, A. von (2014). Views of Nature. Univ. of Chicago Press. (1808) Galilei, G. (1957). Discoveries and Opinions of Galileo (trad. S. Drake). Anchor Books. (1623) Descartes, R. (2001). Discurso do método (trad. M. E. Galvão). Martins Fontes. (1637) Newton, I. (1999). Principia (trad. I. B. Cohen & A. Whitman). Univ. of California Press. (1687) Goethe, J. W. von (1970). Theory of Colours (trad. C. L. Eastlake). MIT Press. (1810) Snow, C. P. (1959). The Two Cultures. Cambridge Univ. Press. Feyerabend, P. (2007). Contra o método (trad. C. A. Mortari). Editora UNESP. (1975)
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Assessment
Assessment
A avaliação assenta em dois componentes, ambos realizados integralmente dentro dos 90 minutos de cada aula, sem trabalho ou entrega fora da aula:
Participação e trabalho de aula (60%): uma tarefa curta, feita e entregue dentro da própria aula, em cada uma das 13 semanas. Conta-se a nota das 10 melhores participações em 13 semanas, o que permite tolerar 2 a 3 faltas justificadas sem penalização excessiva.
Duas frequências curtas (40%, 20% + 20%): realizadas em aula, nos últimos 20 a 30 minutos da semana 8 e da semana 13, sobre os conteúdos discutidos nas próprias aulas do semestre, sem exigir estudo prévio fora da aula.
Para obter classificação em qualquer componente é necessário estar presente: não há lugar à recuperação de participação em falta através de entrega posterior.
No caso de não aprovação por avaliação contínua, ou de estudantes abrangidos por regimes de avaliação não contínua, a avaliação é feita através de exame escrito ou oral (100%), incidindo sobre a totalidade dos conteúdos programáticos.
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Mobility
Mobility
No
