Department of Physics, Carl Friedrich von Weizsäcker Centre for Science and Peace Research, University of Hamburg, Hamburg, Germany,
Sci Eng Ethics. 2013 Dec;19(4):1451-4. doi: 10.1007/s11948-013-9475-y. Epub 2013 Oct 2.
Interdisciplinary courses on science, engineering and society have been successfully established in two cases, at Bilkent University, Ankara, Turkey, and at the University of Hamburg, Germany. In both cases there were institutional and perceptual barriers that had to be overcome in the primarily disciplinary departments. The ingredients of success included a clear vision of interdisciplinary themes and didactics, and the exploitation of institutional opportunities. Haldun M. Ozaktas in Ankara used the dynamics of an accreditation process to establish courses on engineering and society. At the University of Hamburg the introduction of optional courses into all curricula allowed for the establishment of a seminar series on physics and society, as well as on peace education and peace building. Both of these approaches have a weakness in common: the courses can disappear once their initiators have left, unless the interdisciplinary themes are integrated into compulsory core curricula.
在土耳其安卡拉的比尔肯特大学和德国汉堡大学，成功开设了跨学科的科学、工程和社会课程。在这两个案例中，主要的学科部门都存在必须克服的制度和认知障碍。成功的要素包括对跨学科主题和教学法的清晰认识，以及对制度机会的利用。安卡拉的 Haldun M. Ozaktas 利用认证过程的动力来开设工程与社会方面的课程。在汉堡大学，将选修课程引入所有课程，使得开设了物理学与社会、和平教育与和平建设方面的系列研讨会。这两种方法都有一个共同的弱点：一旦课程的发起者离开，课程就可能消失，除非将跨学科主题纳入必修核心课程。
