At a time when artificial intelligence is showing overwhelming success not only in information processing, but also in creative tasks, the question arises: What do humans actually still know that computers don't?
The answer probably lies in our embodied and social nature. Even if we only read or calculate, we always fall back on physical experiences - on sensations of weight, speed or spatial orientation. And the acquisition of information does not happen in isolation, but through social interactions: Knowledge is constantly adapted, reconnected and incorporated into one's own experience in conversations, exchanges and shared contexts.
The first teaching colloquium in the Studium fundamentale therefore explores those implicit, embodied and shared forms of knowledge that cannot be fully translated into language or data - and yet are fundamental to shared, responsible learning in a digital world.
Together, the participants will explore how these forms of knowledge can be made visible, effective and tangible in teaching - across disciplines and practices. The focus will be on forms of knowledge that defy codification, such as embodied knowledge, knowledge distributed in social practices and situational, improvised knowledge that plays a role in dealing with digitality, complexity or creative processes.
The topic is both highly focused and broadly diversified. It creates a common discussion framework for experts from very different disciplines and fields of practice - from sociology, philosophy and economics to art, bodywork, inclusion, sustainability and technology to communication, personal development and organizational practice.
The event marks the start of regular teaching colloquia, which are aimed in particular at all lecturers in the Studium fundamentale. The aim is to create a platform for exchange, mutual suggestions, the promotion of joint teaching projects and didactic development.