The main focus of the research profile of Faculty I include the following:
- I. Knowledge Research
- II. Interdependency of Culture and Technology
- III. Cultural Heritage as a Resource
- IV. Language and Communication
- V. Heterogeneity
- VI. Creation of Education Processes
I. Knowledge Research
Knowledge plays a major role in all processes of the human way of thinking and acting. It is a core resource of the 21st century, looking at the sustainability of modern society. The ‚Center of Knowledge’ examines the interfaces and interactions of different forms and cultures of knowledge across faculties. Particular attention is paid to the processes of generating new consolidated knowledge.
II. Interdependency of Culture and Technology
Technology and culture stand in an interdependent relationship. Technology grows from its culture and influences and changes it, concerning material, social, or mental cultural influences. The subject areas of our faculty study the interactions between technology and mental culture and how they appear in the world view. Also, they examine the technology as a subject and a tool as a product of art as in technical inspired and media specific ways of art. A specific methodical approach exists in the comparison of different cultures.
III. Cultural Heritage as a Resource
The exploration, evaluation, preservation and procurance of cultural heritage is a shared task of the history oriented humanities of the faculty. The confrontation with technical and artistic artifacts as a memory pool of knowledge is more than the taxonomy of the material subject-matter: It reaches from the examination of memory, valorization and identity processes to strategies of the historic preservation, the museological and the medial procurance.
IV. Language and Communication
Language is our most important communication medium. The verbal information exchange is constitutive for the human living together, for science and technology, and for transcultural interaction. Language is an essential instrument of realization, with which the world can not only be discovered but also formed. This is why its research belongs to the main scopes of duties of the corresponding subject areas of our faculty. We study how language transmits awareness contents (e.g. in political communication), how it controls the processes of opinion formation in media coverage, how it inspires persuasive desires, and how it transports emotional prejudice such as racism, extremism and Anti-Semitism. One key aspect is the analysis of verbal functions like precision, objectivity or economy on the level of vocabulary, grammar and text. Further, we look into general questions about the communicational transfer of professional skills and competences, the didactic conveyance of technical language and professional communication competences, as well as the acquisition, planning and standardization of terminology. While German as a foreign language is examined as part of contrastive linguistics or cultural science oriented philology at many universities, TU Berlin prioritizes German being a foreign language in science, technology and institutions. Another main focus is the research on speaking expressions. Analyzing the interactive effect of spoken language expressions in the everyday communication, we particularly study the style of speaking and its impact in the media.
Modern societies are characterized by a high level of heterogeneity that defines the wealthiness of our living together, but also gives reasons for fragmentation and conflicts. The research, illustration, and transmition of these partly opposing trends - also seen from the historical perspective - are in the focus of all work the subject areas of the faculty stand for. Not only in terms of the theoretical foundation, but also the practical realization of justice, or concepts of integration or inclusion.
VI. Creation of Education Processes
The research of education processes includes the theoretical conceptual design and empirical presentation of social-cultural and individual aspects and criteria, which define, support, or interfere education and learning processes. Seeing the complexity of the resulting questions, a broad repertoire of qualitative and quantitative methods of application are used. It is not only the goal to improve the understanding of education and learning processes, but also to contribute to a better creation of education with the help of the research results. This happens through own actions and support of the different protagonists in the pedagogical, educational, and political vocational field. A specific focus lies on questions about gender equalization, inclusion, and sustainability – particularly in the context of profession. Also research on cooperation and participation, participatory technology development, student-run companies, sustainable consumption, digital environment, future technology, and technology competence between knowledge and skills belong to this.