David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Poiesis and Praxis 7 (1-2):87-98 (2010)
Constructive technology assessment aims at anticipating societal impacts of technological innovations and suggests incorporating reflexivity and social learning into technology development. Social learning involves fostering the ability of diverse social actors to cultivate sociotechnical critical skills, thus allowing technological and social change to be governed with consideration for social values and diverging interests. Based on this demand, our paper presents a discourse-theoretical, interventionist approach to software design introducing deconstruction and (un-)learning as reflective practices to guide development processes. Inspired by Donna Harawayâs focus on power relations in technoscience culture, our approachâcalled âdeconstructive designââtraces how structures such as in/formal hierarchies and discursive hegemonies affect the development processes and design decisions of teams or communities of practices. The underlying deconstructivist methodology refers to practice-based concepts of situated learning. Thus, it locates a potential for value-based intervention at the micro/meso-level of everyday work practices.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Karen Barad (2006). Posthumanist Performativity : Toward an Understanding of How Matter Comes to Matter. In Deborah Orr (ed.), Belief, Bodies, and Being: Feminist Reflections on Embodiment. Rowman & Littlefield Publishers.
Donna Haraway (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14 (3):575-599.
Citations of this work BETA
No citations found.
Similar books and articles
Gregorio Rivera (2003). An Evolutionary Learning Community Network: How Evolutionary Artscience Emerges Through Evolutionary Systems Design. World Futures 59 (8):577 – 584.
Myles Bogner, Uma Ramamurthy & Stan Franklin (2000). Consciousness and Conceptual Learning in a Socially Situated Agent. In Kerstin Dauthenhahn (ed.), Human Cognition and Social Agent Technology. Amsterdam: John Benjamins Publishing Company. 113--135.
Harold Salzman (1991). Engineering Perspectives and Technology Design in the United States. AI and Society 5 (4):339-356.
Augusto Riveros, Paul Newton & David Burgess (2012). A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities. Canadian Journal of Education/Revue Canadienne de L'Éducation 35 (1):202-216.
Andy Crabtree, John A. Hughes, Jon O.’Brien & Tom Rodden (2000). On the Social Organization of Space and the Design of Electronic Landscapes. Techné: Research in Philosophy and Technology 5 (2):56-72.
Peter J. Richerson, Beyond Existence and Aiming Outside the Laboratory: Estimating Frequency-Dependent and Payoﬀ-Biased Social Learning Strategies.
Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Wai Yat Wong, Deborah Richards, Meredith Taylor, Porte John, Kartiko Iwan, Kapur Manu & Hu Chun (2011). Collaborative Virtual Worlds and Productive Failure. In Proceedings of the CSCL (Computer Supported Cognition and Learning) III. University of Hong Kong.
Alexander Laszlo & Kathia Laszlo (2002). The Evolution of Evolutionary Systems Design. World Futures 58 (5 & 6):351 – 363.
Jürgen Friedrich (1996). Design Science 97. AI and Society 10 (2):199-217.
Ash Amin & Joanne Roberts (eds.) (2008). Community, Economic Creativity, and Organization. OUP Oxford.
Kevin Zanelotti (2011). Enhancing Student Learning Through Web-Based Assignments. Teaching Philosophy 34 (4):373-391.
William J. Clancey (1995). Practice Cannot Be Reduced to Theory: Knowledge, Representations, and Change in the Workplace. In [Book Chapter].
Jean-Pascal Gond & Olivier Herrbach (2006). Social Reporting as an Organisational Learning Tool? A Theoretical Framework. Journal of Business Ethics 65 (4):359 - 371.
Added to index2010-09-14
Total downloads7 ( #188,016 of 1,102,722 )
Recent downloads (6 months)5 ( #61,837 of 1,102,722 )
How can I increase my downloads?