David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Technology Education 14 (2):15 (2003)
A school that adopts a curriculum, that aims for a holistic understanding of technology, does so because it produces a better educated person than a curriculum which does not. How do we know when we are teaching technology holistically and why must we do so? Increasingly, more is asked of technology educators to be holistic in the understanding conveyed to learners of technology itself in order to make better informed technical and design decisions in a wider range of applied settings. The ability of the learner to naturally consider social and environmental factors, for example, when seeking solutions is seen by some State education systems in Australia as fundamental to a genuine education in technology (New South Wales Board of Studies, 2000 & 2002). In philosophy, the holist position asserts that to understand the particular one must understand its relation to the whole and that only through reflection of one's sensation based applications can genuine knowledge be critically affirmed (Matthews, 1980, p.87 & p.93). The combined apparently independent paths of the State and the Holist positions set a compelling scene not only for the socio-economic necessity for holistic technology education in the curriculum but also for Technology's status as a key curriculum agent in the knowledge formation process of educated individuals. This paper asserts that the general elements of Applied Setting (including Time), Human (as Agent), Tool and Environment are well placed to be the necessary basics to any holistic human technological activity. How and why these elements work together, their schema, will be referred to in this paper as the 'Basic Principles'. The paper presents the thesis that Technology cannot be reduced to less than these general elements and as such, Technology is their product. We therefore may need to understand and teach these elements and their relations to each other explicitly, in ways that reveal the utility of such understanding when making technical choices and design decisions for all the genres of technology and at all their scales of application and discovery. The case is made for technology to not merely be a 'know how' learning experience, but necessarily also a holistic 'know why' learning experience essential for developing and transferring technological knowledge.
|Keywords||Technology and Design Technacy Genre Theory Philosophy of Technology Education|
|Categories||categorize this paper)|
|Through your library||Configure|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Marc de Vries (2005). Teaching About Technology: An Introduction to the Philosophy of Technology for Non-Philosophers. Springer.
Joseph Petraglia (1998). Reality by Design: The Rhetoric and Technology of Authenticity in Education. L. Erlbaum Associates.
Toni Robertson (2006). Ethical Issues in Interaction Design. Ethics and Information Technology 8 (2):49-59.
Barry Allen (2008). Artifice and Design: Art and Technology in Human Experience. Cornell University Press.
Andrew Feenberg (1991). Critical Theory of Technology. Oxford University Press.
Harold Salzman (1991). Engineering Perspectives and Technology Design in the United States. AI and Society 5 (4):339-356.
Patrick Feng (2000). Rethinking Technology, Revitalizing Ethics: Overcoming Barriers to Ethical Design. Science and Engineering Ethics 6 (2):207-220.
Frederick Ferré (1988/1995). Philosophy of Technology. University of Georgia Press.
Philip J. Nickel (2013). Trust in Technological Systems. In M. J. de Vries, S. O. Hansson & A. W. M. Meijers (eds.), Norms in technology: Philosophy of Engineering and Technology, Vol. 9. Springer.
Andrea Monti (2010). Trust in the Shell. Knowledge, Technology and Policy 23 (3-4):507-517.
Tracy Colony (2009). Concerning Technology. Idealistic Studies 39 (1/3):23-34.
David J. Stump (2000). Socially Constructed Technology. Inquiry 43 (2):217 – 224.
Rayvon Fouché (ed.) (2007). Technology Studies. Sage Publications.
Bjørn Hofmann (2002). Technological Medicine and the Autonomy of Man. Medicine, Health Care and Philosophy 5 (2):157-167.
Added to index2011-05-25
Total downloads10 ( #120,424 of 1,088,810 )
Recent downloads (6 months)1 ( #69,735 of 1,088,810 )
How can I increase my downloads?