Authors
Myrthe De Vries
University of Amsterdam
Abstract
New Zealand’s curriculum, in terms of its approach to technological literacy, attempts to deliver a sound, philosophy-­based understanding of the nature of technology. The curriculum’s main authors claim that it conforms well to Mitcham’s categorization of different aspects of technology’s nature. Nevertheless, taking advantage of the existing literature of the philosophy of technology, this paper will reveal that the intended urriculum, though an admirable approach, still has a number of points needing improvement, and there are also certain gaps to be bridged in the claimed conformity. This analysis primarily makes use of the method initiated by Nia and De Vries, based upon Mitcham’s suggested framework and other philosophers’ opinions as to the nature and various features of technology.
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DOI 10.15663/ajte.v3i1.38
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References found in this work BETA

Philosophy of Technology.Maarten Franssen - 2010 - Stanford Encyclopedia of Philosophy.
Readings in the Philosophy of Technology.David M. Kaplan (ed.) - 2003 - Rowman & Littlefield Publishers.

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