This chapter contains sections titled: Definitions of “Technology” Problems of Culture Dilemmas of Determinism References and Further Reading.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

As policy makers struggle to develop regulatory oversight models for nanotechnologies, there are important lessons that can be drawn from previous attempts to govern other emerging technologies. Five such lessons are the following: public confidence and trust in a technology and its regulatory oversight is probably the most important factor for the commercial success of a technology; regulation should avoid discriminating against particular technologies unless there is a scientifically based rationale for the disparate treatment; regulatory systems need to (...) be flexible and adaptive to rapidly changing technologies; ethical and social concerns of the public about emerging technologies need to be expressly acknowledged and addressed in regulatory oversight; and international harmonization of regulation may be beneficial in a rapidly globalizing world. (shrink)

A history of writing the history of computing is presented in its relationship to the history of mathematics. As with many historiographies, the initial history of computing was very much an internalistic history. In the late 1970s, the field became more serious and started looking at the histories of mathematics and technology for (methodological) inspiration. Whereas the history of mathematics was initially quite influential, it is the history of technology (in its (...) U.S. form) that has become the dominant framework for doing history of computing since the 1990s. (shrink)

Nanotechnology is the latest in a growing list of emerging technologies that includes nuclear technologies, genetics, reproductive biology, biotechnology, information technology, robotics, communication technologies, surveillance technologies, synthetic biology, and neuroscience. As was the case for many of the technologies that came before, a key question facing nanotechnology is what type of regulatory oversight is appropriate for this emerging technology. As two of us wrote several years ago, the question facing nanotechnology is not whether it will be regulated, but (...) when and how.Yet, appropriate regulation of nanotechnology will be challenging. The term “nanotechnology” incorporates a broad, diverse range of materials, technologies, and products, with an even greater spectrum of potential risks and benefits. This technology slashes across the jurisdiction of many existing regulatory statutes and regulatory agencies, and does so across the globe. Nanotechnology is developing at an enormously rapid rate, perhaps surpassing the capability of any potential regulatory framework to keep pace. Finally, the risks of nanotechnology remain largely unknown, both because of the multitude of variations in the technology and because of the limited applicability of traditional toxicological approaches such as structure-activity relationship to nanotechnology products. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

Ian Inkster (ed.): History of technology. Vol. 29. London: Continuum, 2009, 232pp, £90.00 HB Content Type Journal Article Pages 1-2 DOI 10.1007/s11016-011-9523-7 Authors Aristotle Tympas, Department of Philosophy and History of Science, University of Athens, University Campus, 157 71 Athens, Greece Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

Friedrich Engels’s “History of the Rifle” was among the longest and most detailed studies of technological development that either he or Marx produced. Yet the piece has been almost entirely forgotten. I recover Engels’s essay as a model for the historiography of technology and for the study of the politics of the technical object today, demonstrating its continuity with the larger critical project he was engaged in with Marx in these years. In a famous footnote to Capital, Marx (...) suggested that the method appropriate to a “critical history of technology” in society should be developed by analogy to Darwin’s revolutionary history of organic life. I show that Engels’s study of the rifle works out such a method in practice, recasting technological development as a nondeterministic interplay between the successive mutations of the artifact and the pressures of its social environment. Moreover, Engels’s technological materialism has a socially engaged and emancipatory end, for it is here directed against a particularly pernicious form of the commodity fetish: the fetishism of weapons. (shrink)

Biological evolution and technological innovation, while differing in many respects, also share common features. In particular, implementation of a new technology in the market is analogous to the spreading of a new genetic trait in a population. Technological innovation may occur either through the accumulation of quantitative changes, as in the development of the ocean clipper, or it may be initiated by a new combination of features or subsystems, as in the case of steamships. Other examples of the latter (...) type are electric networks that combine the generation, distribution, and use of electricity, and containerized transportation that combines standardized containers, logistics, and ships. Biological evolution proceeds, phenotypically, in many small steps, but at the genetic level novel features may arise not only through the accumulation of many small, common mutational changes, but also when distinct, relatively rare genetic changes are followed by many further mutations. In particular, capabilities of biologically modern man may have been initiated, perhaps some 150 000 years ago, by one or few accidental but distinct combinations of modules and subroutines of gene regulation which are involved in the generation of the neural network in the cerebral cortex. It is even conceivable that it was one primary genetic event that initiated the evolution of biologically modern man, introducing some novel but subtle feature of connectivity into the cerebral cortex which allowed for meta-levels of abstraction and upgraded modes of information processing. This may have set the stage for the evolution of integrated but diverse higher capabilities such as structured language, symbolic thought, strategic thought, and cognition based empathy. (shrink)

In _Counter-History of the Present_ Gabriel Rockhill contests, dismantles, and displaces one of the most widespread understandings of the contemporary world: that we are all living in a democratized and globalized era intimately connected by a single, overarching economic and technological network. Noting how such a narrative fails to account for the experiences of the billions of people who lack economic security, digital access, and real political power, Rockhill interrogates the ways in which this grand narrative has emerged in (...) the same historical, economic, and cultural context as the fervid expansion of neoliberalism. He also critiques the concurrent valorization of democracy, which is often used to justify U.S. military interventions on the behalf of capital. Developing an alternative account of the current conjuncture that acknowledges the plurality of lived experiences around the globe and in different social strata, he shifts the foundations upon which debates about the contemporary world can be staged. Rockhill's counter-history thereby offers a new grammar for historical narratives, creating space for the articulation of futures no longer engulfed in the perpetuation of the present. (shrink)

The article starts with the brief review of the history of the creation of actor-network theory (ANT), followed by the explanation of its basic notions. The author observes the difficulties of understanding and translation of the main ANT terms “actor” and “network”. In the main part of the article the author considers a famous episode from the history of giant airships known as “Miracle at Echterdingen” – that is a sudden revelation of the national spirit of German Empire (...) as the result of the flight and catastrophe of zeppelin LZ4 in august 1908. She discusses methodological limits of the historical reconstructions of “Miracle at Echterdingen” in Douglas Botting’s “The Giant Airships” (1980) and Peter Fritzche’s “Nation of Fliers” (1992). It is demonstrated that ANT allows to overcome not only the obvious weakness of the linear narrative that Botting followed, but also the oxydenthalism of Peter Fritsche’s approach and to confirm Latour’s thesis that “modernism’s accounts of itself may have no relation to what has actually happened to it”. As the result of the implementation of ANT, the network of forces which circulated in German society and lead to the Echterdingen phenomenon, is revealed. (shrink)