Teaching

“Technology and Society”

to Undergraduate Learners

Erol Inelmen

Assistant Professor

Background

Introduction

Survey

Model

Implementation

Discussion

Conclusion

OUTLINEOUTLINE

Introduction

premise

claim

evidence

Introduction

premise

Technology

Satisfy needs (food, shelter)

Use means (energy, robot)

should

Introduction

claim

Society

must

Inculcate values (solidarity, respect)

Create assets (green, culture)

Introduction

evidence

Education

can

Protect resources (soil, water)

Suggest goals (development, wellbeing)

Background : the problem

control

significance

consequence

Higgs et. al. (2000) claims that we need to evolve “theories that guide us toward a critical rather than a passive engagement with technology and its effects in our lives

significance

Chant (1989) points at the importance of the “artefacts” as they reveal the “social significance” in contexts where they have been introduced.

Nye (2006) discussed the idea that we have developed

“technologies to increase our physical power, to perform all kind of work, to protect ourselves, to produce surpluses, to enhance memory and extend perception ... we have also excelled in finding new uses for inventions, and this has had many unexpected and not always welcome consequences

consequences

Feenberg (2002) poses the dilemma of technology and development,

Collingridge (1980) argues for the need to understand the “diffusion” of technologies in order to control them.

Agassi, (1985) suggest the need to “develop the technology of controls”

control

Survey : the solution

integration

universality

systemics

Plato, –from his Republic, VII 537-

warns us that “the sciences which they learned without any order in their early education will be brought together and they will be able to see the natural relationship of sciences to one another and to true being”.

integration

Comenius -while advocating for “universal education”- suggests the need for a) constant practice with minimum of theory and b) experience and observation in a sufficiently varied form as to “prevent boredom” (Sadler, 1966).

universality

Following Flyvbjerg (2001) we must all take part in the decision making of environmental problems and learn the “rules of the game”.

In the future “system dynamics” must be part of any natural or social curriculum.

Nature can survive without humans, but humans cannot without nature.

systemics

Implementation

solidarity

continuity

clarity

Every citizen should feel the need to develop a “social responsibility” approach (Inelmen, 1999).

such as promoted by FAO, UNDEP, WTO, WWF, WorldWatch. This context must be encouraged.

solidarity

“System thinking” (Buckeridge and Inelmen, 2002) –some prefer “critical thinking” approach to knowledge generation.

In order to facilitate the discussion – among participant of different backgrounds- in class “visual thinking” is adopted (Inelmen, 2001a).

Another tool – which is extensively covered in another work of the author- that helps developing new ideas and applications, is “case based reasoning” (Inelmen, 2001b).

clarity

Integration of all courses is a requirement for a life-long-learning approach in education.

Using the classification of the Library of Congress is possible to integrate all areas of studies basically under natural and social sciences. (Inelmen, et al , 2003)

continuity

Model

traditional

outcome

novel

Week Syllabus for the “Technology and Society” course

1 Time line of human needs (from shelter to communication)

2 Time line of technical achievements (from stone to silicon)

3 Technology and science (the double spiral of engagement)

4 Technology and urbanism (development of cities, the GAP project))

5 Technology and the environment (air, soil and water protection)

6 The history of ideas on technology (from Aristotle to Heidegger)

7 Technology applications (innovations in medicine and arts)

8 Philosophical discussions on technology (human wellbeing at stake?)

9 System approach to technology (the technology palette) click to see the slides

10 Controversial issues (biotechnology, nanotechnology, magnetic waves, etc)

11 Appropriate technologies (a sustainable approach to development)

12 Waste recovery and recycling technology ( the 0-waste as a target)

traditional

Pre-fixed outline may cause dissatisfaction in both the participants and the instructor.

“There can be no excellent teaching or learning unless teachers and learners delight in what they are doing” (Ramsden, 1992).

outcome

(SCIENCE)

facts

enhance develop

(TECHNOLOGY) (SOCIETY)

means transform support needs

(ENVIRONMENT)

resources

Model for the “Technology and Society” course

novel

Discussion

conservation

innovation

regulation

Our cultural heritage

(due to construction work)

and

Our physical health

(due to excessive cultivation) is endangered

conservation

Development must be under control.

There are too many risks that affect the health of the planet: a dialogue between all stakeholders trying to understand the dynamics between technology, science, society and environment

innovation

there is a need to teach “technology management”

The subject of “appropriate technology” and “sustainable development” be at the top of the program.

regulation

Conclusion

summary

caveat

legacy

Conclusion

summary

Education can raise the awareness

about the benefits/losses

caused by “technology” on “society”

Conclusion

caveat

Technology has not adressed all the aspirations

Postmodernism surged from this discontent

Conclusion

legacy

We owe next generations the right to use the same

resources of the planet

we have used

The threats originating from the excessive use of technology (Heidegger ,1977) need full consideration.

Acknowledgement

We acknowledge the guidance of

Prof. Günhan Danışman

from the History Department.

His support crystallized in a “techno-palette” framework available on the web.

References

Meadows, D.H., et al. (1992)

“Beyond the limits: confronting global collapse, envisioning a sustainable future”.

Post Mills, Vt.: Chelsea Green Pub.Co