Abstract
Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society (STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual relationship between technical objects, the natural environment and social practice. Because technology is a key element of STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology, being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously. The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines. Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge) and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some implications of the philosophy for STS are identified and discussed.
Similar content being viewed by others
References
Ankiewicz, P. J. & De Swardt, A. E.: 2002, Aspects to be Taken into Account when Compiling a Learning Programme to Support Effective Facilitation of Technology Education, National Conference for Technology Teachers, Port Natal School, Durban, Conference Proceedings, 76–81, 30 September – 1 October 2002.
C. J. A. M. Broens M. J. Vries ParticleDe (2003) ArticleTitle‘Classifying Technological Knowledge for Presentation to Mechanical Engineering Designers’ Design Studies 24 IssueID5 457–471 Occurrence Handle10.1016/S0142-694X(03)00022-X
R. L. Custer (1995) ArticleTitle‘Examining the Dimensions of Technology’ International Journal of Technology and Design Education 5 IssueID3 219–244 Occurrence Handle10.1007/BF00769905
De Swardt, A. E.: 1998, Technology Education and the Development of Thinking skills: A Case Study, Rand Afrikaans University (M.Ed. mini-dissertation), Johannesburg.
M. J. Vries ParticleDe (2001) ArticleTitle‘The History of Industrial Research Laboratories as a Resource for Teaching about Science–Technology Relationships’ Research in Science Education 31 15–28
De Vries, M. J.: 2002a, ‘Integration of knowledge in technological developments. Philosophical reflections on an empirical case study’, Paper presented at the conference: “Technological Knowledge: Philosophical Reflections”, Boxmeer, Netherlands.
M. J. Vries ParticleDe (2002b) 80 years of Research at the Philips Natuurkundig Laboratorium (1914–1994) Amsterdam University Press Amsterdam
M. J. Vries ParticleDe (2003a) ArticleTitle‘The Nature of Technological Knowledge: Extending Empirically Informed Studies into What Engineers Know’ Techné 6 IssueID3, Spring 1–21
M. J. Vries ParticleDe (2003b) ‘Interdisciplinarity and the Integration of Knowledge’ M. J. Vries ParticleDe B. Bergvall-Kareborn S. Strijbos (Eds) Interdisciplinarity and the Integration of Knowledge CPTS Amersfoort, The Netherlands
De Vries, M. J.: 2003c, The Nature of Technological Knowledge: Philosophical Reflections and Educational Consequences, PATT (Glasgow) Conference Proceedings, 83–86, 21–24. July 2003.
Dorst, K.: 1997, Describing design, Technische Universiteit Delft (Proefskrif), Delft.
InstitutionalAuthorNameInternational Technology Education Association (ITEA) (1997) Standards for Technology education. Virginia Tech. Blacksburg, VA
Jakovljevic, M.: 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, Rand Afrikaans University (D.Ed. thesis), Johannesburg.
R. Johnsey (1995) ArticleTitle‘The Design Process – Does it Exist? A Critical Review of Published Models for the Design Process in England and Wales’ International Journal of Technology and Design Education 5 IssueID3 199–217 Occurrence Handle10.1007/BF00769904
S. D. Johnson (1997) ArticleTitle‘Learning Technological Concepts and Developing Intellectual Skills’ International Journal of Technology and Design Education 7 IssueID1–2 161–180
P. Kroes A. Meijers (2000) Introduction: A Discipline in Search of its Identity P. Kroes A. Meijers C. Mitcham (Eds) The Empirical Turn in the Philosophy of Technology Elserivier Science Ltd. Amsterdam
R. McCormick (1997) ArticleTitle‘Conceptual and Procedural Knowledge’ International Journal of Technology and Design Education 7 IssueID1–2 141–159
R. McCormick M. Davidson (1996) ArticleTitle‘Problem Solving and the Tyranny of Product Outcomes’ Journal of Design and Technology Education 1 IssueID3 230–241
R. McCormick P. Murphy S. Hennessy (1994) ArticleTitle‘Problem-solving Processes in Technology Education. A pilot study’ International Journal of Technology and Design Education 4 5–34 Occurrence Handle10.1007/BF01197581
A. Meijers (2000) The Relational Ontology of Technical Artefacts P. Kroes A. Meijers C. Mitcham (Eds) The Empirical Turn in the Philosophy of Technology Elsevier Science Ltd. Amsterdam
C. Mitcham (1994) Thinking Through Technology The University of Chicago Press Chicago
J. Moreland A. Jones (2000) ArticleTitle‘Emerging Assessment Practices in an Emergent curriculum: Implications for Technology’ International Journal of Technology and Design Education 10 IssueID3 283–305 Occurrence Handle10.1023/A:1008990307060
T. P. Powers (1993) Heisenberg’s War. The Secret History of the German Bomb Penguin Books London
K. Reddy P. J. Ankiewicz A. E. Swardt ParticleDe E. Gross (2003) ArticleTitle‘The Essential Features of Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education)-related Programmes in Technology Education’ International Journal of Technology and Design Education 13 IssueID1 27–45
G. Ropohl (1997) ArticleTitle‘Knowledge Types in Technology’ International Journal of Technology and Design Education 7 65–72 Occurrence Handle10.1023/A:1008865104461
G. Ryle (1949) The Concept of Mind Penguin Books Hammondsworth
D. B. Sharpe (1996) ArticleTitle‘Out with the Old, in with the New’ Journal of Design and Technology Education 1 IssueID1 24–36
W. A. Smit E. C. J. Oost ParticleVan (1999) De wederzijdse beïnvloeding van technologie en maatschappij Uitgeverij Coutinho Bussum
J. L. Walt ParticleVan der E. I. Dekker I. D. Walt ParticleVan der (1985) Die opvoedingsgebeure: ‘n Skrifmatige perspektief Instituut vir Reformatoriese Studies Potchefstroom
E. Niekerk ParticleVan (2003) ‘n Prosesgebaseerde assesseringsraamwerk vir tegnologie-onderwys: ‘n Gevalstudie Randse Afrikaanse Universiteit Johannesburg
Van Riessen, H.: 1949, Filosofie en techniek, (Thesis), JH Kok, Kampen.
W. G. Vincenti (1990) What Engineers Know and How They Know it (Johns Hopkins Paperback Edition) The Johns Hopkins University Press Baltimore
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Ankiewicz, P., De Swardt, E. & De Vries, M. Some Implications of the Philosophy of Technology for Science, Technology and Society (STS) Studies. Int J Technol Des Educ 16, 117–141 (2006). https://doi.org/10.1007/s10798-005-3595-x
Issue Date:
DOI: https://doi.org/10.1007/s10798-005-3595-x