Name der Zeitschrift: Jahrbuch für Wissenschaft und Ethik Jahrgang: 20 Heft: 1 Seiten: 293-302.

Name der Zeitschrift: Jahrbuch für Wissenschaft und Ethik Jahrgang: 20 Heft: 1 Seiten: 237-240.

Science and Technology Ethics re-examines the ethics by which we live and asks the question: do we have in place the ethical guidelines through which we can incorporate these developments with the minimum of disruption and disaffection? It assesses the ethical systems in place and proposes new approaches to our scientific and engineering processes and products, our social contacts, biology and informatics, the military industry and our environmental responsibilities. The volume is multidisciplinary and reflects the aim of the (...) book to promote a state of the art assessment of these issues. Science and Technology Ethics is a much-needed discussion of the scientific developments that have major effects on the way we live. It will be of interest to all students of science and technology and all professionals involved with administrating laws in these fields. (shrink)

Science and technology, including nanoscale science and technology, influences and is influenced by various discourses and areas of action. Ableism is one concept and ability expectation is one dynamic that impacts the direction, vision, and application of nanoscale science and technology and vice versa. At the same time, policy documents that involve or relate to disabled people exhibit ability expectations of disabled people. The authors present ability expectations exhibited within two science and (...) class='Hi'>technology direction documents from Asia, as well as in two policy documents generated and influenced by disabled people from Asia. As well, the authors discuss the impact of the ability expectations exhibited in these four documents with respect to the relationship between science and technology and disabled people. (shrink)

This book provides science and technology ethos to a literate person. It starts with a rather detailed treatment of basic concepts in human values, educational status and domains of education, development of science and technology and their contributions to the welfare of society. It describes ways and means of scientific progresses and technological advancements with their historical perspectives including scientific viewpoints of contributing scientists and technologists. The technical, social, and cultural dimensions are surveyed in relation to (...) acquisition and application of science, and advantages and hindrances of technological developments. Science and Technology is currently taught as a college course in many universities with the intention to introduce topics from a global historical perspective so that the reader shall stretch his/her vision by mapping the past to the future. The book can also serve as a primary reference for such courses. (shrink)

The relationship between science and technology is problematic, especially when thinking about the ethics of technology. Part of the problem is the polysemic character of both terms, but especially of technology. There are also multiple perspectives from which to distinguish and relate the two, as well as a third important term, engineering. Finally, there is more than one definitional strategy with a claim to legitimacy.

This article introduces a satellite technology, High Resolution Picture Transmission (HRPT), for a science activity. HRPT is a digital data stream transmitted from environmental satellites. The HRPT imagery is capable of providing real-time studies of regional geology, glacial processes, atmospheric processes, ocean circulation, coastal processes, hydrology, and so on. Obtaining and manipulating HRPT data creates a variety of exciting experiences in science classrooms. A Science and Technology for Individuals, Societies, and the Environment (STISE) teaching model (...) was developed to use satellite technologies for science activities. STISE is a conceptual model for addressing key cognitive and affective parameters when designing science lessons. STISE is designed to encourage students to understand science and technology from their levels of cognition, then relate their understanding to the environment, levels of societies, and their lives. Relationships among science, technology, and society become both obvious and interesting to students as they process and interpret the HRPT imagery. (shrink)

Lincoln and Guba provided some principles and four evaluative criteria called “trustworthiness” to guide social science research naturalistically. However, drawing on Science and Technology Studies (STS) literature, a field engaged with methods and practices of science for several decades, one can argue that this approach is not still fully naturalistic. In this paper, we review Lincoln and Guba’s four criteria of trustworthiness from an STS perspective. We argue that the STS literature can challenge these criteria, but (...) at the same time they have the potential to be reconstructed with the help of the materials STS provides. (shrink)

Science and Technology Studies has attained a strong international profile in recent decades. Science Studies incorporates work in the History and Philosophy of Science, but emphasizes the social, cultural, and political implications of developments in the natural sciences, mathematics, engineering, and medicine. The Sociology of Science remains a vital part of Science Studies, but many other key contributors in the field identify more strongly with core disciplines such as Anthropology, Political Science, and Communication (...) Studies. Edited by a leading scholar in the field, this new four-volume collection from Routledge brings together classic work and the very best contemporary and cutting-edge scholarship. It provides researchersâe"and advanced studentsâe"with easy access to the key items of scholarly literature, material that is otherwise inaccessible or scattered throughout a variety of specialist journals and books. In particular, the collection enables users to gain a deep understanding of the current controversies surrounding science. The materials gathered exemplify important arguments, empirical studies, perspectives, and controversies (such as âe~the science warsâe(tm) of the 1990s). The collection also includes a full index, together with a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context. Science and Technology Studies is an essential work of reference and will be welcomed as a vital one-stop research and pedagogic resource. (shrink)

(1996). Science and technology in the discourse of Sayyid Qutb. Social Epistemology: Vol. 10, Islamic Social Epistemology, pp. 289-304. doi: 10.1080/02691729608578820.

Part I presents a quantitative-empirical outline of chemistry, esp. preparative chemistry, concerning its dominant role in today's science, its dynamics, and its methods and aims. Emphasis is laid on the poietical character of chemistry for which a methodological model is derived. Part II discusses standard distinction between science and technology, from Aristotle (whose theses are reconsidered in the light of modern sciences) to modern philosophy of technology. Against the background of results of Part I, it is (...) argued that all these distinctions fail, because the underlying concepts of science are either out-dated, one-sided, or arbitrary. A deeper understanding of today's sciences requires, in particular, a philosopical investigation of chemistry. (shrink)

Bringing Pierre Bourdieu to Science and Technology Studies Content Type Journal Article Pages 263-273 DOI 10.1007/s11024-011-9174-2 Authors Mathieu Albert, Wilson Centre and Department of Psychiatry, Faculty of Medicine, University of Toronto, 200 Elizabeth Street , Eaton-South 1-581, Toronto, ON M5G 2C4, Canada Daniel Lee Kleinman, Department of Community and Environmental Sociology, University of Wisconsin-Madison, 348 Agricultural Hall 1450 Linden Drive, Madison, WI 53706, USA Journal Minerva Online ISSN 1573-1871 Print ISSN 0026-4695 Journal Volume Volume 49 Journal Issue Volume (...) 49, Number 3. (shrink)

Science and technology influence international affairs by many different mechanisms. Both create new issues, risks and uncertainties. Advances in science alert the international community to new issues and risks. New technological capabilities transform war, diplomacy, commerce, intelligence, and investment. This paper identifies six basic patterns by which advances in science and technology influence international relations: as a juggernaut or escaped genie with rapid and wide-ranging ramifications for the international system; as a game-changer and a conveyer (...) of advantage and disadvantage to different actors in the international system; as a source of risks, issues and problems that must be addressed and managed by the international community; as key dimensions or enablers of international macro phenomena; as instruments of foreign policy or sources of technical information for the management of an ongoing international regime; as the subject of projects and institutions whose planning, design, implementation and management provide grist for the mill of international relations and diplomacy. (shrink)

In the complex diversity of processes and phenomena associated with the revolution in science and technology and characteristic of the functioning of capitalism in the 1960s, a new and at the same time highly characteristic phenomenon is to be seen. This is the complex scientific-technological project, which made its appearance at the leading edge of scientific and engineering progress. Maximum national technical, economic, and scientific potential is concentrated on its implementation, as are the latest achievements in management and (...) organization. Projects of this order are elevated to the level of "national goals and interests," as a consequence of which the government works actively to assist them and regards their implementation as a factor promoting economic growth and the country's authority in the international arena. (shrink)

ABSTRACT The beginning of the twentieth century was a period of an intense development of technological utopia. The advancement of the natural sciences at that time provided scholars and thinkers with a new perspective and a better tool for getting to know the universe. Thanks to this, utopian visions created at that time were more daring and ambitious than their predecessors. It is no coincidence that the first cosmic utopias were created at this time, positioning ideal communities outside the earth. (...) Russian authors Alexander Bogdanov and Konstantin Tsiolkovsky stand out among the creators of such utopias. These two renowned scientists, considered pioneers in their respective areas, presented within the span of slightly more than a decade surprisingly similar visions, one of them taking place on Mars and the other in the cosmic space. What sets the two narratives apart is the role they attribute to science and technology. Regardless of the fact that both utopias are characterized by a high level of scientific development and technological advancement, the scientific-technological factor is a vital determinant of the idealized community in only one of them. The key to understanding this discrepancy may be found in the works of British writer H. G. Wells. (shrink)

The argument that recent attempts to model technology studies on science studies have consequences for approaches to science studies as well is presented. In particular, the move to technology studies through science studies counts against the existing extreme pictures of science, "enlightenment rationalism," and "constructivisim," which are identified with modernism and postmodernism, respectively. Some components for a moderate "enlightened post-modern synthesis" in naturalism, interest theory, and systems theory are found.

As the field of Science and Technology Studies has become more established, it has increasingly hidden its philosophical roots. While the trend is typical of disciplines striving for maturity, Steve Fuller, a leading figure in the field, argues that STS has much to lose if it abandons philosophy. In his characteristically provocative style, he offers the first sustained treatment of the philosophical foundations of STS and suggests fruitful avenues for further research. With stimulating discussions of the Science (...) Wars, the Intelligent Design Theory controversy, and theorists such as Donna Haraway and Bruno Latour, _Philosophy of Science and Technology_ _Studies_ is required reading for students and scholars in STS and the philosophy of science. (shrink)

This chapter contains sections titled: References and Further Reading.

Science and technology are frequently confused. This essay points out thebases for this confusion and then focuses on a basic distinction, namely, that whereas science brings us information that we have little choice but to absorb and reflect upon, technology is something that humans elect to do and, hence, can also elect not to do. It is proposed that technological ethics are most cogently undertaken with scientific understanding as the linchpin and religious/artistic sensibilities as the muse.

Development has become the main obsession for Third World countries. It is usually associated with the mastery of scientific and technological processes. Since strictly speaking there is no transfer of teohnology, poor countries cannot solve their problens by simply profiting from a technology freely flowing from advanced nations. Other alternatives must be considered. At the same time, the notion of development itself must be criticised and a developed notion of development must be achieved and applied. Such an achievement could (...) be the contribution of the developing countries to the world as a whole. (shrink)

This book provides a significant contribution to scholarship on the psychology of science and the psychology of technology by showcasing a range of theory and research distinguished as psychological studies of science and technology. Science and technology are central to almost all domains of human activity, for which reason they are the focus of subdisciplines such as philosophy of science, philosophy of technology, sociology of knowledge, and history of science and (...) class='Hi'>technology. To date, psychology has been marginal in this space and limited to relatively narrow epistemological orientations. By explicitly embracing pluralism and an international approach, this book offers new perspectives and directions for psychological contributions. The book brings together leading theorists and researchers from around the world and spans scholarship across a variety of traditions that include theoretical psychology, critical psychology, feminist psychology and social constructionist approaches. Following a historical and conceptual introduction, the collection is divided into three sections: Scoping a New Psychology of Science and Technology, Applying Psychological Concepts to the Study of Science and Technology and Critical Perspectives on Psychology as a Science. The book will interest interdisciplinary scholars who work in the space of Science and Technology Studies and psychologists interested in the diverse human aspects of science and technology. (shrink)

Against a backcloth of philosophical debates on science and technology, and in particular the viewpoints of Karl Marx, this three-volume set proposes to reconsider science and technology and explores how the philosophy of science and technology responds to scientific and technological evolutions and an ever-changing world. The first volume analyses Marx's reconsideration of science and technology in five parts: its positioning, its historical practice, alienation of science and technology, and its (...) relationship with productivity and human liberty. In the second volume, viewpoints and problems of scientism and anti-scientism are discussed, covering topics such as instrumental reason, scientific optimism and pessimism, irrationalism and the deconstruction of scientism. The final volume discusses complementary value choices, the loss and awakening of scientific culture and reveals a vison for a liberal and open world of science and technology. The volumes will appeal to scholars and students interested in Marxist philosophy, the philosophy of science and technology and topics related to scientific culture. (shrink)

The response to the article by O.E. Stolyarova the author shows why the proposed justification for the place of philosophy in the structure of science and technology studies does not work well in relation to the tasks of interdisciplinary communication. It is argued that it is more effective to refer to historical examples and analyze them than to use a purely theoretical explanation of why these examples arise. It is pointed out that, despite the results of postpositivist research (...) of science, the scientific community continues to rely on corporate “common sense”, in which science is seen as positive knowledge and on this basis is opposed to philosophy as a speculative discipline. The necessity of avoiding these ideas in the context of science policy tasks, primarily among scientific managers from among the scientists themselves, is substantiated. (shrink)