Teaching about Technology: An Introduction to the Philosophy by Marc J. de Vries

By Marc J. de Vries

This ebook presents an advent to the philosophy of expertise. It deals a survey of the present state-of-affairs within the philosophy of know-how, and discusses its relevance for educating approximately technology.

Teaching approximately expertise, in any respect degrees of schooling, can merely be performed correctly whilst those that train have a transparent proposal approximately what it really is that they train. In different phrases: they need to manage to supply a suitable solution to the query: what's know-how? The query of the character of expertise is explored within the philosophy of expertise, making this a hugely appropriate self-discipline should you educate approximately expertise. Literature during this box, although, isn't really continuously effortless to entry for non-philosophers. by means of supplying an creation to the philosophy of expertise, this booklet makes the self-discipline extra simply accessible.

The ebook can be utilized in introductory classes at the philosophy of know-how in instructor education schemes, engineering teaching programs, and by way of person educators who're drawn to the fascinating phenomenon of expertise that's so vital in our modern society.

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Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers

This ebook offers an advent to the philosophy of know-how. It bargains a survey of the present state-of-affairs within the philosophy of know-how, and discusses its relevance for instructing approximately expertise. instructing approximately know-how, in any respect degrees of schooling, can purely be performed competently while those that train have a transparent suggestion approximately what it truly is that they educate.

Additional resources for Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers

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In sciences the hypothesis will always have to undergo new tests because we can never be sure that we have overlooked a possible test that will falsify the hypothesis. In engineering, on the contrary, we are justified in finishing testing as soon as the design has been proven to function in the context for which it was designed. This reveals a difference in approach between science and engineering: scientists are problem-oriented (they want to keep exploring the problem) and engineers are solution-oriented (as soon as a good satisfying solution has been found, the problem is no longer of interest).

An example of a taxonomy for that has been presented by Margaret Boden. She identifies the following levels of interdisciplinarity: 1. Encyclopedic: in this type knowledge of various disciplines is available, but researchers do not necessarily make use of them (a university as a totality is mentioned as an example of this); 2. Contextualizing: people take some account of other disciplines in teaching and determination of research goals, but without active research co-operation; 3. Shared: people from different disciplines work together on a complex problem, but not as close as in day-to-day co-operation; 4.

For some experiments that may be of importance for a proper interpretation of the outcomes. Always when using models we have to realize that the model is only analogous to reality in certain respects. 3 Engineering Sciences 35 • structural analogies: the structure of an electron microscope is analogous to the structure of a light microscope (there is a similar set of lenses in a similar setting); • functional analogies: the switch in an electrical circuit has the same function as the tap in a water circuit; • formal analogies: the formula for the gravitational force between two masses is analogous to the electrical force between two electrical charges.

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