Thinking about technology: Foundations of the philosophy of …

The Role of Technology in Science: Philosophical Perspectives, 2015

The relationship(s) between science and technology can be conceived in different ways depending on how each of the two concepts is defined. This chapter traces them both back to the medieval tradition of knowledge classification and its notions of science and mechanical arts. Science can be defined either in the limited sense of the English language or in a broader sense that includes the humanities. It is argued that the latter approach provides a more adequate delimitation from an epistemological point of view. The word "technology" can refer either to knowledge about practical activities with tools and machines (a common sense in German and many other languages) or to these activities, tools, and machines themselves (the common sense of the word in English). Based on conceptual clarifications of the two concepts, four classes of philosophically interesting questions about sciencetechnology relationships are outlined: (1) the relation between science in general and technological science, (2) the role of science in technological practice, (3) the role of technological practice in science, and (4) the relationship between science and the Aristotelian notion of productive arts (that is more general than the notion of technological practice).

Basic research or fundamental research is distinct from both pure and applied research, in that it is pure research with expected useful results. The existence of basic or fundamental research is problematic, at least for both inductivists and instrumentalists, but also for Popper. Assuming scientific research to be the search for explanatory conjectures and for refutations, and assuming technology to be the search of conjectures and some corroborations, we can easily place basic or fundamental research between science and technology as a part of their overlap. As a bonus, the present view of basic or fundamental research as an overlap explains the specific hardship basic research workers encounter.

Technology and Society studies, 2006

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 practicebased methodological perspective. Some implications of the philosophy for STS are identified and discussed.

Science & Education, 2005

The current consideration of technology as 'applied science', this is to say, as something that comes 'after' science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a na€ ve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens.

In the twentieth century, it was believed that the only reliable means to improve the human condition came from the new machines, chemicals and many different techniques. Including recurrent social ills and the environment that accompanies technological advances rarely have affected this faith. Today, there is a clear perception that science and technology have provided progress for humanity, but, along with it, have the ability to also destroy it.

Essays in Philosophy, 2012

Brian Arthur begins his book with a commentary on the dearth of useful literature on the nature of technology: "Technology in fact is one of the most completely known parts of the human experience. Yet of its essence-the deep nature of its being-we know little" (13).

Science & Technology Studies