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Reflections on Technology for Educational Practitioners
Philosophers of Technology Inspiring Technology Education
Series: - International Technology Education Studies, Volume: 16
Reflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of âreflective practitionersâ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.
John R. Dakers is a researcher at Delft University of Technology. He has published many books and articles including Defining Technological Literacy (second edition, 2014) and New Frontiers in Technology Education (2014).
Jonas Hallström, Ph.D. (2003), Linköping University, Sweden, is Professor of Technology Education at that university, and also has an M.A. in English literature. His research concerns historical, philosophical, and sociological aspects of technology education.
Marc J. de Vries, Ph.D. (1988), Delft University of Technology, is Professor of Philosophy of Technology and Professor of Science and Technology Education. He is the editor-in-chief of the International Journal of Technology Education and author of, among other publications, the book Teaching about Technology: An Introduction to Philosophy of Technology for Non-philosophers.
Jonas Hallström, Ph.D. (2003), Linköping University, Sweden, is Professor of Technology Education at that university, and also has an M.A. in English literature. His research concerns historical, philosophical, and sociological aspects of technology education.
Marc J. de Vries, Ph.D. (1988), Delft University of Technology, is Professor of Philosophy of Technology and Professor of Science and Technology Education. He is the editor-in-chief of the International Journal of Technology Education and author of, among other publications, the book Teaching about Technology: An Introduction to Philosophy of Technology for Non-philosophers.
Preface
List of Figures and Tables
Notes on Contributors
1. Introduction
âJohn R. Dakers, Jonas Hallström and Marc J. de Vries
2. Carl Mitcham: Descriptions of Technology
âJohan Svenningsson
3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts
âMarc J. de Vries
4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships
âVicki Compton
5. Pierre Rabardel: Instrumental Activity and Theory of Instrument
âMarjolaine Chatoney and Patrice Laisney
6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education
âJohn R. Dakers
7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans
âJohn R. Dakers
8. Bruno Latour: Actor Network Theory
âJohn R. Dakers
9. Andrew Feenberg: Implications of Critical Theory for Technology Education
âPiet J. Ankiewicz
10. Langdon Winner: A Call for Critical Theory for Technology Education
âCecilia Axell
11. Kevin Kelly: Technology Education for the Technicum
âDavid Barlex
12. Don Ihde: Praxis Philosophy and Design and Technology Education
âSteve Keirl
13. Albert Borgmann: The Device Paradigm
âJohn R. Dakers and Marc J. de Vries
14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology
âJonas Hallström
List of Figures and Tables
Notes on Contributors
1. Introduction
âJohn R. Dakers, Jonas Hallström and Marc J. de Vries
2. Carl Mitcham: Descriptions of Technology
âJohan Svenningsson
3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts
âMarc J. de Vries
4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships
âVicki Compton
5. Pierre Rabardel: Instrumental Activity and Theory of Instrument
âMarjolaine Chatoney and Patrice Laisney
6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education
âJohn R. Dakers
7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans
âJohn R. Dakers
8. Bruno Latour: Actor Network Theory
âJohn R. Dakers
9. Andrew Feenberg: Implications of Critical Theory for Technology Education
âPiet J. Ankiewicz
10. Langdon Winner: A Call for Critical Theory for Technology Education
âCecilia Axell
11. Kevin Kelly: Technology Education for the Technicum
âDavid Barlex
12. Don Ihde: Praxis Philosophy and Design and Technology Education
âSteve Keirl
13. Albert Borgmann: The Device Paradigm
âJohn R. Dakers and Marc J. de Vries
14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology
âJonas Hallström
Researchers, curriculum developers, teacher educators and teachers in technology education (Design & Technology Education, Technology & Engineering Education).