The Structure of Thinking in Technology

Skolimowski, Henryk

doi:10.1007/978-94-010-2182-1_7

Cited by 46 publications

(34 citation statements)

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“…For some authors this issue is closely related to praxiology -a general theory of efficient action (that is usually understood in terms of economic efficiency). As proposed by Skolimowski (1966) praxiology (as a normative discipline) gives guidelines for all activities from the perspective of practical values (not aesthetic or moral). He argues that technological progress is a process of increasing effectiveness, so praxiology can analyse this ''multichanneled and multileveled road'' (p. 377).…”

Section: Technological Knowledge Is Associated With Praxiological Knomentioning

confidence: 99%

“…(p. 375) ''Better objects'' are understood in a very technocratic paradigm. According to Skolimowski (1966), the effectiveness in producing objects of a 'given kind' is closely related to certain ''patterns of thinking which can be discerned as characteristic for various branches of technology and elsewhere'' (p. 381). The most important conceptual elements in these patterns he calls categories: for surveying, it is accuracy; for civil engineering, it is durability; for architectural thinking, it is durability, aesthetics and utility; for mechanical engineering, it is efficiency.…”

Section: Introductionmentioning

confidence: 98%

“…Skolimowski (1966) was among the first philosophers of technology who considered technology as a form of human knowledge and used the idea of technological progress to distinguish ''specific thought patterns [italics added] which can be seen as explaining technological progress'' (p. 373). He sees the aim of philosophy of technology as being to investigate the nature and structure of technology which is a branch of human learning and to analyse its cognitive content.…”

Section: Introductionmentioning

confidence: 99%

“…The major way of making these distinctions is on the basis of intention or purpose (Layton 1974;Mitcham 1978;Skolimowski 1966). Skolimowski (1966) sees the difference between scientific and technological knowledge in the differences of aims.…”

Section: Introductionmentioning

confidence: 99%

“…Skolimowski (1966) sees the difference between scientific and technological knowledge in the differences of aims. ''Science aims at enlarging our knowledge through devising better and better theories; technology aims at creating new artifacts through devising means of increasing effectiveness'' (p. 376).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge and Values in Technology Education

Pavlova

2005

Int J Technol Des Educ

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This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed.

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Section: Technological Knowledge Is Associated With Praxiological Knomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Knowledge and Values in Technology Education

Pavlova

2005

Int J Technol Des Educ

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Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

Oliveira

Schneider

Kim

2020

Human Behav and Emerg Tech

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Despite its ubiquity in modern life, there presently exists no consensual agreement on what technology is exactly. Striving for theoretical advancement and clarity, this grounded theoretical paper comparatively considers how technology is explicitly defined or implicitly conceptualized in the national education policies of three different countries: Brazil, Korea, and the United States. Serving as a source of theoretical insight, curriculum conceptions of technology are considered in light of scholastic philosophy and academic theorizing about the nature of technology. It is described how curriculum conceptions of technology varies in terms of alignment with humanities-or engineeringoriented philosophical perspectives on technology, in terms of society-centeredness (technology-society relations) or learner-centeredness (technology-self relations), and in terms of prioritizing preparation of informed users or producers/creators of technology. Despite such variations, several common themes are noticeable, including a strong emphasis on the latest technologies, the creative side of technological design, and a tendency to conceive of technology computationally. It is argued that comparing the national curricula of different countries offers a unique opportunity to examine diverse perspectives on technology and potentially advance deliberations about its nature. International comparison also provides a broader and richer context for theorizing about the ontological status of such an important and yet elusive human endeavor. K E Y W O R D S curriculum conceptions, national policies, nature of technology, philosophy and history of technology, technology in the curriculum 1 | INTRODUCTION Whether integrated across the content areas or taught as a separate school subject, technology has become an integral part of the school curriculum. Across the globe and the K-12 grade spectrum, educators have increasingly recognized and capitalized upon the potential of information and communication technologies to pedagogically support student development and learning of academic content like science (Krajcik & Mun, 2014; Oliveira et al., 2019). Students, in turn, have come to learn largely through technological representations (e.g., digitalized images and interactive inscriptions) and can now learn about technology itself with the recent emergence of new school subjects such as computer science in countries like the United States. In curriculum development and policy-making circles, if the question is "What knowledge is most worth?", the answer is likely to include technology. Its ubiquity in education has been celebrated by some scholars who have argued that technology can radically transform and improve schooling (Dede, 2000; Mcdonald & Ingvarson, 1997) and help make it more inclusive to displaced and underprivileged populations worldwide (UNESCO, 2018). In contrast, others have lamented this rapidly

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International Perspectives on Engineering Education

2015

Philosophy of Engineering and Technology

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The Structure of Thinking in Technology

Cited by 46 publications

References 0 publications

Knowledge and Values in Technology Education

Knowledge and Values in Technology Education

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

International Perspectives on Engineering Education

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