This book defines STS--science, technology, and society--education and discusses current thinking about its conceptual evolution. It synthesizes a broad range of research and thought in the history and philosophy of science and technology, STS studies, and education as they are informed by the the dual perspectives of cognitive and social psychology. A model for STS curriculum development in science, social studies, or technology education is presented with well-chosen examples. The book includes an extensive and invaluable bibliography that will enable students, teachers, and researchers to explore the richness of this emerging field.
David D. Kumar and Daryl E. Chubin We live in an information age. Technology abounds: information tech nology, communication technology, learning technology. As a once popular song went, "Something's happening here, but it's just not exactly clear." The world appears to be a smaller, less remote place. We live in it, but we are not necessarily closely tied to it. We lack a satisfactory understanding of it. So we are left with a paradox: In an information age, information alone will neither inform nor improve us as citizens nor our democracy, society, or in stitutions. No, improvement will take some effort. It is a heavy burden to be reflective, indeed analytical, and disciplined but only constructively constrained by different perspectives. The science-based technology that makes for the complexity, contro versy, and uncertainty of life sows the seeds of understanding in Science, Technology, and Society. STS, as it is known, encompasses a hybrid area of scholarship now nearly three decades old. As D. R. Sarewitz,a former geologist now congressional staffer and an author, put it After all, the important and often controversial policy dilemmas posed by issues such as nuclear energy, toxic waste disposal, global climate change, or biotech nology cannot be resolved by authoritative scientific knowledge; instead, they must involve a balancing of technical considerations with other criteria that are explicitly nonscientific: ethics, esthetics, equity, ideology. Trade-offs must be made in light of inevitable uncertainties (Sarewitz, 1996, p. 182).
One of the most important and consistent voices in the reform of science education over the last thirty years has been that of Peter Fensham. His vision of a democratic and socially responsible science education for all has inspired change in schools and colleges throughout the world. Often moving against the tide, Fensham travelled the world to promote his radical ideology. He was appointed Australia's first Professor of Science Education, and was later made a Member of the Order of Australia in recognition of his work in this new and emerging field of study. In this unique book, leading science educators from around the world examine and discuss Fensham's key ideas. Each describes how his arguments, proposals and recommendations have affected their own practice, and extend and modify his message in light of current issues and trends in science education. The result is a vision for the future of science teaching internationally. Academics, researchers and practitioners in science education around the world will find this book a fascinating insight into the life and work of one of the foremost pioneers in science education. The book will also make inspiring reading for postgraduate students of science education.
HOWARD P. SEGAL, FOR THE EDITORS In November 1979 the Humanities Department of the University of Michi gan's College of Engineering sponsored a symposium on ''Technology and Pessimism. " The symposium included scholars from a variety of fields and carefully balanced critics and defenders of modern technology, broadly defined. Although by this point it was hardly revolutionary to suggest that technology was no longer automatically equated with optimism and in turn with unceasing social advance, the idea of linking technology so explicitly with pessimism was bound to attract attention. Among others, John Noble Wilford, a New York Times science and technology correspondent, not only covered the symposium but also wrote about it at length in the Times the following week. As Wilford observed, "Whatever their disagreements, the participants agreed that a mood of pessimism is overtaking and may have already displaced the old optimistic view of history as a steady and cumulative expansion of human power, the idea of inevitable progress born in the Scientific and Industrial Rev olutions and dominant in the 19th century and for at least the first half of this century. " Such pessimism, he continued, "is fed by growing doubts about soci ety's ability to rein in the seemingly runaway forces of technology, though the participants conceded that in many instances technology was more the symbol than the substance of the problem.
This book defines STS—science, technology, and society—education and discusses current thinking about its conceptual evolution. It synthesizes a broad range of research and thought in the history and philosophy of science and technology, STS studies, and education as they are informed by the the dual perspectives of cognitive and social psychology. A model for STS curriculum development in science, social studies, or technology education is presented with well-chosen examples. The book includes an extensive and invaluable bibliography that will enable students, teachers, and researchers to explore the richness of this emerging field.
This landmark book discusses the thought of Tibetan Buddhist thinker Shakya Chokden (1428–1507) on the two major systems of Mahāyāna Buddhism. Influential and controversial in his own day, Shakya Chokden's thought fell out of favor over time and his writings were eventually repressed, becoming available again only in the 1970s. Yet, his startling interpretations of the core areas of Buddhist thought remain valuable and well worth consideration today. Yaroslav Komarovski has used the twenty-four volumes of Shakya Chokden's collected work to provide a systematic presentation of a central aspect of his thought: a reconciliation of Yogācāra and Madhyamaka. Providing a detailed analysis of the two systems' mutual refutations of each other, Shakya Chokden argues for their fundamental compatibility and shared vision. In analyzing Shakya Chokden's ideas, Komarovski explores some of the most important issues of both traditional and modern Buddhist scholarship, including contested approaches to the nature of reality, the relationship between philosophy and contemplative practice, inter- and intrasectarian Buddhist polemics, and the nature of consciousness and mental processes.
Ideas, Machines, and Values is an introductory overview of the emergence of STS as a field of study, as well as a portrait of its current interests and concerns. The book examines the growth of STS from its birth inthe mid-1960's through its development as an interdisciplinary field to its present state. Also addressed are the questions 'Why should we study STS?' and 'In what direction should STS be headed?' This work is highly recommended for anyone interested in building a solid foundation for Science, Technology, and Society Studies.
There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverageof the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and effective teacher education are fully explored. With its teaching ideas and useful resource section, this book is an indispensable addition to your library! Contributors include: Shirley Engle, Anna Ochoa-Becker, Jack Nelson, Carole Hahn, Byron Massialas, Jeff Passe, Jesus Garcia, Gloria Ladson-Billings, Merry Merryfield, Patricia Avery, Sam Totten, Bill Wraga, Walter Parker, and James Shaver.
