By Marc J. de Vries
ISBN-10: 3319329448
ISBN-13: 9783319329444
ISBN-10: 3319329456
ISBN-13: 9783319329451
This booklet 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 instructing approximately technology.
Teaching approximately know-how, in any respect degrees of schooling, can basically be performed correctly while those that train have a transparent suggestion approximately what it truly is that they educate. In different phrases: they need to have the capacity 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 know-how, making this a hugely appropriate self-discipline if you educate approximately expertise. Literature during this box, besides the fact that, isn't really regularly effortless to entry for non-philosophers. by way of offering an creation to the philosophy of expertise, this publication makes the self-discipline extra simply accessible.
The booklet can be utilized in introductory classes at the philosophy of know-how in instructor teaching programs, engineering teaching programs, and by way of person educators who're attracted to the interesting phenomenon of know-how that's so vital in our modern society.
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Additional resources for Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers
Example text
There are lots of situations in which ideas about cause and effect are crucial for solving engineering problems. In such cases the positivist approach will not work. Strictly speaking, the positivist is not allowed to make claims for situations that have not been observed. In such cases engineers need a different approach. The empirical-deductive approach offers an alternative for such cases. In this approach hypotheses are developed, from the hypothesis it is derived (deduced) what the outcome of a certain empirical experiment should be in order to confirm the hypothesis, and then the experiment is carried out to test the hypothesis.
Textbooks are no option for teaching and learning knowledge that cannot be adequately expressed in propositions. Pictures can play a supportive role here. Pictures are not 38 3 Technological Knowledge propositions and they may be a useful complement in the process of oral instruction and demonstrating the skills. In the second place we have seen that normative aspects are intrinsic in technological knowledge. That characteristic of technological knowledge should be mirrored in teaching and learning about technology.
Quantitative data (descriptive and prescriptive), 5. practical considerations, and 6. design instrumentalities (procedural knowledge). and normal If we take the design of a car as an example, we can recognize all of these categories. Fundamental design concepts mean that a car designer immediately has a basic image of a car in his or her mind: an object with four wheels, a body, an engine, and so on. The designer also has knowledge about what conditions the car should fulfill, such as what speed, what safety regulation.
Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers by Marc J. de Vries
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