1. Teaching “Technology and Society” to Undergraduate Learners Erol Inelmen Assistant Professor

2. Background Introduction Survey Model Implementation Discussion Conclusion OUTLINE

3. Introduction premise claim evidence

4. Introduction premise Technology Satisfy needs (food, shelter) Use means (energy, robot) should

5. Introduction claim Society must Inculcate values (solidarity, respect) Create assets (green, culture)

6. Introduction evidence Education can Protect resources (soil, water) Suggest goals (development, wellbeing)

7. Background : the problem control significance consequence

8. Higgs et. al. (2000) claims that we need to evolve “theories that guide us toward a critical rather than a passive engagement with technology and its effects in our lives significance Chant (1989) points at the importance of the “artefacts” as they reveal the “social significance” in contexts where they have been introduced.

9. Nye (2006) discussed the idea that we have developed “technologies to increase our physical power, to perform all kind of work, to protect ourselves, to produce surpluses, to enhance memory and extend perception... we have also excelled in finding new uses for inventions, and this has had many unexpected and not always welcome consequences consequences Feenberg (2002) poses the dilemma of technology and development,

10. Collingridge (1980) argues for the need to understand the “diffusion” of technologies in order to control them. Agassi, (1985) suggest the need to “develop the technology of controls” control

11. Survey : the solution integration universality systemics

12. Plato, –from his Republic, VII 537- warns us that “the sciences which they learned without any order in their early education will be brought together and they will be able to see the natural relationship of sciences to one another and to true being”. integration

13. Comenius -while advocating for “universal education”- suggests the need for a) constant practice with minimum of theory and b) experience and observation in a sufficiently varied form as to “prevent boredom” (Sadler, 1966). universality

14. Following Flyvbjerg (2001) we must all take part in the decision making of environmental problems and learn the “rules of the game”. In the future “system dynamics” must be part of any natural or social curriculum. Nature can survive without humans, but humans cannot without nature. systemics

15. Implementation solidarity continuity clarity

16. Every citizen should feel the need to develop a “social responsibility” approach (Inelmen, 1999). such as promoted by FAO, UNDEP, WTO, WWF, WorldWatch. This context must be encouraged. solidarity

17. “System thinking” (Buckeridge and Inelmen, 2002) –some prefer “critical thinking” approach to knowledge generation. In order to facilitate the discussion – among participant of different backgrounds- in class “visual thinking” is adopted (Inelmen, 2001a). Another tool – which is extensively covered in another work of the author- that helps developing new ideas and applications, is “case based reasoning” (Inelmen, 2001b). clarity

18. Integration of all courses is a requirement for a life-long-learning approach in education. Using the classification of the Library of Congress is possible to integrate all areas of studies basically under natural and social sciences. (Inelmen, et al, 2003) continuity

19. Model traditional outcome novel

20. Week Syllabus for the “Technology and Society” course 1Time line of human needs (from shelter to communication) 2Time line of technical achievements (from stone to silicon) 3Technology and science (the double spiral of engagement) 4Technology and urbanism (development of cities, the GAP project)) 5Technology and the environment (air, soil and water protection) 6The history of ideas on technology (from Aristotle to Heidegger) 7Technology applications (innovations in medicine and arts) 8Philosophical discussions on technology (human wellbeing at stake?) 9System approach to technology (the technology palette) click to see the slidesclick to 10Controversial issues (biotechnology, nanotechnology, magnetic waves, etc) 11Appropriate technologies (a sustainable approach to development) 12Waste recovery and recycling technology ( the 0-waste as a target) traditional

21. Pre-fixed outline may cause dissatisfaction in both the participants and the instructor. “There can be no excellent teaching or learning unless teachers and learners delight in what they are doing” (Ramsden, 1992). outcome

22. (SCIENCE) facts enhancedevelop (TECHNOLOGY)(SOCIETY) meanstransformsupportneeds (ENVIRONMENT) resources Model for the “Technology and Society” course novel

23. Discussion conservation innovation regulation

24. Our cultural heritage (due to construction work) and Our physical health (due to excessive cultivation) is endangered conservation

25. Development must be under control. There are too many risks that affect the health of the planet: a dialogue between all stakeholders trying to understand the dynamics between technology, science, society and environment innovation

26. there is a need to teach “technology management” The subject of “appropriate technology” and “sustainable development” be at the top of the program. regulation

27. Conclusion summary caveat legacy

28. Conclusion summary Education can raise the awareness about the benefits/losses caused by “technology” on “society”

29. Conclusion caveat Technology has not adressed all the aspirations Postmodernism surged from this discontent

30. Conclusion legacy We owe next generations the right to use the same resources of the planet we have used The threats originating from the excessive use of technology (Heidegger,1977) need full consideration.

31. Acknowledgement We acknowledge the guidance of Prof. Günhan Danışman from the History Department. His support crystallized in a “techno-palette” framework available on the web.

32. References Meadows, D.H., et al. (1992) “Beyond the limits: confronting global collapse, envisioning a sustainable future”. Post Mills, Vt.: Chelsea Green Pub.Co