Reflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (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.
Preface List of Figures and Tables Notes on Contributors
Introduction John R. Dakers, Jonas Hallström and Marc J. de Vries 2.
Carl Mitcham: Descriptions of Technology Johan Svenningsson 3.
Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts Marc J. de Vries 4.
Günter Ropohl: Supporting a Technological Literacy for Future Citizenships Vicki Compton 5.
Pierre Rabardel: Instrumental Activity and Theory of Instrument Marjolaine Chatoney and Patrice Laisney 6.
Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education John R. Dakers 7.
Bernard Stiegler: On the Origin of the Relationship between Technology and Humans John R. Dakers 8.
Bruno Latour: Actor Network Theory John R. Dakers 9.
Andrew Feenberg: Implications of Critical Theory for Technology Education Piet J. Ankiewicz 10.
Langdon Winner: A Call for Critical Theory for Technology Education Cecilia Axell 11.
Kevin Kelly: Technology Education for the Technicum David Barlex 12.
Don Ihde: Praxis Philosophy and Design and Technology Education Steve Keirl 13.
Albert Borgmann: The Device Paradigm John R. Dakers and Marc J. de Vries 14.
Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology Jonas Hallström
Researchers, curriculum developers, teacher educators and teachers in technology education (Design & Technology Education, Technology & Engineering Education).