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Human societies have not always taken on new technology in
appropriate ways. Innovations are double-edged swords that
transform relationships among people, as well as between human
societies and the natural world. Only through successful cultural
appropriation can we manage to control the hubris that is
fundamental to the innovative, enterprising human spirit; and only
by becoming hybrids, combining the human and the technological,
will we be able to make effective use of our scientific and
technological achievements.
This broad cultural history of technology and science provides a
range of stories and reflections about the past, discussing areas
such as film, industrial design, and alternative environmental
technologies, and including not only European and North American,
but also Asian examples, to help resolve the contradictions of
contemporary high-tech civilization.
This second companion volume on engineering studies considers
engineering practice including contextual analyses of engineering
identity, epistemologies and values. Key overlapping questions
examine such issues as an engineering identity, engineering
self-understandings enacted in the professional world, distinctive
characters of engineering knowledge and how engineering science and
engineering design interact in practice. Authors bring with them
perspectives from their institutional homes in Europe, North
America, Australia\ and Asia. The volume includes 24 contributions
by more than 30 authors from engineering, the social sciences and
the humanities. Additional issues the chapters scrutinize include
prominent norms of engineering, how they interact with the values
of efficiency or environmental sustainability. A concluding set of
articles considers the meaning of context more generally by asking
if engineers create their own contexts or are they created by
contexts. Taken as a whole, this collection of original scholarly
work is unique in its broad, multidisciplinary consideration of the
changing character of engineering practice.
This inclusive cross-cultural study rethinks the nexus between
engineering education and context. In so doing the book offers a
reflection on contextual boundaries with an overall boundary
crossing ambition and juxtaposes important cases of critical
participation within engineering education with sophisticated
scholarly reflection on both opportunities and discontents. Whether
and in what way engineering education is or ought to be
contextualized or de-contextualized is an object of heated debate
among engineering educators. The uniqueness of this study is that
this debate is given comprehensive coverage – presenting both
instrumentally inclined as well as radical positions on
transforming engineering education. In contextualizing engineering
education, this book offers diverse commentary from a range of
disciplinary, meta- and interdisciplinary perspectives on how
cultural, professional, institutional and educational systems
contexts shape histories, structural dynamics, ideologies and
challenges as well as new pathways in engineering education. Topics
addressed include examining engineering education in countries
ranging from India to America, to racial and gender equity in
engineering education and incorporating social awareness into the
area. Using context as “bridge†this book confronts engineering
education head on. Contending engineering ideologies and
corresponding views on context are juxtaposed with contending
discourses of reform. The uniqueness of the book is that it brings
together scholars from the humanities, the social sciences and
engineering from Europe – both East and West –  with the
United States, China, Brazil, India and Australia.
This second companion volume on engineering studies considers
engineering practice including contextual analyses of engineering
identity, epistemologies and values. Key overlapping questions
examine such issues as an engineering identity, engineering
self-understandings enacted in the professional world, distinctive
characters of engineering knowledge and how engineering science and
engineering design interact in practice. Authors bring with them
perspectives from their institutional homes in Europe, North
America, Australia\ and Asia. The volume includes 24 contributions
by more than 30 authors from engineering, the social sciences and
the humanities. Additional issues the chapters scrutinize include
prominent norms of engineering, how they interact with the values
of efficiency or environmental sustainability. A concluding set of
articles considers the meaning of context more generally by asking
if engineers create their own contexts or are they created by
contexts. Taken as a whole, this collection of original scholarly
work is unique in its broad, multidisciplinary consideration of the
changing character of engineering practice.
This inclusive cross-cultural study rethinks the nexus between
engineering education and context. In so doing the book offers a
reflection on contextual boundaries with an overall boundary
crossing ambition and juxtaposes important cases of critical
participation within engineering education with sophisticated
scholarly reflection on both opportunities and discontents. Whether
and in what way engineering education is or ought to be
contextualized or de-contextualized is an object of heated debate
among engineering educators. The uniqueness of this study is that
this debate is given comprehensive coverage - presenting both
instrumentally inclined as well as radical positions on
transforming engineering education. In contextualizing engineering
education, this book offers diverse commentary from a range of
disciplinary, meta- and interdisciplinary perspectives on how
cultural, professional, institutional and educational systems
contexts shape histories, structural dynamics, ideologies and
challenges as well as new pathways in engineering education. Topics
addressed include examining engineering education in countries
ranging from India to America, to racial and gender equity in
engineering education and incorporating social awareness into the
area. Using context as "bridge" this book confronts engineering
education head on. Contending engineering ideologies and
corresponding views on context are juxtaposed with contending
discourses of reform. The uniqueness of the book is that it brings
together scholars from the humanities, the social sciences and
engineering from Europe - both East and West - with the United
States, China, Brazil, India and Australia.
This book discusses the ways in which engineering educators are
responding to the challenges that confront their profession. On the
one hand, there is an overarching sustainability challenge: the
need for engineers to relate to the problems brought to light in
the debates about environmental protection, resource depletion, and
climate change. There are also a range of societal challenges that
are due to the permeation of science and technology into ever more
areas of our societies and everyday lives, and finally, there are
the intrinsic scientific and technological challenges stemming from
the emergence of new fields of "technosciences" that mix science
and technology in new combinations. In the book, the author
discusses and exemplifies three contending response strategies on
the part of engineers and engineering educators: a commercial
strategy that links scientists and engineers into networks or
systems of innovation; an academic strategy that reasserts the
traditional values of science and engineering; and an integrative
strategy that aims to combine scientific knowledge and engineering
skills with cultural understanding and social responsibility by
fostering what the author terms a "hybrid imagination." Professor
Jamison combines scholarly analysis with personal reflections
drawing on over forty years of experience as a humanist teaching
science and engineering students about the broader social,
political and cultural contexts of their fields. The book has been
written as part of the Program of Research on Opportunities and
Challenges in Engineering Education in Denmark (PROCEED), funded by
the Danish Strategic Research Council, for which Professor Jamison
has served as coordinator.
Human societies have not always taken on new technology in
appropriate ways. Innovations are double-edged swords that
transform relationships among people, as well as between human
societies and the natural world. Only through successful cultural
appropriation can we manage to control the hubris that is
fundamental to the innovative, enterprising human spirit; and only
by becoming hybrids, combining the human and the technological,
will we be able to make effective use of our scientific and
technological achievements.
This broad cultural history of technology and science provides a
range of stories and reflections about the past, discussing areas
such as film, industrial design, and alternative environmental
technologies, and including not only European and North American,
but also Asian examples, to help resolve the contradictions of
contemporary high-tech civilization.
The image on the book cover to the right is one of the top news
images of our time. Immediately upon seeing it, we asked ourselves,
"How could that happen? It would take a miracle " In the providence
of God, one of the passengers on board was a Christian fourth-year
medical student who got on the flight home to Charlotte, SC,
standby, because his residency interviews in New York City, January
15, 2009 were concluded sooner than expected. From the book: "As I
took my seat, I pulled out two books I had been reading on the
interview trail. One, The Sovereignty of God, by Arthur W. Pink,
was a heavy theological book that had been convincing me of just
how sovereign God is. The other was a little lighter read, Prince
Caspian, by CS Lewis. This is a children's book with great biblical
allegories.... "During this time on the taxiway, the flight
attendants went through their typical speech of what to do if, "In
the unlikely event of a water landing, your seat cushion may be
used as a flotation device." I only half-way registered what she
said, but I guarantee you, those words will never fly past my brain
again, unattended." From the Foreword, by Dr. David Stevens, CEO of
the Christian Medical & Dental Associations: "When you're
hurtling toward death, the character already developed in you takes
over like an auto-pilot, and finds expression in one way or
another. In Andrew's case, while others might have screamed in
terror, his response was to ask the nearby passengers if he could
PRAY with them. Now that's the kind of doctor I want to attend me
when things are taking a turn for the worse, or as the saying goes,
when it seems like the wings are about to fall off."
The second collection of papers written within the research
project, Public Participation and Environmental Science and
Technology Options (PESTO). The aim is to compare the
reconstitution of environmental science and technology policy in
eight European countries. The contention is that the involvement of
the general public is crucial for the successful implemantation of
policies for "sustainable development" and that, in this regard,
the countries of Europe have a great deal to learn from each
other's experiences.
Music and song are central to modern culture--social movements to cultural change. Building on their studies of the sixties culture and the theory of cognitive praxis, the authors examine the mobilization of cultural traditions and the formation of new collective identities through the music of activism. Specific chapters examine American folk and country music, black music, music of the sixties, and the transfer of the American experience to Europe. This highly readable book is among the first to link social movement and cultural theory.
The Making of Green Knowledge provides a wide ranging introduction to the politics of the environment and the development of environmental knowledge. Focusing in particular on the quest in recent years for more sustainable forms of socio-economic development, it attempts to place environmental politics within a broad historical perspective, and examines the different political strategies and cultural practices that have emerged. The Making of Green Knowledge is a uniquely personal exploration of the relationship between sustainable development, public participation, and cultural transformation. Through a highly accessible mix of theory, practical analysis and personal reflection it seeks to bring the making of green knowledge to life. Andrew Jamison is an American who has lived in Sweden since 1970 and is now Professor of Technology and Society at Aalborg University, Denmark. He is the co-author with Ron Eyerman of Social Movements: A Cognitive Approach (1991), Seeds of the Sixties (1994) and Music and Social Movements (1998).
"The Sixties." The powerful images conveyed by those two words have
become an enduring part of American cultural and political history.
But where did Sixties radicalism come from? Who planted the
intellectual seeds that brought it into being? These questions are
answered with striking clarity in Andrew Jamison and Ron Eyerman's
book. The result is a combination of history and biography that
vividly portrays an entire culture in transition.
The authors focus on specific individuals, each of whom in his or
her distinctive way carried the ideas of the 1930s into the decades
after World War II, and each of whom shared in inventing a new kind
of intellectual partisanship. They begin with C. Wright Mills,
Hannah Arendt, and Erich Fromm and show how their work linked the
"old left" of the Thirties to the "new left" of the Sixties. Lewis
Mumford, Rachel Carson, and Fairfield Osborn laid the groundwork
for environmental activism; Herbert Marcuse, Margaret Mead, and Leo
Szilard articulated opposition to the postwar
"scientific-technological state." Alternatives to mass culture were
proposed by Allen Ginsberg, James Baldwin, and Mary McCarthy; and
Saul Alinsky, Dorothy Day, and Martin Luther King, Jr., made
politics personal.
This is an unusual book, written with an intimacy that brings to
life both intellect and emotion. The portraits featured here
clearly demonstrate that the transforming radicalism of the Sixties
grew from the legacy of an earlier generation of thinkers. With a
deep awareness of the historical trends in American culture, the
authors show us the continuing relevance these partisan
intellectuals have for our own age.
""In a time colored by 'political correctness' and theascendancy of
market liberalism, it is well to remember the partisan
intellectuals of the 1950s. They took sides and dissented without
becoming dogmatic. May we be able to say the same about
ourselves.""--from Chapter 7
The Making of Green Knowledge provides a wide ranging introduction to the politics of the environment and the development of environmental knowledge. Focusing in particular on the quest in recent years for more sustainable forms of socio-economic development, it attempts to place environmental politics within a broad historical perspective, and examines the different political strategies and cultural practices that have emerged. The Making of Green Knowledge is a uniquely personal exploration of the relationship between sustainable development, public participation, and cultural transformation. Through a highly accessible mix of theory, practical analysis and personal reflection it seeks to bring the making of green knowledge to life. Andrew Jamison is an American who has lived in Sweden since 1970 and is now Professor of Technology and Society at Aalborg University, Denmark. He is the co-author with Ron Eyerman of Social Movements: A Cognitive Approach (1991), Seeds of the Sixties (1994) and Music and Social Movements (1998).
Starting around 1900, technology became a lively subject for
debate among intellectuals, writers, and other opinion leaders. The
expansion of the machine into ever more areas of social and
economic life had led to a need to interpret its meanings in a more
comprehensive way than in the past. World War I and its aftermath
shifted the terms of this ongoing debate by underlining both the
potential dangers of technology and its centrality to modern
life.This book examines the broad range of social and intellectual
responses to technology in the first four decades of this century,
and suggests that these responses set the terms that continue to
govern contemporary debates. Focusing on the broader contexts
within which intellectual positions are formed, the book highlights
the ways in which attitudes toward technology were shaped in a wide
variety of national and organizational settings. A common theme is
that, in debating technology, people drew on their distinctive
national symbols and cultural traditions. By emphasizing the
interplay between debates on technology and the making of
modernity, the book challenges standard historical accounts of the
early twentieth century.Contributors: Ketil G. Andersen, Aant
Elzinga, Tor Halvorsen, Mikael Hard, Kjetil Jakobsen, Andrew
Jamison, Catharina Landstrom, Conny Mithander, Sissel Myklebust,
Dick van Lente, Peter Wagner."
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