The idea of dignity seems indissociable from that of humanity, whether in its universal dimension of ‘human dignity’, or in the individual ‘dignity of the person’. This paper provides an outlook on the ethics governing the sciences and technology, in particular the biological sciences and biotechnology, and recalls the notion of ‘glory’, both human and divine, as it infuses a great part of the Middle Ages and the Renaissance cultures, just before the scientific revolution in Europe.

This chapter contains sections titled: Types of Knowledge in Technology A Neglected Topic Empirical Studies Philosophical Explorations References and Further Reading.

Norström has argued that contemporary epistemological debates about the conceptual relations between knowledge-that and knowledge-how need to be supplemented by a concept of technological knowledge—with this being a further kind of knowledge. But this paper argues that Norström has not shown why technological knowledge-that is so distinctive because Norström has not shown that such knowledge cannot be reduced conceptually to a form of knowledge-how. The paper thus applies practicalism to the case (...) of technological knowledge-that. Indeed, the paper shows why Norström’s conception of technological knowledge unintentionally strengthens this proposed form of reduction. (shrink)

Ethiopian Jewish immigrants in Israel are one of the most ancient communities in the world, one that has been detached from the known Jewish world for about 2,500 years. Throughout this very long period of isolation, the Ethiopian Jewish community maintained Jewish tradition and dreamed over the centuries to unite with the rest of the Jewish world and immigrate to the Jewish state—Israel. But this transition occurred within a short time from an agrarian society in Ethiopia (traditional culture) with an (...) oral culture to a knowledge society in Israel (modern culture) with a written culture. Most studies that examine cultural transition focus on anthropological, sociological, and cultural aspects; but there are nearly no studies that examine the technological knowledge of non-literate populations. The purpose of this study is to examine and characterize technological knowledge among this population—the case of Ethiopian non-literate immigrants in Israel. The study involved in-depth interviews to examine technological knowledge through using technological appliances in their everyday life, assembly of two simple technological systems, and a home technology profile compared to the general population in Israel. Participants included 50 non-literate Ethiopian immigrants between the ages of 40–60. The results of our study are surprising in that we have shown that non-literate immigrants adapt to a technology-rich environment at an average degree with respect to the general population in Israel. Also, comparing technological knowledge between traditional and modern cultures shows participants’ wide range of knowledge without ability to read and write. Illiteracy does not preclude the development of knowledge in general, technological knowledge particularly, and does not prevent non-literate populations from acquiring knowledge in a new environment. (shrink)

This paper explores the political import of Husserl’s critical discussion of the epistemic effects of the formalization of rational thinking. More specifically, it argues that this discussion is of direct relevance to make sense of the pervasive processes of ‘technization’, that is, of a mechanistic and superficial generation and use of knowledge, to be observed in current contexts of governance. Building upon Husserl’s understanding of formalization as a symbolic technique for abstraction in the thinking with and about numbers, I (...) argue that processes of technization, while being necessary and legitimate procedures for the reduction of complexities, also may give rise to politically unresponsive and ultimately dysfunctional ‘economies of thinking.’ This paper is structured in three parts. In the first part I outline Husserl’s account of the formalization and technization of thought and knowledge. In the second part I make my case for the political import of this account, departing in this context from positions that (a) regard Husserl’s discussions of formalization and its effects as merely epistemological, or that (b) try to mobilize Husserl for a one-sided critique of instrumental reason. In the final part I address a major shortcoming of Husserl’s account, namely its neglect of the concrete and historically evolving technological infrastructures of processes of formalization/technization. (shrink)

One of the ironies of our time is the sparsity of useful analytic tools for understanding change and development within technology itself. For all the diatribes about the disastrous effects of technology on modern life, for all the equally uncritical paeans to technology as the panacea for human ills, the vociferous pro- and anti-technology movements have failed to illuminate the nature of technology. On a more scholarly level, in the midst of claims by Marxists and non-Marxists alike about the (...) class='Hi'>technological underpinnings of the major social and economic changes of the last couple of centuries, and despite advice given to government and industry about managing science and technology by a small army of consultants and policy analysts, technology itself remains locked inside an impenetrable black box, a deus ex machina to be invoked when all other explanations of puzzling social and economic pheoomena fail. The discipline that has probably done most to penetrate that black box in recent years by studying the 1 internal development of technology is history. Historians of technology and certain economic historians have carried out careful and detailed studies on the genesis and impact of technological innovations, and the structu-re of the social systems associated with those innovations. Within the past few decades tentative consensus about the periodization and the major traditions within the history of technology has begun to emerge, at least as far as Britain and America in the eighteenth and nineteenth century are concerned. (shrink)

The idea that animals make things has entered into popular news and public understanding, but inclusion of animal artifacts within engineering and technology studies lags. This volume works to unite animal construction literature with concepts from epistemology of technology.

While Chinese societies often appear centralized and traditional, presumably impeding technology and innovation, these values may simply reflect the negative-leaning poles of Confucianism. This study proposes a Confucian work ethic dimension that stresses justified tradition. In combination with Western innovative cultures, this Chinese style might facilitate learning about knowledge and morality in an interaction seemingly unique to the Chinese science and technology sector. Specifically, contrary to the Western style that tolerates conflict to achieve harmony, Confucian work ethics -an Eastern (...) way -prefer to respect hierarchy to attain harmony. Samples from the multinational corporations in Shanghai and privately owned enterprises in Hsinchu of Taiwan represent two levels of Westernization. The findings reveal that the two types of cultures almost equally influence the facilitation of learning about morality, whereas the Western way more effectively teaches about professional knowledge and the Eastern way more effectively teaches general knowledge. In addition, though the samples from both locations enjoy positive advantages from their combined cultures, Shanghai appears more Westernized than Taiwan, and Taiwan benefits more from Confucian work ethics and a higher level of quality learning, particularly with regard to morality. This result may suggest the benefits of Confucius' ideas, if they are not used excessively to emphasize the negative aspects. (shrink)

The following text presents a revised and extended version of the public defence of my Ph.D. thesis, which I presented at the Faculty of Social Sciences on 18 th November 2005, Copenhagen University. The thesis applies and develops theoretical perspectives from Science and Technology Studies – especially Actor-Network Theory – on the empirical field of primary education. This field has not prior been approached by these theories. Based on ethnographic field studies the thesis presents and compares what I call spatial (...) imaginaries of interactions of humans and learning materials in a traditional classroom and in a computer lab. The study describes and discusses the forms of knowledge and the forms of presence performed through these socio-material interactions. The study thus contributes a definition of materialities that takes the understanding of technology in education beyond the dominant humanist approach to schooling. (shrink)

Knowledge is a productive resource having successful applications in almost every field and domain of human activities. With unprecedented growth in knowledge resources and explosion in data, such informative resources need effective organization for storage and efficient retrieval for future uses. The entire process involving organization, storage, and dissemination of knowledge falls under the auspices of knowledge management. Thus, Knowledge Management is an organizational practice. In this research paper, we provide a general outline of some (...) of the tools and technologies deployed in managing knowledge across organizations. -/- We believe that the practice of knowledge management - though considered to be a process - it is also a "method" by which organizations are able to management their knowledge and human resources. On this regard, this paper contributes to our further understanding of what organizational knowledge is, and how they should be proficiently managed that would contribute to organizational success. (shrink)

This article reviews empirical and conceptual material from two distinct research traditions: on the science-technology relation and on industrial innovation. It aims both to shed new light on an old debate—the distinction between scientific and technological knowledge—and to refine our conceptualizations of the knowledge used by companies in the course of research and development leading to innovation. On the basis of three empirical studies, a composite categorization of different types of knowledge used in innovation is proposed, (...) as part of a broader framework encompassing two further taxonomic dimensions. It is hoped that this typology and framework might provide useful research tools in furthering our understanding of the knowledge transfers and transformations that occur in the course of innovation. It could also prove useful for organizations and groups facing difficult strategic choices about technology. (shrink)

Fighting the tools of our nature: technology in the popular imagination -- Beyond common sense: technology by definition -- All is one but not for all: technology as an object encountered in the world -- Brushing against reality: technological interactions require knowledge -- What everything knows: technologies as an embodiment of knowledge.

"This fine collection of essays from a diverse group of authors expounding on a wide variety of subjects presents a generous sampling of the new philosophy of technology." —Choice "... informative, original, and provocative.... Many of the writers are major players in defining the contested political terrain of cultural, science, and technology studies as well as critical theory and Heidegger studies." —Gerald Doppelt.

In this paper a Knowledge-Based System (KBS) for determining the appropriate students major according to his/her preferences for sophomore student enrolled in the Faculty of Engineering and Information Technology in Al-Azhar University of Gaza was developed and tested. A set of predefined criterions that is taken into consideration before a sophomore student can select a major is outlined. Such criterion as high school score, score of subject such as Math I, Math II, Electrical Circuit I, and Electronics I taken (...) during the student freshman year, number of credits passed, student cumulative grade point average of freshman year, among others, were then used as input data to KBS. KBS was designed and developed using Simpler Level Five (SL5) Object expert system language. KBS was tested on three generation of sophomore students from the Faculty of Engineering and Information Technology of the Al-Azhar University, Gaza. The results of the evaluation show that the KBS is able to correctly determine the appropriate students major without errors. (shrink)

Digital Cognitive Technologies is an interdisciplinary book which assesses the socio-technical stakes of Information and Communication Technologies (ICTs), which are at the core of the Knowledge Society. This book addresses eight major issues, analyzed by authors writing from a Human and Social Science and a Science and Technology perspective. The contributions seek to explore whether and how ICTs are changing our perception of time, space, social structures and networks, document writing and dissemination, sense-making and interpretation, cooperation, politics, and the (...) dynamics of collective activity (socio-informatics). (shrink)

Ethical debate exists on the effect of gender diversity of the top management teams on organizations. This study aims to contribute to this debate by analyzing the effects of gender diversity of TMTs on the relationship between knowledge combination capability and organizations’ innovative performance. We use a sample of 205 small- and medium-sized enterprises belonging to the sector of Spanish technology-based firms. Our results indicate that gender diversity positively moderates the relationship between knowledge combination capability and innovation performance. (...) Implications for theory and practice are discussed—among them, ways to contribute to more equal gender distribution and to the benefits of gender diversity in top management positions. (shrink)

This paper is concerned with the human dimension of technology-enhanced learning; many suppositions are made about this but the amount of attention it has been given relative to that paid to technology is quite limited. It is argued that an aspect of the question that deserves more attention than it has received in the work on the application of technologies to education is epistemology on the grounds that the nature of knowledge and the general character of mind are critically (...) important. As regards epistemology this paper draws on recent developments in philosophy by John McDowell and Robert Brandom that deal with the relation of mind to world and the nature of experience. From McDowell it draws on the idea of second nature and particularly the argument that human beings acquire their cognitive capacities by initiation into language and tradition. From Brandom it draws on the idea that humans stand apart from animals and machines in that they respond to reasons as well as to causes. It is argued that the implication of these ideas for education differ radically from the pedagogic models that underpin much work on technology-enhanced learning where the suppositions about experience are quite different. Indeed the nature of knowledge is usually presumed rather than examined and often what is taken for granted is awareness as a conceptually unmediated response to the world. These questions are raised in the context of so far disappointing results of the use of technologies to enhance learning. (shrink)

The social sciences lack concepts and theories for an understanding of what new information technology is doing to our society. The article sketches the outlines of a broad historical and comparative approach to this issue: ‘an anthropology of information technology’. At the base is the idea ofexternalisation of knowledge as a historical process. Three main epochs are characterised by externalisation of knowledge through a) spoken language and a social organisation of specialists, b) writing and c) computer programming. The (...) impact of expert systems on learning is also discussed. (shrink)

In this paper I present my reflections on the ethics of science as described by Merton and as actually practiced by scientists and technologists. This ethics was the subject of Kuipers' paper "'Default norms' in Research Ethics" (Kuipers 2001). There is an implicit assumption in this ethics, notably in Merton's norm of communism, that knowledge is always, or unconditionally good, and hence that scientific research, and the dissemination of its results, is unconditionally good. I will give here reasons why (...) scientists are not permitted to proceed, as they actually do, on the basis of this assumption. There is no factual or other binding justification for this assumption, and the activities it gives rise to frequently conflict with the broadly accepted ethical principle of restricted liberty. A recent discussion on the risks and hazards of science and on the issue of relinquishment is presented. What is shown in this paper is that the scientists and technologists participating in this discussion frequently violate core values of science relating to logical and empirical scrutiny and systematic criticism, as mentioned in Merton's norms of universalism, organized skepticism, and disinterestedness. It is concluded that, in order to live up to these values and in order to operate in agreement with broader ethical principles, science should stimulate open and critical discussion on the hazards and negative effects of science and technology, and on the present failure on the part of law and politics to control those hazards and negative effects. Science should also take the possibility of relinquishing certain themes of research seriously as long as such flaws in the systems of law and political decision-making persist. (shrink)

Memory technologies are cultural artifacts that scaffold, transform, and are interwoven with human biological memory systems. The goal of this article is to provide a systematic and integrative survey of their philosophical dimensions, including their metaphysical, epistemological and ethical dimensions, drawing together debates across the humanities, cognitive sciences, and social sciences. Metaphysical dimensions of memory technologies include their function, the nature of their informational properties, ways of classifying them, and their ontological status. Epistemological dimensions include the truth-conduciveness of external memory, (...) the conditions under which external memory counts as knowledge, and the metacognitive monitoring of external memory processes. And lastly, ethical and normative dimensions include the desirability of the effects memory technologies have on biological memory, their effects on self and culture, and their moral status. Whilst the focus in the article is largely philosophical and conceptual, empirical issues such as the way we interact with memory technologies in various contexts are also discussed. We thus take a naturalistic approach in which philosophical and empirical concepts and approaches are seen as continuous. (shrink)

Promoting clinicians’ knowledge sharing of appropriate health technology within the integrated care system is of great vitality in bridging the technological gap between member institutions. However, the role of social networks in knowledge sharing of health technology is still largely unknown. To address this issue, the study aims to clarify the influence of clinicians’ social networks on knowledge sharing of health technology within the ICS. A questionnaire survey was conducted among the clinicians in the Alliance of (...) Liver Disease Specialists in Fujian Province, China. Social network analysis was conducted using NetDraw and UCINET, and the quadratic assignment procedure multiple regression was used to analyze the influencing factors of knowledge sharing of health technology. The results showed that the ICS played an insufficient role in promoting overall knowledge sharing, especially inter-institutional knowledge sharing. Trust, emotional support, material support, and cognitive proximity positively influenced knowledge sharing of health technology, while the frequency of interaction and relationship importance had a negative impact on it. The finding extended the research scope of social network theory to the field of healthcare and will bridge the evidence gap in the influence of the clinicians’ social networks on their knowledge sharing within the ICS, providing new ideas to boost knowledge sharing and diffusion of appropriate health technology. (shrink)

In this book, Ingemar Nordin analyzes how not only scientific but also non-scientific knowledge is to be used in practice when establishing a rational technological and medical development.

Turbulent and fast moving markets demand flexible organizations capable of accurate and effective handling of knowledge and information. This article describes some essential parts of this knowledge and information management in Hendrix Voeders Holland, a Dutch feed factory. It concentrates on the Support System, an information technology (IT) application that allows the agricultural advisors to store and retrieve market information in a structured and uniform way, facilitates the information exchange with “headquarters” (e.g., gives the managers access to this (...) information), and makes immediate feedback and action possible. This system was rewarded with the IT Star Award in a worldwide competition of BP Companies. Special attention is given to a part of the Support System: the Daily Reports. In 1989 it was evaluated thoroughly, and the results of this survey are summarized. (shrink)

Study of the social implications of science and technology for present day and future society, with particular reference to sociological aspects of technological change - covers research policy, research and development, the organization of research, higher education and recruitment of scientists, etc., and examines political aspects of science policy in developed countries and developing countries. Bibliography pp. 270 to 279.

The objective of this work is to analyse technology and social relationships using the concept of knowledge. Therefore technology is not only a means to produce and social relationships a means to interact, but also the result of a whole of elements. The concept of knowledge aims to analyse these elements both from a structural point of view, highlighting their characteristics, and from a dynamic point of view, which considers how subjects interpret and make sense of them. In (...) this framework technologies and social relationships are reinterpreted according to knowledge that characterises each context, suggesting some clues to design technologies, information technologies and social policies. (shrink)

In light of research showing that climate change policy opinions and perceptions of climate change are conditioned by pre-held values, Max Scheler’s axiology, conception of ethos, and sociology of knowledge are revisited. Scheler provides a critical analysis of the values surrounding modern technology’s relation to nature, especially in his assessment of the subordination of life to utility, or, the “ethos of industrialism”. The ethos of industrialism is said to influence the modern understanding of the environment as a machine to (...) be controlled for human aims. Scheler’s phenomenological proto-environmental sociology can contribute to the environmental social sciences in three ways: articulating the axiological basis of human knowledge of the environment; offering new values to consider in future research on the social dimensions of human-nature relations; and a framework for connecting socio-ecological analysis with evaluation, specifically for evaluating different types of technologies based on their relation to the environment. (shrink)

The technological advances of contemporary society have outpaced our moral understanding of the problems that they create. How will we deal with profound ecological changes, human cloning, hybrid people, and eroding cyberprivacy, just to name a few issues? In this book, Lorenzo Magnani argues that existing moral constructs often cannot be applied to new technology. He proposes an entirely different ethical approach, one that blends epistemology with cognitive science. The resulting moral strategy promises renewed dignity for overlooked populations, both (...) of today and of the future. (shrink)

Present time the term ‘knowledge economy‘ is widely used to determine the type of economy in which the decisive role is played by knowledge and the generation of new knowledge becomes a source of socio-economic development. The emergence of the knowledge economy was predetermined by the rapid development of information and communication technologies. Therefore, different approaches to the of knowledge economy measurement define the level of the information-communication technologies development as one of the most important (...) indicators. The state programs of infotelecommunication development support are an important tool to affect global rating of the country according to the level of development of the knowledge economy. (shrink)

This article examines strands of an intellectual history in Media and Cultural Studies and Science and Technology Studies in both of which researchers were prompted to take up ethnography. Three historical phases of this process are identified. The move between phases was the result of particular displacements and contestations of perspective in the research procedures within each discipline. Thus concerns about appropriate contextualization led to the eventual embrace of anthropological ethnographic methods. The article traces the subsequent emergence of a ‘crisis (...) of context’ in the deployment of ethnography within these disciplines. The analysis of these historical changes is informed by a particular depiction of Euro-American knowledge conventions. The article suggests that the limits currently perceived for ethnography are a specific instance of the more general limits now recognized for these knowledge conventions. (shrink)

Studying knowledge utilization and related processes calls for a conceptual framework. We look at the actors that engage in these processes in a specific field of human activity, and the interfaces and linkages between them, as a Knowledge and Information System (KIS). Although this KIS perspective originates from agriculture it also can be applied to other knowledge domains. Evidence gathered shows that for a KIS to be effective the actors (e.g., researchers, extensionalists, and clients) must act synergically. (...) This inspired us to look for basic KIS principles that indicate opportunities for intervention. This article provides a brief state-of-the-art overview, presents some insights gained to date; and states the main issues for the use of information technology in knowledge management. (shrink)

Demands for standardization and accountability as systemic cures for perceived ills in the education system are paralleled by a public and private sector promotion of technology integration as one pedagogical solution. The general critique of education and of technology in society has developed as two related yet separate threads in critical inquiry and discussion. As electronic forms of media and communication are becoming pervasive in society in general, solutions to long-standing educational dilemmas that mirror problems in society at large need (...) to develop from grounded theories for educational practice that embrace technological forms of information, knowledge, and culture production. This needs to be done to reverse the historical trend of education as an institution first adopting and then adapting technological forms to purposes of replicating status quo culture and social relationships. Despite the claims of many to the contrary, new technology may not make any difference in education. Individual attainment and achievement through technological efficiency may prove meaningless in a world pressed to reconcile problems that move diverse societies closer together rather than farther apart. Hope, meaning, belonging, and what has been termed the pedagogy of possibility are posited as an ethical foundation for advancing the integration of technology into education for an equitable, democratic, and different future. (shrink)

The World Wide Web is often touted as a way to distribute expertise, thus decentering knowledge creation and dissemination. However, conceptualizing ex pertise as multiple does not sufficiently problematize the unitary expertise model that considers expertise as something held by someone (the "expert") and trans ferred to someone else (the "novice "). The author makes the claim that expertise has been primarily theorized by various psychologicalframeworks; these ways of conceptualizing expertise are largely ignorant of the ways that they position (...) the student as a passive receptor of knowledge and do not fully allow for the problematization of the nature of knowledge. Recon ceptualizing expertise then would require movingfrom a narrowly construed psychological conception of ex pertise to a notion of expertise more sociological in character. This article explores conceptualizations of expertise within some dominant psychological frame works. The author explores how the new information technologies compel a reexamination of these notions of expertise. (shrink)

This essay sets human reproductive technologies in the context of biological research exploiting the discovery of the structure of the DNA molecule in the early 1950s. By setting these technological developments in this research context and then setting the research in the framework of a philosophical analysis of the role of social values in scientific inquiry, it is possible to develop a perspective on these technologies and the aspirations they represent that is relevant to the concerns of their social (...) critics. (shrink)