Can the University Escape from the Labyrinth of Technology? Part 2: Intellectual Map-Making and the Tension between Breadth and Depth

Autor/in	Vanderburg, Willem H.
Titel	Can the University Escape from the Labyrinth of Technology? Part 2: Intellectual Map-Making and the Tension between Breadth and Depth
Quelle	In: Bulletin of Science, Technology and Society, 26 (2006) 3, S.178-188 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-4676
DOI	10.1177/0270467606289197
Schlagwörter	Industrialization; Technological Advancement; Social Sciences; Science and Society; Engineering Education; Curriculum Development; Decision Making; Labor Force; Economic Factors; Foreign Countries; Undergraduate Study; Cultural Influences; Canada + Suchen Sie Ihr Suchwort? Industrialisation; Industrialisierung; Technological development; Technologische Entwicklung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ingenieurausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Labour force; Arbeitskraft; Erwerbsbevölkerung; Ökonomischer Faktor; Ausland; Grundstudium; Cultural influence; Kultureinfluss; Kanada
Abstract	This second part continues the search for ways of overcoming the three limitations of the current intellectual and professional division of labor and its knowledge infrastructure, which were shown to be at the root of the present economic, social and environmental crises. A complementary knowledge strategy is proposed to counterbalance the trade of breadth for depth, based on the creation of intellectual maps. One such map is described for engineering, showing how through the process of industrialization people change technology and how through its influence on human life and society, technology changes people. Because industrialization cannot destroy the matter and energy it requires, it also transforms its relations with the biosphere. Once the connections between technology and everything else are mapped, specialists can inquire into the consequences of their design and decision making that fall beyond their domains of expertise, to introduce a preventive orientation into their work to achieve a better ratio of desired to undesired effects. This is shown for materials and production, energy, work, and cities. In subsequent parts, it will become apparent that this example is paradigmatic for other professions, the social sciences, and the university. (Contains 2 tables.) [For Part 3, see EJ736653.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10