Broad and Narrow Interpretations of Philosophy of Technology

1. Front Matter

   Pages i-xvii

   PDF

2. The Nature of Philosophy of Technology

   1. Front Matter

      Pages 1-1

      PDF

   2. In Search of a New Prometheus

      • Joseph C. Pitt

      Pages 3-15

   3. Defining Horizons: A Reply to Joseph C. Pitt

      • Frederick Ferré

      Pages 17-23

   4. Process Themes in Frederick Ferré’s Philosophy of Technology

      • Peter Limper

      Pages 25-35

   5. Clarifying and Applying Intelligence: A Reply to Peter Limper

      • Frederick Ferré

      Pages 37-41

3. Deficiencies in Engineering Ethics

   1. Front Matter

      Pages 43-43

      PDF

   2. Imagination for Engineering Ethicists

      • Taft H. Broome Jr.

      Pages 45-51

   3. Engineering Ethics and Political Imagination

      • Langdon Winner

      Pages 53-64

4. Systems Theories

   1. Front Matter

      Pages 65-65

      PDF

   2. Computer and World Picture: A Critical Appraisal of Herbert A. Simon

      • Sytse Strijbos

      Pages 67-86

   3. Changes in Cognitive and Value Orientations in System Design

      • Ladislav Tondl

      Pages 87-98

5. Historical, Cultural, and Political Critiques

   1. Front Matter

      Pages 99-99

      PDF

   2. Democratic Socialism and Technological Change

      • Andrew Feenberg

      Pages 101-123

   3. Philosophy, Engineering, and Western culture

      • Steven L. Goldman

      Pages 125-152

   4. Alternatives for Evaluating the Effects of Genetic Engineering on Human Development

      • José Sanmartín

      Pages 153-166

   5. The Alarmist View of Technology

      • Raphael Sassower

      Pages 167-180

   6. An Interpretation of Jacques Ellul’s Dialectical Method

      • D. J. Wennemann

      Pages 181-192

6. Back Matter

   Pages 193-196

   PDF

BACKGROUND: DEPARTMENTS, SPECIALIZATION, AND PROFESSIONALIZATION IN AMERICAN HIGHER EDUCATION For over half of its history, U.S. higher education turned out mostly cler­ gymen and lawyers. Looking back on that period, we might be tempted to think that this meant specialized training for the ministry or the practice of law. That, however, was not the case. What a college education in the U.S. prepared young men (almost exclusively) for, from the founding of Harvard College in 1636 through the founding of hundreds of denominational colleges in the first two-thirds of the nineteenth century, was leadership in the community. Professionalization and specialization only began to take root, and then became the dominant mode in U.S. higher education, in the period roughly from 1860--1920. In subsequent decades, that seemed to many critics to signal the end of what might be called "education in wisdom," the preparation of leaders for a broad range of responsibilities. Professionalization, specialization, and departmentalization of higher education in the U.S. began in the last quarter of the nineteenth century.

• Natur
• computer
• design
• development
• ethics

• University of Delaware, USA

  Paul T. Durbin

Policies and ethics