By Marc J de Vries, Arley Tamir
As our modem society is so evidently stimulated by means of know-how, there's a becoming know-how of its value for schooling. The curiosity for together with know-how as part of normal schooling curricula is expanding. in lots of nations know-how is part within the curriculum both as a subject matter, a undertaking, a part of a Science-Technology-Society (STS) programme, a part of technological know-how schooling, or as a separate topic. so as to make clear what expertise is, there's a want for overseas discussions within which philosophers, engineers, scientists and academic ists are concerned. one of many few meetings with this type of vast illustration was once the second one Jerusalem foreign technology and expertise schooling convention (JISTEC) that used to be held in Jerusalem, January 8-11, 1996, a convention that could really be noticeable as a milestone within the foreign background of expertise schooling. greater than 1,000 expertise educators from greater than eighty international locations of the realm and ministers of schooling from 28 coun attempts got here jointly to debate present matters in know-how schooling in the course of JlSTEC. to quote from Dr. Michael Dyrenfurth's own evaluation of the convention within the magazine of commercial instructor schooling (vol. 33, no. 2, wintry weather 1996, pp. 83-85): 'Simply placed, this convention represented the main stellar overseas selection of know-how schooling advocates the area has ever noticeable in a single place'. Or within the phrases of Dr.
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Additional info for Shaping Concepts of Technology: From Philosophical Perspective to Mental Images
Vincenti, W. : 1990, What Engineers Know and How They Know It. Analytical Studies from Aeronautical History, John Hopkins University Press, Baltimore, Maryland. Vries, M. J. de: 1993i, 'Design Methodology and Relationships with Science: Introduction', in M. J. de Vries, N. Cross & D. P. ), Design Methodology and Relationships with Science, Kluwer Academic Publishers, Dordrecht. Vries, M. J. -L. Martinand & A. ), Actes du semina ire de didactique des disciplines technologiques - Cachan - 1992-1993, Universite Paris VII, Paris.
This question is the moot point at THOUGHT, ACTION AND SCIENTIFIC TECHNOLOGY 37 issue. So let us move to the second point of disagreement, since it directly pertains to it. Whereas rationalists advocate the primacy of reason, the better irrationalists advocate the primacy of action. This, it seems, is the heart of the disagreement at hand, and if it is possible to resolve this disagreement, if it even seems so, then it is worth trying, since, to repeat, the deepest and most painful division in the whole history of philosophy concerns reason, as the rationalists demand that we all use our intellect to the best of our abilities.
This is not a mere rejoinder: it has some significant corollaries. Since technology rests on institutionalized expectations, it has great variety, depending on national traditions and such like whereas pure science does not permit local variations. And so, the fruits of scientific research are strictly universal, but not the fruits of technological research and devel- 44 JOSEPH AGASSI opment: unlike science, technology is limited by local (national) style and traditions: it is geared to local demands and tastes - to local markets.