This article seeks to open up a new avenue for feminist technology studies—gender-aware research on engineers and engineering practice—on the grounds that engineers are powerful symbols of the equation between masculinity and technology and occupy significant roles in shaping new technologies. Drawing on the disparate evidence available, the author explores four themes. The first asks why the equation between masculinity and technology is so durable when there are such huge mismatches between image and practice. The second examines this mismatch in (...) the detail of engineering knowledge and practice to reveal that fractured and contradictory constructions of masculinity frequently coexist. The third theme addresses the suggestion that women and men might bring different styles to engineering. Finally, the author explores subjective experiences of engineering to argue that engineers’ shared pleasures in and identification with technology both define what it means to be an engineer and provide appealing symbols of power that act to compensate for a perceived lack of power or competence in other arenas. (shrink)

Unlike basic sciences, scientific research in advanced technologies aims to explain, predict, and (mathematically) describe not phenomena in nature, but phenomena in technological artefacts, thereby producing knowledge that is utilized in technological design. This article first explains why the covering-law view of applying science is inadequate for characterizing this research practice. Instead, the covering-law approach and causal explanation are integrated in this practice. Ludwig Prandtl's approach to concrete fluid flows is used as an example of scientific research in the engineering (...) sciences. A methodology of distinguishing between regions in space and/or phases in time that show distinct physical behaviours is specific to this research practice. Accordingly, two types of models specific to the engineering sciences are introduced. The diagrammatic model represents the causal explanation of physical behaviour in distinct spatial regions or time phases; the nomo-mathematical model represents the phenomenon in terms of a set of mathematically formulated laws. (shrink)

Carl Sagan famously lamented how “we live in a society exquisitely dependent on science and technology, in which hardly anyone knows about science and technology. This is a clear prescription for disaster”. One might add that in contemporary societies, people know about the philosophy of science and technology even less.

The paper deals with the transformation of plant breeding from an agricultural practice into an applied academic science in the late 19th and early 20th centuries Germany. The aim is to contribute to the ongoing debate about the relationship between science and technology. After a brief discussion of this debate the first part of the paper examines how pioneers of plant breeding developed their breeding methods and commercially successful varieties. The focus here is on the role of scientific concepts and (...) theories in the agricultural innovation process. The second part turns towards the strategies by which agronomists tried to establish plant breeding as an academic discipline and themselves as the new experts for breeding research and varietal development. Again, the focus is on the interplay of scientific theory and agricultural practice. It is argued that in order to better understand the transformation of plant breeding into an applied academic science we have to take different levels into account, i.e. the levels of organizations, individuals and objects, at which science and technology interact. (shrink)

Our paper offers a contribution to the growing literature on the sociology of innovation rather than the still dominant economic theory of innovation. We suggest that innovation first and foremost represents a process of cognitive displacement whereby existing metaphorical frameworks are reconstituted to account for new phenomena in a process that changes both the metaphor’s and the new phenomenon’s compositions. We suggest that integral to this process is knowledgeability, or a bundle of social and cognitive competencies that emerge as one (...) of the main prerequisites for innovative thinking. We conclude by examining the most important social and cognitive competencies that structure the possibilities for invention and innovation in the contemporary knowledge economy. (shrink)

Engineering is often said to be ‘scientific’, but the nature of knowledge in engineering is different to science. Engineering has a different ontological basis—its theories address different entities and are judged by different criteria. In this paper I use Popper’s three worlds ontological framework to propose a model of engineering theories, and provide an abstract logical view of engineering theories analogous to the deductive-nomological view of scientific theories. These models frame three key elements from definitions of engineering: requirements, designs of (...) artefacts, and theories for reasoning about how artefacts will meet requirements. In a subsequent paper I use this ontological basis to explore methodological issues in the growth of engineering knowledge from the perspective of critical rationalism. (shrink)

Researchers in science and technology studies appear to be more concerned with descriptions and explanations of social phenomena than with the potential applications of their findings. Science and technology studies should strive to change society by contributing to the design of learning environments that form future generations of producers and consumers of scientific and technological knowledge. In this article, the authors illustrate how they used research findings from science and technology studies to design alternative learning environments and summarize their principal (...) findings from six years of ethnographic research in these learning environments. They conclude by pointing out some of the caveats inherent in theirapproach and by suggesting areas in science education of interest to science and technology studies. (shrink)