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Switch to: References
Citations of:
Artefacts and normativity
In Anthonie W. M. Meijers (ed.), Handbook of the Philosophy of Science. pp. 9--923 (2009)
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This paper argues against the view that the standard explanation of phase transitions in statistical mechanics may be considered a causal explanation, a distortion that can nevertheless successfully represent causal relations. |
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Technology is a practically indispensible means for satisfying one’s basic interests in all central areas of human life including nutrition, habitation, health care, entertainment, transportation, and social interaction. It is impossible for any one person, even a well-trained scientist or engineer, to know enough about how technology works in these different areas to make a calculated choice about whether to rely on the vast majority of the technologies she/he in fact relies upon. Yet, there are substantial risks, uncertainties, and unforeseen (...) |
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What people are realistically able to do and be in their lives, their capabilities, are of central moral importance according to the capability approach of Amartya Sen and Martha Nussbaum. Examples are the capabilities to be healthy or to be part of a community. The CA has become an influential normative framework for reflecting on justice, equality, well-being and development. In the past decades it has been successfully applied to areas such as education and health care. Only quite recently have (...) |
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The paper contains a conceptual proposal, its key idea being that the successful functioning of a rule embedding artifact designed to regulate a practice (not pertaining to its use) produces the same result as the successful performance of the rule-invoking non-communicative actions belonging to the practice in case. |
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Engineering, as a complex and multidimensional practice of technology development, has long been a source of ethical concerns. These concerns have been approached from various perspectives. There are ongoing debates in the literature of the philosophy of engineering/technology about how to organize an optimized view of the values entailed in technology development processes. However, these debates deliver little in the way of a concrete rationale or framework that could comprehensively describe different types of engineering values and their multi-aspect interrelations in (...) |
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The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations - their long-term policy documents as well as the standards they provide in particular - address sufficient learning about the nature of technology. This seems to be an important concern that through taking advantage of the philosophy of technology (the arena which affords a bountiful (...) |
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