The inclusion of engineering standards in US science education standards is potentially important because of how limited engineering education for K-12 learners is, despite the ubiquity of engineering in students’ lives. However, the majority of learners experience science education throughout their compulsory schooling. If improved engineering literacy is to be achieved, then its inclusion in science curricula is perhaps the most efficient means. One significant challenge that arises, however, is in the framing of engineering relative to science by both teachers (...) and curriculum. Science and engineering are both distinct and interdependent. The nature of the contributions of science and engineering to one another has been an area of some examination in philosophy of technology and engineering, but little framing of this relationship has been conducted with K-12 science and engineering education contexts in mind. Nature of science is a critical layer of scientific understanding that has been used to explicitly support literacy in K-16 science classrooms for decades. However, engineering cannot be authentically and appropriately supported by NOS framing. There is an immediate need for discourse on the nature of engineering knowledge but not in isolation of NOS. Given the increasing inclusion of engineering in science classrooms, relationships between NOS and NOEK are in need of explication and argument. Our purpose is to promote a discussion about NOS, engineering, and the relationship between them without misrepresenting engineering as a subdomain of science or as an oversimplification of itself. (shrink)

Following Herbert Simon’s idea of “the sciences of the artificial”, one may contrast descriptive sciences and design sciences: the former are concerned with “how things are”, the latter tell us “how things ought to be in order to attain goals, and to function”. Typical results of design sciences are thus expressions about means—ends relations or technical norms in G. H. von Wright’s sense. Theorizing and modeling are important methods of giving a value-free epistemic justification for such technical norms. The values (...) of design sciences are not criteria for the acceptance of theories or models, but rather antecedents of conditional recommendations of actions. Design sciences are thus value-neutral and value-laden at the same time. (shrink)

Scholars have emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and have argued for research that critically questions technological determinist assumptions. Empirical studies of technology management in fields other than K-12 education provided evidence that philosophy of technology assumptions, including technological determinism, can influence the practice of technology leadership. A qualitative study was conducted to a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, b) investigate how the assumptions (...) may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, and theoretical saturation of categories. Subjects involved 31 technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semi-structured protocol, and a written questionnaire with open-ended questions. The study found that three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. The core category and central phenomenon that emerged was that technology leaders approach technology leadership through a practice of Keep up with technology (or be left behind). The core category had two main properties that are in conflict with each other, pressure to keep up with technology, and the resistance to technological change they encounter in schools. The study found that technology leaders are guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). As leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. The researcher recommends that similar qualitative studies be conducted involving technology leaders outside Virginia, and with other types of educators. It is also recommended that data from this or other qualitative studies be used to help develop and validate a quantitative instrument to measure philosophy of technology assumptions, for use in quantitative studies. (shrink)

Centered around the analysis of the prescriptive portion of the Vedas, the Sanskrit philosophical school of Mīmāṃsā provides a treasure trove of normative investigations. We focus on the leading Mīmāṃsā authors Prabhākara, Kumārila and Maṇḍana, and discuss three modal logics that formalize their deontic theories. In the first part of this paper, we use logic to analyze, compare and clarify the various solutions to the _śyena_ controversy, a two-thousand-year-old problem arising from seemingly conflicting commands in the Vedas. In the second (...) part, the formalized Mīmāṃsā theories are analyzed and employed to provide alternative perspectives on well-known paradoxes from the contemporary field of deontic logic. Thus, we go from logic to Mīmāṃsā and back again. (shrink)

The thesis aims at developing approaches to transport policy decisions, based on suggestions and ideas originating from moral philosophy and philosophical decision theory. Paper I analyzes the Swedish transport policy goals, and the problem of combining policygoals with welfare economics. A problem of circularity arises as the Swedish transport policygoals are conflicting, and hence must be subject to trade-offs, while several of the goals themselves entail statements on how to prioritize or restrain goals in case of conflict. Paper II analyzes (...) rationality in road safety policy. Problematic features are identified and discussed. The paper argues that the Swedish road safety goal is rational, since it is actionguiding and achievement-inducing. Paper III includes a model of rational choice under risk with biased risk perception. Under certain plausible conditions, a regulator should raise the population’s risk exposure. By deteriorating the environment the regulator can motivate drivers to choose behaviour that is less biased. Paper IV provides a formal representation of goal systems. The focus is on three properties:consistency, conflict, and coherence. It is argued that consistency is adequately regarded as a property relative to the decision situation or, more specifically, the set of alternatives that the agent faces. Conflict is adequately regarded as a relation over subsets of a given goal systemand should likewise be regarded as relative to the set of alternative that the agent faces. Coherence is given a probabilistic interpretation, based on a support relation over subsets of goal systems. Paper V investigates problems associated with standard deontic logic. A deontic predicate is derived, which avoids some of the major paradoxes in the area. In particular, paradoxes occurring when one obligation is derived by logical necessity from another obligation are dealt with. (shrink)