Science and technology are so intertwined that technoscience has been argued to more accurately reflect the progress of science and its impact on society, and most socioscientific issues require technoscientific reasoning. Education policy documents have long noted that the general public lacks sufficient understanding of science and technology necessary for informed decision-making regarding socioscientific/technological issues. The science–technology–society movement and scholarship addressing socioscientific issues in science education reflect efforts in the science education community to promote more informed decision-making regarding such issues. (...) Now Science, Technology, Engineering, Mathematics education has emerged as a major reform movement impacting science education. STEM education efforts emphasize literacy across the disciplines of science, technology, engineering, and mathematics, but with rare exceptions, treat issues of technology superficially and uncritically. Informed decision-making regarding many personal and societal issues requires technological literacy beyond merely becoming an enthusiastic designer or skilled user of technology, but the science education community has given little attention to what such literacy entails. Here, we present results of an extensive review of the literature regarding the nature of technology in order to identify key issues among scholars who study technology. We then provide predominant perspectives among those scholars and suggest which identified NOT issues are most essential to address as part of STEM education efforts that seek to promote informed personal and societal decision-making. (shrink)

Philosophers of information, according to Luciano Floridi (The philosophy of information. Oxford University Press, Oxford, 2010, p 32), study how information should be “adequately created, processed, managed, and used.” A small number of epistemologists have employed the concept of information as a cornerstone of their theoretical framework. How this concept can be used to make sense of seemingly intractable epistemological problems, however, has not been widely explored. This paper examines Fred Dretske’s information-based epistemology, in particular his response to radical epistemological (...) skepticism. We discuss the relationship between information, evidence and knowledge in relation to the problem of skepticism and the options available to an information-based epistemology for dealing with it. (shrink)

The paper presents a reflection on the role of technology in the era of knowledge civilization. Diverse perceptions of this era, the concepts of three civilization eras versus three waves, of a conceptual platform versus an episteme of a civilization era, of a big change at the end of industrial civilization era are outlined. The deepening separation of the three spheres of technology, hard science, and social science with humanities is discussed. The contemporary philosophy of technology is shortly reviewed; it (...) is shown that some of its writings represent anti-technological attitudes and disregard the opinions of technologists even in the question of defining technology. An interpretation of technology proposed by M. Heidegger in Die Technik und die Kehre leads to a distinction between technology proper and the system of its socio-economic applications. The relation of technology proper to hard science and to socio-economic applications of technology forms two positive feedback loops. The second feedback loop, the one of socio-economic applications, might be more dangerous in cases of social infatuation with technological possibilities. Limiting such dangers is the responsibility of technology brokers and those who educate them - social, economic, management sciences. It is shown that the technology of knowledge civilization era will differ from that of industrial era in proposing boundless number of diversified technological possibilities. Thus, the Heideggerian warning against social infatuation with technological possibilities must be modified and strengthened. (shrink)