June 24, 2017
June 24, 2017
June 28, 2017
Technological and Engineering Literacy/Philosophy of Engineering
The conversation on technological literacy has been in progress for over thirty years and been active in the ASEE for nearly twenty. Although technological literacy has not yet found a home in any curricula on a large scale, the theoretical framework that explains its importance has developed considerably. Perhaps the most auspicious development in this regard is the addition to philosophy of engineering to the intellectual and research agenda of technological literacy. This addition reflects an often neglected but integral aspect of technological literacy: the inclusion of generalizable principles (as opposed to specific factual knowledge). Although this development has been a relatively long time in coming, it reflects a more sophisticated and flexible approach to thinking about what education about engineering and technology entails for people who are not engineering majors. This paper will analyze the contribution of this broader approach (philosophy of engineering) and explore its relationship with the field of Science, Technology, and Society.
Neeley, K. A. (2017, June), From Technological Literacy to the Philosophy of Technology and Technological Citizenship: A Progress Report Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28393
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015