Skill Technology And Enlightenment On Practical Philosophy
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Skill, Technology and Enlightenment: On Practical Philosophy
Author: Bo Göranzon
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
Skill, Technology and Enlightenment: On practical Philosophy explores the problems of developing a perspective on technology and society, on the limits of enlightment, the relationship between cultural criticism and the epistemology of practical knowledge, tacit knowledge and a non-elitist conception of expertise, the role of the arts as a basis for reflection, and many other relevant topics. The 1993 international conference in Stockholm was - among other things - part of a process of building a curriculum for an international graduate programme in the area of culture, skill and technology, a process that has been under way since 1989.
Philosophy and Engineering: Reflections on Practice, Principles and Process
Author: Diane P Michelfelder
language: en
Publisher: Springer Science & Business Media
Release Date: 2014-01-13
Building on the breakthrough text Philosophy and Engineering: An Emerging Agenda, this book offers 30 chapters covering conceptual and substantive developments in the philosophy of engineering, along with a series of critical reflections by engineering practitioners. The volume demonstrates how reflective engineering can contribute to a better understanding of engineering identity and explores how integrating engineering and philosophy could lead to innovation in engineering methods, design and education. The volume is divided into reflections on practice, principles and process, each of which challenges prevalent assumptions and commitments within engineering and philosophy. The volume explores the ontological and epistemological dimensions of engineering and exposes the falsity of the commonly held belief that the field is simply the application of science knowledge to problem solving. Above all, the perspectives collected here demonstrate the value of a constructive dialogue between engineering and philosophy and show how collaboration between the disciplines casts light on longstanding problems from both sides. The chapters in this volume are from a diverse and international body of authors, including philosophers and engineers, and represent a highly select group of papers originally presented in three different conferences. These are the 2008 Workshop on Philosophy and Engineering (WPE-2008) held at the Royal Academy of Engineering; the 2009 meeting of the Society for Philosophy and Technology (SPT-2009) at the University of Twente in the Netherlands; and the Forum on Philosophy, Engineering, and Technology (fPET-2010), held in Golden, Colorado at the Colorado School of Mines.
Dialogue, Skill and Tacit Knowledge
Everyone in an organization, from cleaner to CEO, has expert knowledge. Yet only a fraction of it can be codified and expressed explicitly as facts and rules. A little more is visible implicitly as accepted procedures, but even this is only the beginning. Submerged beneath the explicit and implicit levels is a vast iceberg of tacit knowledge that cannot be reliably accessed by traditional analytical approaches. And yet, without it, organizational learning means little. Interweaving theory with practical guidance, this book looks at the importance of tacit knowledge and shows how it is now being put in motion through groundbreaking analogical thinking methods. Chief among these is the Dialogue Seminar, developed by the editors, in which learning is seen as arising from encounters with differences. There can be no consensus on the value of corporate knowledge until what is meant by that knowledge is discussed and defined. Based on two decades of research and a host of practical cases, this book offers a way forward. "Göranzon argues that the question of whether machines can think is not the right question to ask. The more important question, he believes, is the impact of automation on work and human skills, and he is looking for a way of describing skills that allows us to discuss this question." —Janet Vaux, New Scientist "A Swedish initiave to rethink the relationship between learning and work." —Rolf Hughes, The Times Higher Education