Broad and Narrow Interpretations of Philosophy of Technology [electronic resource] : Broad and Narrow Interpretations / edited by P.T. Durbin.
Erişim Adresi
ISBN
9789400905573
Dil Kodu
İngilizce
Yer Numarası
DK/11488
Basım Bildirimi
1st ed. 1990.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 1990.
Fiziksel Niteleme
216 p. online resource.
Dizi
Philosophy and Technology ; 7
İçindekiler Notu
I The Nature of Philosophy of Technology -- In Search of a New Prometheus -- Defining Horizons: A Reply to Joseph C. Pitt -- Process Themes in Frederick Ferré’s Philosophy of Technology -- Clarifying and Applying Intelligence: A Reply to Peter Limper -- II Deficiencies in Engineering Ethics -- Imagination for Engineering Ethicists -- Engineering Ethics and Political Imagination -- III Systems Theories -- Computer and World Picture: A Critical Appraisal of Herbert A. Simon -- Changes in Cognitive and Value Orientations in System Design -- IV Historical, Cultural, and Political Critiques -- Democratic Socialism and Technological Change -- Philosophy, Engineering, and Western Culture -- Alternatives for Evaluating the Effects of Genetic Engineering on Human Development -- The Alarmist View of Technology -- An Interpretation of Jacques Ellul’s Dialectical Method.
Özet, vb.
BACKGROUND: DEPARTMENTS, SPECIALIZATION, AND PROFESSIONALIZATION IN AMERICAN HIGHER EDUCATION For over half of its history, U.S. higher education turned out mostly cler gymen and lawyers. Looking back on that period, we might be tempted to think that this meant specialized training for the ministry or the practice of law. That, however, was not the case. What a college education in the U.S. prepared young men (almost exclusively) for, from the founding of Harvard College in 1636 through the founding of hundreds of denominational colleges in the first two-thirds of the nineteenth century, was leadership in the community. Professionalization and specialization only began to take root, and then became the dominant mode in U.S. higher education, in the period roughly from 1860--1920. In subsequent decades, that seemed to many critics to signal the end of what might be called "education in wisdom," the preparation of leaders for a broad range of responsibilities. Professionalization, specialization, and departmentalization of higher education in the U.S. began in the last quarter of the nineteenth century.
Konu
Technology __ Philosophy.
Artificial intelligence.
Ethics.
History.
Philosophy of Technology.
Artificial Intelligence.
Moral Philosophy and Applied Ethics.
History.
Artificial intelligence.
Ethics.
History.
Philosophy of Technology.
Artificial Intelligence.
Moral Philosophy and Applied Ethics.
History.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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520 |aBACKGROUND: DEPARTMENTS, SPECIALIZATION, AND PROFESSIONALIZATION IN AMERICAN HIGHER EDUCATION For over half of its history, U.S. higher education turned out mostly cler gymen and lawyers. Looking back on that period, we might be tempted to think that this meant specialized training for the ministry or the practice of law. That, however, was not the case. What a college education in the U.S. prepared young men (almost exclusively) for, from the founding of Harvard College in 1636 through the founding of hundreds of denominational colleges in the first two-thirds of the nineteenth century, was leadership in the community. Professionalization and specialization only began to take root, and then became the dominant mode in U.S. higher education, in the period roughly from 1860--1920. In subsequent decades, that seemed to many critics to signal the end of what might be called "education in wisdom," the preparation of leaders for a broad range of responsibilities. Professionalization, specialization, and departmentalization of higher education in the U.S. began in the last quarter of the nineteenth century.
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532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
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650 0|aArtificial intelligence.
650 0|aEthics.
650 0|aHistory.
650 14|aPhilosophy of Technology.
650 24|aArtificial Intelligence.
650 24|aMoral Philosophy and Applied Ethics.
650 24|aHistory.
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072 7|aTB|2thema
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090 |aDK/11488
245 10|aBroad and Narrow Interpretations of Philosophy of Technology|h[electronic resource] :|bBroad and Narrow Interpretations /|cedited by P.T. Durbin.
250 |a1st ed. 1990.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1990.
300 |a216 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPhilosophy and Technology ;|v7
505 0 |aI The Nature of Philosophy of Technology -- In Search of a New Prometheus -- Defining Horizons: A Reply to Joseph C. Pitt -- Process Themes in Frederick Ferré’s Philosophy of Technology -- Clarifying and Applying Intelligence: A Reply to Peter Limper -- II Deficiencies in Engineering Ethics -- Imagination for Engineering Ethicists -- Engineering Ethics and Political Imagination -- III Systems Theories -- Computer and World Picture: A Critical Appraisal of Herbert A. Simon -- Changes in Cognitive and Value Orientations in System Design -- IV Historical, Cultural, and Political Critiques -- Democratic Socialism and Technological Change -- Philosophy, Engineering, and Western Culture -- Alternatives for Evaluating the Effects of Genetic Engineering on Human Development -- The Alarmist View of Technology -- An Interpretation of Jacques Ellul’s Dialectical Method.
520 |aBACKGROUND: DEPARTMENTS, SPECIALIZATION, AND PROFESSIONALIZATION IN AMERICAN HIGHER EDUCATION For over half of its history, U.S. higher education turned out mostly cler gymen and lawyers. Looking back on that period, we might be tempted to think that this meant specialized training for the ministry or the practice of law. That, however, was not the case. What a college education in the U.S. prepared young men (almost exclusively) for, from the founding of Harvard College in 1636 through the founding of hundreds of denominational colleges in the first two-thirds of the nineteenth century, was leadership in the community. Professionalization and specialization only began to take root, and then became the dominant mode in U.S. higher education, in the period roughly from 1860--1920. In subsequent decades, that seemed to many critics to signal the end of what might be called "education in wisdom," the preparation of leaders for a broad range of responsibilities. Professionalization, specialization, and departmentalization of higher education in the U.S. began in the last quarter of the nineteenth century.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aTechnology|xPhilosophy.
650 0|aArtificial intelligence.
650 0|aEthics.
650 0|aHistory.
650 14|aPhilosophy of Technology.
650 24|aArtificial Intelligence.
650 24|aMoral Philosophy and Applied Ethics.
650 24|aHistory.
700 1 |aDurbin, P.T.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792306849
776 08|iPrinted edition:|z9789400905580
776 08|iPrinted edition:|z9789401067386
830 0|aPhilosophy and Technology ;|v7
856 40|uhttps://doi.org/10.1007/978-94-009-0557-3
912 |aZDB-2-SHU
912 |aZDB-2-SXPR
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aPhilosophy and Religion (R0) (SpringerNature-43725)
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