View our interview in its entirety here:
View our interview in its entirety here:
Prof. Dr. Marc de Vries is a leader in the field of technology education. His main research to date has focused on the epistemology of technology, the ethics of nanotechnology and Utopian thinking in technology. His impressive work has been instrumental in preparing educators to promote technological literacy in future generations.
In 1982, Dr. de Vries earned an M.Sc. in Physics from Free University in Amsterdam. He would then go on to earn a Ph.D. in Science Education from the Eindhoven University of Technology. Throughout his career, he has been a dedicated professor in Philosophy and Ethics of Technology at the Eindhoven University of Technology, an Affiliate Professor in Christian Philosophy at the Delft University of Technology, a current Professor of Science Education at the Delft University of Technology as well and an Affiliate Professor of Philosophy and Pedagogy of Technology and Engineering Education at the KTH Royal Institute of Technology in Stockholm.
Prof. Dr. Marc de Vries’ holds a vested interest in ensuring insights from the philosophy of technology become integrated into the pedagogy of both technology and design. He has been instrumental in the examination of philosophical reflections and their relation to technological artifacts, technological knowledge and design processes that highlight the relation between technology and humans/society. Through his extensive research, he has examined a vital link between how technology and design can be both taught and learned.
Hi Dr. de Vries, we want to thank you for being here with us today. We appreciate your time and we know our viewers today are excited for you to lend your insight as you are the major contributor to our methodology study this semester.
For today’s interview, we wanted to talk a little bit about a specific chapter from the Handbook of Technology Education, “Philosophy of Technology: Themes and Topics”. In this chapter, you provided what you have called a “concise survey of what has been developed so far in the philosophy of technology.” Since then, have you continued your research in this realm, and is there anything new that you would care to share with us today?
Questions
SARAH:
Something that you mention in your article that we have seen several times throughout our course thus far is the term “Normativity”. You say that “Normativity features in various forms: in technical standards, rules of thumb, good practices, and also functions”. With the production of technological artifacts happening worldwide, how do you think demographic differences impact what “Normativity” is seen as in the tech sector?
In your chapter, you discuss the ways in which the philosophy of technology has evolved in the wake of the shift from theoretical to empirical discipline — or the “empirical turn” — of the 1990s. Do you believe that this also marked a turn from the more ‘dystopian’ way of thinking about technology?
In your article, you discuss modelling in several different ways. In terms of engineers creating a physical model, through the process of abstraction, parts of reality are lost. Some would say this is a necessary action, and others would argue that a model differs too greatly from reality. What are some of the precautions that you would recommend taking during the modelling process to avoid straying too far from the real technological artifact?
These are such excellent points that we hope our viewers will remember in their technology teachings Dr. de Vries, thank you for sharing them with us. Now, let’s turn it over to Darcy who also has some questions for today’s expert, for those of you who may just be tuning in, Dr. Marc de Vries, a leader in technology education.
DARCY:
Much of this chapter discusses the distinctions between natural and engineering sciences. In particular, you note that “for a long time, the “technology as applied science” paradigm has blocked our view”, and that we now know there is “more at stake”. In what ways do you believe that the study of technology has suffered as a result of being conflated with natural or applied sciences?
a. In the section on Technical Knowledge you explored another distinction between natural science and engineering science — particularly in the types of reasoning used in each discipline. What would you say is the biggest pedagogical benefit of engineering using more means-ends reasoning?
You discuss the ideas of “ethical value” and “functional value”. We see now, a big move towards Green Technology. Some people are even making their decisions and purchases based on the environmental impact, as opposed to the product that would best suit their needs. Do you believe that this transition towards an ethical focus has the potential to undermine the functionality of a technological artifact? And are we at risk of producing less functional products to align with individual ethical values?
When discussing Norms and Values, you touched on the ability of technologies to become moral actors, but that, as a society, “we are still inclined to leave responsibility with humans rather than delegate that to devices”. Is this something that you believe has begun to shift with the rise in “smart” technology, be it wearable, or in the home?
Looking toward the future of the philosophy of technology, you unpack Kroes and Meijer's prediction of an “axiological turn”. Since the publication of this chapter, have you observed any shifts (axiological or otherwise) within the discipline of technology education?
On a final note, in the closing of the chapter, you suggest that technological literacy can safely be named as a goal in technology education and that said literacy would benefit from a “social turn” as proposed by Breij. While acknowledging that we cannot determine the future philosophical issues that may present surrounding technology education, do you care to make a final comment on this point?
*Darcy makes a final comment*
Sarah:
Dr. de Vries, we want to thank you for taking the time to be with us today and for sharing your expertise with our viewers. You have provided a wealth of information that we hope educators and students alike will benefit from as they pursue their own work in the field of technology. We want to thank you for your contributions and we look forward to following your work in the future.
(Dr. de Vries responds)
Stay tuned following this stream for information on how you can learn more about Prof. Dr. Marc de Vries, complete with a full collection of his key publications. Thank you for joining us, everyone, and special thanks to Jessica Conran who is behind the camera today. Take care and stay tuned for the next installment of the Interview and Expert series.