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Designing Technotheologies: Ethics, Pedagogies, And DESIGNING TECHNOTHEOLOGIES: ETHICS, PEDAGOGIES, AND SPIRITUALITIES IN MAKER ACTOR-NETWORKS by Yu-Ling Lee B.Math, University of Waterloo, 2004 M.Div, Tyndale University College and Seminary, 2008 Th.M, Regent College, 2011 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Curriculum Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) June 2017 © Yu-Ling Lee, 2017 Abstract The purpose of this study was to understand how religion and spirituality matter in the consumer use, design, and engineering of media and technology. Specifically, the research questions were: 1) What role do ethics and values perform in maker and hacker networks? 2) How are ethics and values integrated and manifested throughout the design process in maker or hacker networks? 3) What are the routines, rituals, and subjective well-being of participants in the maker or hacker design process? The research setting was the designers in the maker community in Vancouver and technologists associated with Code for the Kingdom in Seattle. All designers and technologists in Vancouver and Seattle have independent projects at various levels of collaboration. I recruited seven participants affiliated with the Vancouver maker community for in-depth analysis of their design process. In Seattle, I recruited two hackers who participated in Code for the Kingdom, a Christian organization that hosts hackathons for altruistic and religious purposes. Their focus on innovation, design methodologies, and critical making allowed me to discern their values and ethics through their design process. These participants have different perspectives on religion and spirituality, which make their technotheological networks complex. Case studies facilitated in-depth examination of makers and hackers as the main actors of our inquiry. The use of video in dialogue with ethnographic inquiry allowed for nuance, discerning complexities, and giving form to expression in designing technotheologies. Conceptually, the research is framed by actor-network theory (ANT) and value sensitive design (VSD), enabling the study of how participants discover, design artifacts, make meaning, develop values, and maintain a sense of the good life and well-being, emotional and spiritual. Findings indicate that among the makers and hackers, technotheological networks articulate specific values alongside technological creations, practices, and personal ways of being. In their own ii unique ways, these makers and hackers inquire into the materialized morality and design phases of ethically responsible decision making processes. Conversely, the non-human actors express their own values within technotheological networks. My role as a techno-theologian helped facilitate competing value claims by positing a normative focus and by temporarily opening black boxes. iii Lay Summary The purpose of this dissertation was to understand how religion and spirituality matter in the consumer use, design, and engineering of media and technology. Specifically, the research inquired into how ethics, values, and spiritualities enacted in maker and hacker networks? The research setting involved the designers in the maker community in Vancouver and technologists associated with Code for the Kingdom in Seattle. The research studied how participants discover, design artifacts, make meaning, develop values, and maintain a sense of the good life and well- being, emotional and spiritual. Findings indicate that the makers and hackers have technotheological networks that articulate specific values alongside technological creations, practices, and personal ways of being. In their own unique ways, these makers and hackers inquire into the materialized morality and design phases of ethically responsible decision making processes. iv Preface This dissertation is an original and unpublished work by Yu-Ling Lee. The author was solely responsible for writing this thesis, under the supervision of the committee. Ethics approval for this research was provided by the University of British Columbia Behavioural Research Ethics Board: certificate #H06-80670. The research was partially funded by the Social Sciences and Humanities Research Council Insight Grant #435-2014-0510 (How We Learn Media & Technology Across the Lifespan), under direction of Dr. Petrina. v Table of Contents Abstract ........................................................................................................................................... ii Lay Summary ................................................................................................................................. iv Preface ..............................................................................................................................................v Table of Contents ........................................................................................................................... vi List of Tables ................................................................................................................................. xi List of Figures ............................................................................................................................... xii List of Abbreviations ................................................................................................................... xiv Glossary .........................................................................................................................................xv Acknowledgements ...................................................................................................................... xvi Dedication ................................................................................................................................... xvii Chapter 1: Introduction ................................................................................................................... 1 1.1 Research Purpose ........................................................................................................... 2 1.2 Research Questions ........................................................................................................ 3 1.3 Research Setting ............................................................................................................. 4 1.4 Conceptual Framework .................................................................................................. 4 1.5 Definition of Key Terms ................................................................................................ 5 1.5.1 Technology ............................................................................................................. 5 1.5.2 Theology ................................................................................................................. 6 1.5.3 Religion ................................................................................................................... 7 1.5.4 Design ..................................................................................................................... 8 1.5.5 Making .................................................................................................................... 9 vi 1.6 Reflexivity and Positionality: The Task of the Moral Theologian .............................. 10 1.6.1 From moral theologian to technotheologian ......................................................... 12 1.7 Dissertation Overview ................................................................................................. 13 Chapter 2: Review of Literature ................................................................................................... 14 2.1 Maker and Hacker Culture ........................................................................................... 15 2.1.1 Maker education .................................................................................................... 17 2.1.2 Critical making ...................................................................................................... 20 2.2 Actor-Network Theory ................................................................................................. 21 2.3 What is Actor-Network Theory? ................................................................................. 23 2.3.1 Networks ............................................................................................................... 24 2.3.2 Translation ............................................................................................................ 26 2.3.3 Actors and agency ................................................................................................. 28 2.3.4 Black boxes, scale, and immutable mobiles ......................................................... 29 2.4 Value Sensitive Design ................................................................................................ 31 2.4.1 VSD methodology: Conceptual, empirical, and technical .................................... 34 2.4.2 Conceptual investigations ..................................................................................... 34 2.4.3 Empirical Investigations. ...................................................................................... 36 2.4.4 Technical Investigations ....................................................................................... 37 2.4.5 Examples of VSD ................................................................................................
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