Humanities Perspectives on Technology Program: Science, Technology 6 Society Program

DOCOMLNT RESUME

ED 201 238 HE 013 690

AUTHOR Cutcliffe, Stephen H., Ed.' TITLE Humanities Perspectives on Technology Program: Science, Technology 6 Society Program. Lehigh UniverSity. 17-80. INSTITUTION Lehigh Univ., lethlehem, Pa. PUB DATE 79 NOTE 302p. AVAILABLE FROM Science, Technology and Society Program, 327 Maglanes Hall, No. 9, Lehigh University, Bethlehem, PA 18015.

EDRS PRICE MF01 Plus Postage. PC Not Available.from EDRS. DESCRIPTORS *College Curriculum; Course Descriptions;'Cultural Cditelt:. Engineering Education; Engineering Technologyt-Ethics: *Putures,(of Society) ; Higher Education; *Humanities:, *Interdisciplinary Approach: Moral Valuet; Public Policy: Role Perception: *Science Curriculum: Science Education; Scientists; Social Change; Technical Education; Technological Advancement; *Technology; Values IDENTIFIERS *Lehigh University PA

ABSTRACT Newsletter issues pertaining to Lehigh University's Humanities Perspectives on Technology (HPT) Program, which was renawed the.Science, Technology and Society er,ogram., are presented. Additionally, a newsletter article excerpt entitled "Elements of TeChnology in a Liberal Education" is included. Two 1977 issues of "HRP News," five 1978 issues and three 1979 issues of "Humanities Perspectives.on Technology," a curriculunt newslettert'and two 1979 issues and four 1980'issues of "Scienae, Technology S Sociatyl" a curriculum newsletter, are presented. Specific topics-covered in.the newsletter include the following: the teaching of science fiction: world futures studies; a course in technology and human values; the views of Jacques Ellul; approaches to teaching history, literature, and technology; an interdist'Aplinary program in technology, values, and society; an engineering course on the cultural impact of 'technology; technology and the.theory 'of the humanities; a course in science, technology, literature, and the arts; a course that exaaines social concerns and human values in an engineering context; behavior- contrOl and human values; Christian responsibility for technology: technology, freedom, and individual autonomy:-a course on philosophy, and technology; a course on technology and environment; product design and ethics; science and technology in the `public administration curriculum: technological change and urban policy: the moral dilemma of the.scientisti.college.and museum collaboration: the engineer's role in, technological growth; and a course in politics and the 21st century. Course syllabi, book reviews and lists of recent publications are included. (SV) *********************************************************************** * Reproductioni supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** M

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HUMANITIES PERSPECTIVES ON TECHNOLOGY PROGRAMS: C7.3 LLJ SCIENCE, TECHNOLOGY AND SOCIETY PROGRAM

LEIIIGH UNIVERSITY 1977-80.

Stephen H. Cutoliffe, Editor

"PERMISSION TO REPRODUCE U.S. DEPARTMENT THIS EDUCATION OF HEALTH, MATERIAL IN MICROFICHEONLY IS WELFARE NATIONAL INSTITUTE HAS BEEN GRANTEDBY EDUCATION OF THIS 00CUMENT °LICE° EXACTLYHAS BEENREPRO- THE PERSON AS RECEIVE° OR ORGANIZATION FROM 'STING it POINTS ORIGIN- OF VIEW OR STATED DONOT NECESSARILYOPINIONS SENT OFFICIAL REPRE- TO THE EDUCATIONAL EDUCATION NATIONAL INSTITUTE RE' :URGES 5'... POSITION ORPOLICY OF INFORMATION CENTER(ER:::)."

'..... E :cerpted fro-a ST:: Newsletter- 20, November

l:__31VIE'NTS OF T: .10LOGY IN A LIBERAL EDE :ATION

_980 masks the ff a Lecade of, avi and of service as res-::-.:t:rce personnel -fc_77 -_-=creasini; interest iL :he :anong humanist and Social .sz- once faculty, ratzn--- 2.L'hnolo gy, *23-:;ciety. an than full-time teachisiz of STS courses .-7,t has .Lome to defin.e trS'.72 field. engineering faculty.Perceiving this ain there are over .J a&- increasingly serious ca7-) in our own ST ,:crams ar. L._at leaRt ntr-e.,2 c Program, we soughtnernal assistance for cour.---.clusters ares the development of a 7.:ackage of new courses :_Merest-: every .Ieri.y1 ghe._. that would be taught 7-7 senior science and programr.ng. Conouzrantl-, EL].-.'.-n.c.:- engineering faculty. =ber journals and -_-_,evzs1etti--37-- .aern this 'have cena fr:rth In May, the NationLii Science Foundation's provic....._-_*.g in re- Comprehensive AssisTance v' Undergraduate Lear:2h and infr.:-.1ation Science Education ( 1_,LUSE) Program awarded to 7,f *..:L:s steady grow::.-. ..s the Lehigh a $240,.00177-7.-1-17 in support of a majorty 2: STE. three-year projec-.:.Lle velop six new courses T it _be.r )7: designed wita :c providing students af who do not wan or 7.tajoring in science or lit_ . W1 e engineering a becoming familiar with ,rat:... ;.de ht. -.17.7istic Id the basic elem-: enneering and of its. Late: both incorporation,-:to modern high-tedhnology y seance society. A se.:,,,;a.ate-: geway" co4rse,..not avid of funded under_e CAUSE grant, entitled social ins-itutic- t-__- shapIng the 7.c- Introduction Tec:mology is presently '.:71S of scientific I'eseL-Lrch and tec11-.J.tcg-ical being develot;.-ke'Dy Adrian Richards very f(.directly address the (Professor in De-7_,urtments of Civil Engi- ue of technolog-;c1,-.._Ateracy".That ::s, neering and Sciences and Co- STS courses IF- '1 present the cc: -'sal director of the projecz.).This course will iiL,-.Inents o.c enginei.i:Lring; seek to explor . :71 rovide liberal arts7:I business students .tEtail the distinct= between technology as a ith an.understandt.of the unique and :dal process and the technical problem- complementary element:: of engineering with- soiving activity cawed engineering that is out using mathematim- Emphasis will be =1.7-bedded in that S by starting from placed on showing ho vv. engineering provides analysis of concepts and en- technological solution.:_=-, 10 problems in a high- gineering techniques Such an approach is technology society, vknide at thesame time . aecially impc=arnt the non-science/ being constrained by societal parameters,e.g. , en4neming Stuth-..zt T 3d ayhigh-technology economic, legal-political, or moral constraints. society.In this sn.-Je, 1980 also marks the. This course is planned to serveas an integra- op.3n.ing of a new diecade of opportuArity for tive function for the more specializedcourses ST'S- curriculum de-ceibpment focused on the to be developed with NSF CAUSE support. elenents of engi_aeierir_g. At this point, four the six faculty for Universit: rs developed an exten- the NSF project have 'seen identified. Dr. Alan STS currictlu--- :luring the 'past decade, W. Pense, Professor off .--ietallurgy and Materials 'atilt like most otter ..:..-stitutions, the majority Engineering, will offer 2, course entitledThe of our courses t_s:_-Ight by humanities and Regulation of Public Sc'ety.It will trace the science fac:-.11-.1.-..Although we have longgrowth of regulation aCf7 public safety in three intellectuat support of our College of intensively technological industries:boiler 2cgineering and 7-.7..ysdcal Sciences, this has and pressure vessel ,=astrudtion, bridge con- =many taken.the farm of gueSt lecturing struction, and nuclesn power and power plank

-12-3 sagineerirsg background will to gain insight. int.: :he behavior the SET assumecci:d the elements of mechanics systems. An both au ..,serials necessary to under- modeling and qUalitatwe judge- frie nature the regulations discussed ments will be facitizated by concelitrating on iL be an early:c is of the course.It is in- problem areas whicc are currently of major t(-,rded .that the roach wiL be sufficiently interest and will prnbably remain 2:_mportant g,...antitative that -::ae student can calculate throughout thuwcr:-.:-.ing careers c present z.zgtns of safety arid can de- ermine the engi- day students, g.energy, neering choices tcr..,e made it appropriately natural resourve cis- sir.' pie cases.Such calculatic is will supple- tr:.:nt the ,:onceptu____ parts ofhe course and Proposals for twc additional courses are b.1,.:::Sgnecl show the:ten'o which currently beinz from Lehigh faculty. 4u -tint solut-___:is to corn_. plc olems can Al-a-lough no fintal es:cision has yet been L..tici Lnn_ii bei.seL. as a subs:itul:e tar subjee- made, plausible top :cs include industrial -Lye robots, space engineering, energy technology, and medical research. The package of new

Nec He:ft:eel, Professor _ =.13.emistry, courses will be integrated into Lehighis ,Dffer (Mem- ..;:try fortheCcrt&.11-7,er, a Science, Technology and Society Program course that wouicl treat such scc.:aly significant ,.,,hose Director,Dr. Steven L. G-oldman, Their ical issues as th,.e use of fool additives, Priect Director for the grant. sensing and man.ZE,cture of dr,ly.s, plastics, v _mod Lae of energy 'Th:3 set of seven courses, one general ource.s. 7h: tozius treated used as x specific, will offer students, espec- nt inters._ chemical 1: -,hose not _planning to major in science 1....ohcepts Fc e , offer an c fields, an opportunity to ,ac- ide.E2 vex: ,::le for the be- c an understanding of the fundamental tmeen c.thiemical typeand e--rents of engineering.At the same time, propertis.In th:s - emistry and science and engineering students who :ay De related to iMpC77 societal take the courses will benefit from a clearer instruct::: student tiat.rstanding of the social cnntext of their in ..Lplines.The challenge as well as the exc,.:ement of the project lies in the necessity thirc_ courseentitled Urban D::ign and ofeveloping courses which :each substantive the Skysc-aper, be cffered by L. -. Lynn teza_znical concepts in a qualitative manner so der dle, Professor ,.,f Civil Engineerin7. The tha: they are understandable to the non- of the c.:.---arse will be to pret;..mt the quantitatively-oriented liberal arts student. pa: &meters that .affect the decision mi_:_dng, C-planning, the ,design.. the construction, .r conjunction with the course development.. t't-)..,-.eratic7.7 tall ...uildings,...-Psidered phase of the project, Lehigh will sponsor a aS ,,"TS terns that. tocether many :_isciplines national conference on the fandamentalele- outside of engineering. course rr. =nts of engineering and how they might best ill p7.-...,.3nt to the students the prim ..2y pro- btaught to non-science majors in a :ools available to, and comrc,:nly used o Jalitative manner. The directorof this Inearious engineering specialtis-s involved c nference will be Dr. Richards.It is hoped in L.:J. bui.clina- design within the toti... urban that the papers presented at this conference would define a suitable text for the introductory course currently being developed.At 727, WIliam 2. Schiesser, Professorof the close of the three year grant period, Engineering, will offer the fourth Lehigh will hold a second conference for the ,Modeling and SiMulation of Socio-. purpose of disseminating to other academic Technological Systems Using Com- institutions the results of the overall project. p._:zer-.. The course will have as its principal ob-,i-factl-Tres an introduction to: (1) the formu- Further information about the CAUSE pro- lation mathematical models for complex ject, the conferences, or the STS Program can sorionomic-technologic.al (SET) systems; be obtained by writing to:STS Office, (2 details of programming of SET 327Maginnes Hall #9, Lehigh University, mcL..- in a standard computerlanguage; Bethlehem, PA18015or by calling(215)- and3) the execution of the model programs 861-3350. S.H.C. ,editor. -13- Newsletter of the t.ehjgh uni\)esity Humanities Perspe ifives'on Teehnolog0Tograni

Director: Steven Louis Goldman Number 3 . Editor: Stephen H. Cutcliffe December 1977

THE "TWO-CULTURES" SPLIT AND THE SCIENCE FICTION COURSE

This essay began with a minor incident engineering. This is your chance to con-' which occurred last summer. At the end of vert me." the first session of a science fiction course I teach, one of my,100 students detached him- Conversion is not reall- my etyle. I self from the mass of unfamiliar faces and prefer to leave it to reformed politicians. made an appointment with me to discuss his Even if it were a suppressed goal my chances personal goals in the course. Since I had of accomplishing it in a one quarter course spent a considerable portion of the preced- in science fiction would be negligible.But ing hour urging the students to visit me in I was curious as to why this student thought my office as the only effective way of re- those of us in the humanities dealt ip conceiving personal attention in a class of version and why'he viewed himself as%i' that size, I considered the event a good potential candidate. I was also intrigued omen. But- the conference turned out to' have and somewhat disconcerted by the growing more substance than I expected.It cane to realization that this 'student intended to_: epitomize for me the diffiCulties involved study me much as humans in science fiction .111 teaching a beginning humanities course in novels study alien cultures. Suddenly a 'university which does not have a program found myself transformed into a specimen ,r bringing the sciences and humanities of the sub-species "humanist," and I could together, and it reaffirmed my sense of the not help wondering whetter my,class and I need for such a program. would prove a worthy example of humanistic endeavor. The student who came to my office on;-the first day of class turned out to be a senior I wondered more seriously, however, how majoring in engineering,the winner of severalthis student came to viewthose of us in undergraduate scholarships and prizes and the the.humanities as so alien to him that the recipient of a fellowship in a first-rate only avenues of approach to us were either graduate program. He was articulate, person- scientific study or conversion. After all, able, and obviously intelligent. He told me the only things separating us were a few that he had decided to take a sophomore years of specialized education. In the course in science fiction because, as he put course of a lengthy conversation he explained it, "I want to see how you humanities people the source of his alienation from the human- think and:feel before I enter graduate ities. For this engineering student the

5 world was a bright, clear, rational, simple h- Out who sensed that he might htve place. He found pleasure in doing his work scs,: :hing along the way. I have well, in using his mind and talents tc m in the humanities who were succeed in his field, and it seemed se:_- ts.71,7are of the effects science at evident to him that this was a sufficient upon their daily lives, EL justification for existence. No other -7slues ::::ItAJ :y has serhaps dulled my sensiti the in taeir education. were really nscessary. As far as peso::-al relationshipE were concerned, he was firmly -convinced than his feelings were as muc: Co:_le.=:; and universities which donot under his rat_rnal control as any of tfl_ '9 prc,r-ans designed to study the relatic-s7- 1 ha:- projects he designed. If a relationshs. secnnology and human values _7.777-, went badly, you simply terminated it an -:s ,sing to produce students 'izno began a.new one. In short, human beings ere Lng is missing in their ed,..scati. rational creatures who designed their 1. es asars: .:or it. If they attempt t :' to achieve as much sellsatisfaction anc ss._ humanities on their own, they avoid as much pain's possible. NaturaLsy Ln: :hat most courses are not de- this student found.. the humanities' obsession e-T their needs. Even those with emotions, aesthetics, and ethics--the s: T4hich they are instinctively landscapes of our inner and outer worlds- - set.srEwr.su, such E3 science fiction, because puzzling. The whole enterprise seemed theT sppez to promise some kind ofconnec- irrelevant to his life. My student would fon,- betseen ths sciences and the humani- have been a perfect inhabitant of John s cften fail to make those connec- Brunner's Shock-Wave Rider, a novel which presents a future world in which the ability to "plug into" a new environment and a new tsAitionally designed science fiction set of relationships and "unplug" oneself co-7-ses ss a prime example of wasted oppor- ,`'from the past without sufferihg the trauma tOtips. It usually consists of an histor- of disorientation is the essential require- Emtviey of the genre. Beginning either ment for success. But for my student that iineteenth-eentury prototypes of scienc, world was now. c or with the American pulp traditior e 192 :0's, the instructor lectures or. I am not claiming that my student was a ,f:Fity of science fiction while Studer:11.s- "typical" student of engineering or science, :assics" in the field. This type if such,a creature exists. But neither was s. fits neatly into an English currier-

he psychologically disturbed, or maladjusted, .): m ,,.:.stuetteeds in making science fictior or even unusually naive. He was, rather, a rstspectable by providing it with a confident, succebsful, quite intelligent man ancastry, but it inevitably dir-- whose education had never led him to tallestion )ints those students who are not human seriously his assumptions about himself and maors. It does not probe the attemp omtemporary science fiction writers.ts Humanities lerseettivel Qg Technoloev, supported by dissaaination 'linate the relatIonahip,between science grant from tho Motional Settlement for the Humanities, is a newsletter devoted to material in the gamma' area of technology,seeieviy, and human values. It does not introduce tunas values. Wo t.:11 pubPia short articles on the thettratical and speculative aspecto oftier/culla developeant, in-mapth cootie F. ;dents to the variety of current defence &stripeless, reviews of texts mad audio-visual nide, and current ion. Most-important, it does not ade- bibliography (annotated). in addition, we would welcome articles on successful techniques for such tasks as institutiqg and wmaluating tely explore the.challenge and delight courseor program, arousing faculty sad student interest, overcoats,' adelnisertive reluctance,obtaining visibility on wampum, running e Eirst-rate sliterature because the best ,lecture orfile series, or editing new An 'Open forum" -_-tten and most thoughtful works of science settle* exists for reeders with questions or memento xagardlog any curriculum need. Our goal is to help generate new ttscses and to have been produced within the past provide an Veforsation exchange in the field of esti:mainly studies.' the Pty years. Please address ell contributions and correspondence tot Mr. Stephan H. Cutcliffe, SPY Program, 216,Haginnes Roll 0, LIMA UNIVISITY, Seeblehee. PA 18013.

-2- _ What is a--instructor to dc when con- its inventive cmpabiljes,and the uses to fronted with zue hundred students in a which they are put. h.-.s-t students discover beginning sc:_c,mce fiction nourse--especially that, despite their dtfLerences in form, when he discovers that the nlals consists. of theme, and content, thc:Stories repeatedly English majors Science fans, so-Len- raise the same central pstions about the tists and engineers e:rolor:_nL a humana:ies, relationships among sc technology, and and sophomores seeking to distr human values. bution requirements painlessi7? Altho I can't claim to lave solved 7..1L2di1rY1:- I The second portion :he course looks do wish to Bugg:mat an altern_mti7e more closely At tgo or zee types of sciemle type of introduntory scien= fiction novels which p-,7.ride detailed expin-La.-. most commonly -Efered, an tions of these issues. usually treat seeks to addre:a both aesthet-_, End :r cal dystopisn science fict:_n and mythic scienr values. fiction because there E.:re numerousintereE=1,,,r available The c- stopian section be77:1E The organization of'theonump_ teann is with a standard dystopia, such as Huxley' designed first to expose studarns ac. wide Brave New World or °me:14E1-1984, which a variety ofscience fiction LIE pc-,,31b]....e, so uses traditional literal-7y techniques to that they may gain an awarenesE :he diverse suggest that human evil will lead td the possibilities of the genre,_and :_mand to destructive use of snierace and technology study in greater depth two or 'h--atres of Then: I turn to a more p-lhiguous, experi- science fiction which raise autzteLic, ethical, mental novel, such as Jahn Brunner's political, and even religious Issues. I begin Stand on Zanzibar, whicL suggests the' du: with a brief history of the geltme in order to potential of technology as savior or "place. the literature we will 'Oe reading. destroyer. This sectio. concludes with Men we spend the first few wez_4E1 of the term navel which analyzes th- many ways discussing a wide variety of snort stories. which technological, p-.;_tical, psycho- Given the difficulty of classifying types of logical, &iv: ethical issues are intertwi=1. science fiction, I do not insist on neat Ursults/LeGuin's'The Dispossessed is amon. divisions among the stories, but I do try -the best. The growing experimentalism is to choose stories which span the scope of the form of these-novels complements the-in- genre. Their subject matter includes space creasing ambiguity of their world views. battles, teChnology, psychic powers, projected societies, psychology, hard science, The section on mythic science fiction myth, religion, etc. Their -themes range from follows a similar pattern. It opens with Campbellian affirmations of mnmanity's ability a classic, such as C. E Lewis' Out of the to triumph over all threats :D nightmarish Silent Planet, which delineates in clear, visions of technological inventiveness de- if bigoted, form a traditional view of the stroying human nature itself. I deliberately dichotomy between the scientific and move from traditional well zade tales to, humanistic-religious world views. A novel experimental narratives in wnach the dis- such as this inevitably raises the question tinctions between subjective End objective of whether myth, religion, and science are reality vanish. i try to unif7 the threatened mutually incompatible. I then turn to chaos by focusing upon the eth-ical and aes- contemporary, experimental science-fiction thetic issues raised by the wolia. This novels which suggest, as does Lewis, that allows me to raise traditionallilterary scientific technology may allow humanity questions, such as the relation:a:nip between , to assume god-like powers, or at least to science fictiOn and fantasy or limits-'. act out its archetypal desires, but which tions and advantages of the sha71-. story as' take a less dogmatic view of its conse- a genre. It also ptovides an cuportunitY quences. The sections on dystopias and for exploring the diverse attitudes science myth complement each other because the fiction writers hold towards human nature, first centers on current political and

-3- 1.1 cial issues while the second raises over-crc7rded classrooms, or for lecttres ±stract, far-,reach:_ng questions abour if the 7atructor rrefers. Most, students ;tbility of humanity to use its knowlefr seeETto respond well to its format. At wisely. any rats,the student who wanted to know how humznists thought and felt stopped me Clearly this course 'is (foot designeC _on- two wee:_ z after tha conclusion of the _rt scientists :o humanistfc world or course :17,c1 told me he intended to recom- versa, but :toes prOvide a foru' ::r mend it:o his friends in engineering. :roducing the abate over the connec So apps- mtly some communication took T:a:ween science the humanities, for is- place E :ors the disciplines. :L. literary quarions, and,-not least r:--- po7-_Int to the heart of an English tear, --David M. Larson fo- -acouraging :students to read and =nh. English Department at provocative works of literature. The Cleveland State for useful, focupld'discussion University **---rT*************7

THE TEACHING OF 5:: =CE FICTION- ,10THER

There was a time many years ago when aspect c science fiction and I always try : read was :cience fiction. I was _bout to use teir expertise in the classroom.) :een then--ad the despair of my Erilish Also, bezause the subject attractsa dis- lers. There was another time, not so proportimate number of science and math years ago, u en my career as a college majors,£ have the extra advantage of an ,lish teacher m ght very well have dependedanalytically trained group whoare sur- -in my ability t(devise an "innovative" prlaingLy sophisticated at breaking,a _rse that would attract a diversity of piece literature into its component ,students: yes, a course in science fiction. parts. Scientists (unlike English majors) do not Lave to be convinced that everything Setting up suchla course was surpris- has a structure, even literature. . _ugly easy. Of-cOrse there was justified concern over the f*ivolity of such a subject, Ah, and what of the literature? IS there concern that students would desert Shakes- any "literature" in the science fiction peare for Forbidder) Planet. But the mood of genre?Well, of course the answer is yes the 1900a certainly helped; the fact that (if in doubt, re-read Wells's The Time the New York Timeslhad- instituted a science Machine.) My biggest problem was selecting fiction column helped; finally, the soaring which works to focus upon. Part of that costs of college tuition helped- -for stu- dilemma was resolved by the way I structured dents were eager and willing to pay for the course: it would be-a history of science such a course. fiction, not entirely chronological but'it would survey the sources of science fiction And therein lies one of the great plea- as well as the contemporary works. There 'sures of teaching a science fictiOn clags: has been amongst science fiction historians the students are enthusiastic and highly a running debate as to whether or not works motivated. Typically, my course draws as archaic as Homer's Odyssey or Swift's about ninety students (two classes), stu- Gulliver's Travels fall within the boundaries dents who represent virtually every depart- of the genre. I could not entirely_ side- ment in the university. Many of them are step that controversy, so I begin my course well read in the field and eager to be with a discussion of early moon flight adven- introduced to new authors. (Some, I have tures, Lucian's, The True History, Francis found, are P.:en experts in a particular Godwin's The Man in the Moone, Cyrano

-4- de Bergerac's Voyage to ti Moon. Then we chiller by Ray Bradbury called "Mars is discuss two early writers who were very in- Heaven," and a highly literate, allusive volved in the science of :their day; we_read tale called "A Rose foi Ecclesiastes" by Book III of Gulliver's Trmvels and a selec- Roger Zelazny. (Anyone who doubts the tion of "mad scientist" cores by Nathaniel literary value of science fiction should Hawthorne ("The BirthmarLI and "Rappaccini's add that one to their reading list.) The Daughter," for instance). The thrust of theseZelazny story is a perfect tie-in to the opening discussions is tc malyze why these religious inquiries that science fiction writings are not science though the7by its very nature must' invoke. From our, manifest so many of its rr_- pings. It is s: earlier studies of man as creator, we now this point that we can be.=:-.. analyzing what deal with man as the last link in the science fiction is, what :_. major themes progression to a new race of gods. Here and conventions are, ow _ -s always beer we read Stranger in _a Strange Land by a fine social barometer :If time in WhicnHeinlein (a much overrated book, I think, it was written, and what _7.3 function is but very popular on college campuses), and (hardly ever as mere esctr_- literature, more two novels by the rarely read but extremely often than not as social :cmmentary, criti- seminal English philosopher-historian, Olaf cism, or satire). From 'ere, we then move Stalledon, his Odd John and Sirius. (Both into the "big time" auth.:1rE, starting with are fasCinating social satires on the Mary Shelley's Frar.kenstein (which we also plight of super-normals trapped in a mun- compare with the Boris 'ar:,off movie, dis- dane world.) Besidesa number of short cussing throughout the- arrester whenever stories (also to be found in the Science possible what happens science fiction Fiction Hall of.Fame), we also read Child- when it is transmitted :o the screen.) hood s End by Arthur C. Clarke which While Shelley's work a:_tually represents :he chronicles the end ofan as he transcends crossroad between .the othic and the science himself on the road to Godhead favorite fiction novel, it concerns itself with a theme of Clarke's and well worth comparing theme pervasive througnout science fictitn: with the bcript for 2001:.A Spaq man as creator. Ultim2tely, we compare both very much influenced, according to Frankenstein with several ether works, Clarke's own admission, by Stapiedon'tk Capek's RUR, Asimov's I, Robot, and a Work.) Finally, the last weeks in the variety of short stories from an excellent course deal with science fiction as a anthology, The Scidnce Fiction Hall lame, modern mythology, as a relevant kind of Vol. I (edited by Robert Sil-.7erberg. epic. Again, there are short stories lished by Avon.) Our second "unit" weals (including the classic James Rlish tale, with "hard" versus "soft" science fiction, "Surface Tension"), but the major work we that is the,technological, gadgetry- consider is Frank Herbert's Dune, a superb orl.anted proae popularized by Jules Verne ecological treatise. as opposed to the "fudged," pseudo- scientific double-talk of H. G. Wells, a Naturally, choosing this curriculum was scientist whose emphasis was upon the no easy or haphazard decision on my part: sociological implications of the scienti- the entire field and history of the genre fic revolution. We read several works of were open to me, -and therewas the added each author, and Wells's The War of she problem that some very important work has Worlds inevitably leads into a discussion been contributed by non-English writers, of alien invasions, alien encounters and Verne and Capek being the only two I the old favorite of all hardened science eventually inclUdet. The advantage of fiction readers: BEMs (Bug-Eyed Monsters, my particular reading list is its natural to the neophyte). In this unit I generally , grouping into thematic structures, and compare three stories of Martian confronta- the inclusion of several authors with whom tions, a 1930s gem called "The Martian my students are generally unfamiliar. 'I Odyssey" by Stanley Weinbaum, a neat little also try to impress upon them that science firtion, like all literature, does have the Science Fiction Researth Association, plus roots, it did not springtfull grown within an increasing number of full length critical their own lifetimes, and perhapsr--just works, many of which began as doctoral disser- perhaps-"if they enjoyed the,movie For- tations. 'bidden Planet, they might want to read the original; it's called The Tempest by The field is young and growing. Because William Shakespeare,, academia has so recently taken an interest 4 in it, there it still obviously.a wealth of In addition to the readings, I might add, material to be catalogued, categorized, the students are assigned two six-to-ten analyzed.. Whether'a movement back to amore page papers which may either be ihtrinsic traditional curriculum will eventually under-, analyses or researched. Since-r .began teach- mine the study of science fictiOnfis a college ing the course some six or seven years ago, subject in the future remains to,be seen, but a tremendous amount of ciriticalalaterial has then, after all, the future is what science become available, there being at least three fiction is all about. highly reputable academic journals now devoted to the genre (Extrapolation and Science Fiction Barbara Bengels Studies in this country, Foundation in Dept. of English England), an academic organization called Hofstra University

-FUN AND GAMES

Valuing Simulation produced by Mobley, Luciani and in the next stage, participants attemptto and Assoc., Inc. form groups with others who share their views. 16 W. St., N.Y., N.Y. 10011 The goal is for the participants td articulate $10.95. what views they share that permits them to agree, or if some participants ,can not agree This simulation offers a useful tool with any groups, why they disagree. My use for promoting discussion in a course.in of the simulation ended there.. Its primary science and technology.' The apparatus usefulness 1VSS in pointing out what state- is simple. It consists of a deck of-sixty ments were generally rejected and what kind cards on which contrasting statements of diversity of viewpoints on other issues about science or technology are printed. existed in `the class. The outcome of the Cards numbered '19' and '20', for example, simulation provided the substance for further, read as follows: "The'importantthing. in class discussions. science is to strike out into the unknown -- even if the results are-later proven This teaching technique should be most incorrect."The authors.recommend devot- valuable in one of two course contexts: in ing two to four hours to this simulation a preliminary session Of a course to encourage and propose a six-stage process for its initial exchange of ideas on topics to be use, but I did not follow their sugges- .studied later,,or in a session near the end tions, being unwilling to devote this to see what opinions existed after they had much class time to a discussion simula- been examined, The cards offer a suggestive tion.' Unless your goals are consonant aid to developing your own simulation, with theirs, "depolarizing" value dif- tailored'to a particular course. To this ferences, their directions may be largely end, you should consider adding cards of itrelevant to your use of the simulation, special'relevance and taking out others, as it was to mine-. r 'r a procedure I followed. Some of the cards I successfully used these cards witha are too vaguely formulated, ambiguous, or, variation of the first four phases of the like the pSir that said "scientific truth simulation in a class of 25 students for 'need (do not need) mathematical validation," an hour. The initial stage involved the based on _a false premise. trading of cards among the participants until each arrived at a set of.statements Adele Laslie with which he or she could agree. The set Dept.. of Philosophy of universally rejected cards is discarded Lehigh University 13 -67 HANNAH ARENDT ON TECHNOLOGY AND HUMAN STATURE

None of Hannah Arendt's nine books is* human experience of freedom, fabrication devoted wholly or even mostly to tech- and the work necessary to fabricate are the nology. In fact, though her writings cover means by which man builds for himself a an amazing variety of subjects, she really human world and protects himself and his has only one subject: political thought. capacity for action from the destructive, This is because, in contrast to most endless processes of nature. modern thinkers, Arendt believes that man gains dignity and humanity only to the Arendt rejects the modern enthusiasm for extent that he is (as Aristotle called the natural. To her, nature is the enemy of him) a political animal. Arendt is both action and man-made things, and there- influenced by the ancient Greeks, for whom fore is the enemy of min's humanity. Man "Outside),the body politic man's life was of course can never escape nature. - He may not only and_not%gyenprimarily insecure; act and he may fabricate, but he (or some-

. . . it was-without/meaning and dignity one for him) must labor to survive because because under no circumstances could it he is forever a victim of biological neces- leave any traces behind.it." To be with- sity. Laboring and consuming the fruits of in a'body politic means to be within a labor is the life process, and is the most public realm where words and deeds will futile of man's endeavors because laboring be witnessed and remembered, where one leaves nothing behind, and "despite its'' can be revealed in one's humanity. "In futility, is born of a great Urgency and acting and speaking, men.show who they motivated by a more powerful drive than are, reveal actively their unique per7 anything else, because life itself depends sonal identities." 'Further, only by upon it." Unlike Mars and his followers, action does man have the capacity.to be Arendt sees laboring as the least human of free, to initiate new things, to create. all activities just because it is involun- Arendt cites St. Augustine: "That tary and serves to do no, more than tO con-

there'be a beginning, man was created . tinue the life process.' It is potentially' before whom there was nobody." destructive of the world man fabricates to give himself a permanent home:- the life Action is never possible except in the process "everywhere uses up durability, presence of others: "to be isolated is wears it down, makes it disappear, until to be deprived of the capacity to act." eventually dead matter . . returnsiner, Without a public realm, an act would be the over-all gigantic circle of nature hers-_ futile and quickly forgotten. Indeed, self, where no beginning and no end exist Arendt believes that "without a space of and where all natural things swing in change- appearance and without trusting in action less, deathless repetition."Nature.as well and speech as a mode of being together, is potentially destructive of the capacity neither the reality of one's Self, of for action, for no one can act unless he can one's own identity, nor the reality of liberate himself from the demands of nature, the surrounding world can be established from necessity., beyond doubt." To remain engulfed in the endless pro-- This body politic cannot simply be cesses of nature, Arendt believes, is to a group of people wandering together. be in oblivion. It is to be nobody. Even There must be a man-made world to within the security and stability of the guarantee the permanence, stability, man-made world it is only the exceptional and durability of the public realm in person who can act. "Only the best, who which man may act. To achieve this constantly prove themselves to be the best man relies on his capacity for fabri- and who 'prefer immortal fame to mortal cation. If action is the supremely things,' are really human; the others,

-7- 11 content with whatever pleasures nature will his capacity for consumption, accompanied yield them, live and die like animals." by inability to judge, oreven to distin- The "best" are those whose deeds and words guish; above all his egocentricity and interrupt the endless.daily routine of mere .alienation from the world." The ways living. Their deeds and words are rememberedmodern man accounts for his-experience in history, song, poem, and drama; they are reflects the decline of the:public realm praised by those who come after, and they and all- it- stood _for. All branches of inspire others and so help to change the learning now treat "man as an entirely_ world. They are, as the Greeks.and Romans natural being whose life process can be called them, heroes, and they gaina kind handled in.the same wayas all other of immortality that negates their biolog- processes." Man no longer can act; rather ical mortality. he merely "behaves" accordingto natural processes. The study of nature, that is Most people, even if they are secure in the natural sciences, becomes the standard their man-made world, must.(or choose to) by which man,observes himself. be satisfied to live off the fruits of their labor and work. They never enter the fierce Modern science itself is a powerful competition and glaring light of the pul,lic reflection of the decline of the public realm where they may act. It is important realm. It is the:modern era's way of that one may be a slave to necessity, to the looking at the world by,rejecting anything life processes of.nature, even if one does human. It "seems to demand not only the not have to labor to live, for consumption renunciation of an anthropocentric or of the fruits of labor is also a part of the geocentric world view, but alsoa radical natural process. If one does-nothing but elimination of all anthropomorphic elements either labor or consume, then one is still and principles, as they arise either from immersed within the cycle of nature and stillthe world given to the five humansenses the slave to necessity, however secure'and or from the categories inherent in satisfied. Such a person never leaves his human mind.. . It has teen 07... own private world where he cares only for of modern science that it has I-. his needs and wants. He may be happy, but to emaktoipate itself completely. :., fot Arendt (refuting much of Western philoso-' all , .\. anthropocentric, that phy and most of modern social science) truly 'humanistio concerns." There are, hpwv.ei human stature is -achieved not when one is some strange consequences, Presupposing .happy but when one is free:. the abolition of a public, human-world, natural science destroys "common" sense Arendt belieyes that since the Renais- and questions not only the durability and sance, the Classical reality of a public, stability of the given human world, but human world has degenerated to the point' also whether that world exists at all. where, in" the twentieth "century, we live in The motion of the earth, the law of inertia, a condition of "worldlessness."We no the infinity of the universe, the behavior longer have or believe in an enduring of matter at high velocities, and other public realth that provides a place for actionadvances of modern science--none of which and for the preservation of the memory of could possibly be revealed to thesenses- actions."In its place has risen a mass all presume a total loss of faith in the society where everyone is forced back on his truth - revealing capacity of sensible own private nature. Society gives him a reality. place to "live," but no longer is there a world that can alone provide a sense of Another strange consequence inherent reality. Hence arises rootless mass man, in adopting the world view of modern characterized by "his loneliness,. science, one that became apparent only his excitability and lack of standards; A in the twentieth century, is that the

12 reality science givesus turns out ulti- Further, technology with its ingenious mately to be profoundly subjective:. "man, instruments yields the power to construct whenever he tries to learn about things an environment that "makes it more and which neither are himself nor owe their more unlikely every day that man will existence to him, will ultimately encounter encounter anything in the world around nothing but himself, his own constructions, him that is not man-made" and, hence, and the patterns of his own actions." Science, not himself.We are even reaching the in fact, constructs a "reality" which is point where technology permits man to nothing more than a reflection of our own do whatever he wishes without compre- minds, and, conversely, our own minds can hending in human terms what it is he is transform reality into whatever we wish. doing. "We can take almost any hypothesis and act upon it, with a sequence oUresults in For Arendt, technology is the instru- reality which not only make sense but work. ment by which modern man, who no longer This means quite literally that everything caresabout the human stature that comes is poseble not only in the realm of ideas only f om entering a common and public but in the field of reality itself." world, estroys that world. Technology puts the knowledge and power of science; Coinciding with the,rise. of modern to the task of building a worldless mass science was the rise and glorificaticia of society that fulfills the labbier's the very thing Which Arendt sees ad most dream of "levelling all human activities destructive.oLa human world: labor and the to the common denominator of securing the life process. "The Sudden,spectacular rise necessities of life," and wherein all we of labor from the lowest, most despised do is "make a living." It is not a

position to theAiighest tank, as the most . question of machines controlling people, esteemed of humanactivitieis,"-began with an image Arendt rejects as false. The °John Locke and ,ciamintited.with Marx, "where problem is that machine and man unite in labor becaMS the Source of all productivity ail endless, irresistible metabolism of and the eiPrtsiion:Of tide' very humanity of production and consumption that allows man." The life process and life itself ,for nothing, permanent and enduring, have become the highest good. The most allows for no action' that would reveal praiseworthy activity is to du what is the unique humanity of each, person. As "natural," toprodUCe and consume and parts of natural processes we can do no thereby take part in, the endless,' futile more than engage 'in the predictable mass processes of the vastjtyCle of nature. hehavior'that is studied by the social scientist.' In this era of technology, = Perhaps the most conspicuous manifests- Arendt believes, human stature is not .tion of-the destruction of a common world only lessened but is in dange,of being is technology. For Arendt, technology is destroyed altogether. the invasion of science into the, human world where it releases the immense forces of Mel A. Topf nature. The danger, she says, is the whole Division of the Humanities of technology aiipears pas a large-scale Roger Williams College biological process,',' to the point where soon all human activity.wiii be "sucked into an 'Note enormously intefisified life process" and will "follow automatically, without pain Hannah Arendt, born in Germany, published or effort," the rhythm of machines. What nine books and many articles between her technology achieves inftEis respect is coming to the United States in 1941 and her thelaborer's age-old desire for endless, death in New York in 1975. Most controver- effortless production aitd consumption, for sial are two:studies of totalitarianism, the abundance of a consdmer's society. TheOrigins of. Totalitarianism and Eichmann in Jerusalem. Her views on science and technology are mainly in The Human Condition (Chicago: University of Chicago Press, 1958) and in two essays, "The Concept of History" and "The Conquest of Space and the Stature of Man." Both appear. in Between Past and Future (New, York: Viking Press, 1968). Margaret Canovan, a British scholar, has written a book-length study of Arendt: The Political Thought of Hannah Arendt (New-York and London: Harcourt Brace, Jovanovich, 1974).

********************

"TOWARDS A THEORY OF THE HUMANITIES"

A CONFERENCE REPORT

In'November of this past autumn the Uni- experience of the conference and its after- versity of Southern California's Center for math. The invited papers were presented by the Humanities, with support fromiithe Nationalan impressive array of seventeen noted Endowment for the Humanities and the Rocke- humanist scholars, among them Ihab Hassan, feller Foundation, sponsored a national con- Benjamin DeMott, Marshall Cohen, Ronald ference entitled "Towar.'s a Theory of the Berman, Stanley Cavell, Thomas Haskell, Humanities." The conference organizers drew Leo Bersani, Arnold Thackray, David Rosenhan together some 200 people, selected from over and Adolf Grunbaum. With only a few excep- 1100 applicants, for the announced purpose tions, it was my opinion that the papers of exploring the nature and structure of the had little or no relevance to the announced humanities, especially in relation to the theme of the conference and ranged it sciences. My opinion was,, and continues to quality from exquisitely detailed to mani- be, that the conference was a disaster, festly slipshod. Most gave the impression, mitigated only by what I learned from the to me at least, that they were not specif- evaluations of the conference subsequently icall crafted for this occasion, but were communicated to me by a considerable number works at hand dusted off and offered up of my.fellow participants; and therein lies to the brethren in awe assembled. I, and the tale that I would like to lay'before many others, were struck by the extent to you. which the presentations were performances .in the humanities and not explorations of When I say that the conference was a or discourses on the humanities. Almost disaster for me, I mean to pass judgement all were riddled with, o' explicitly based on the content and the quality of the upon, malicious ad hominem references to invited papers, and also on the format the work of literary, artistic or critical within which those papers were presented. figures of wide reputation. One paper, a If I now want to lay this before you, an particularly interminable one for me, audience composed overwhelmingly of people explored the depths of the human condition who were not present at the conference, I through the experience of a young graduate do so not to persuade you that my judgement student whose wife died in an automobile is Correct, but to share what I believe are accident, in the process repeatedly some valuable insights gleaned from the burlesquing and mocking the involvement

-10- of the state police officers who had to handle (with a very few exceptions).Most the pulped body and bring the news of the respondents thought the papers imprecisely wife's death to her husband. Another argued formulated and not of a quality commen- for three-quarters of an hour that Jacques surate with the reputations that won Derrida and Ludwig Wittgenstein were so far invitations to speak (again with a few apart in their thinking that they could not exceptions). Interestingly, almost every be in any way correlated, in the process speaker was singled out by someone as a providing (unwittingly?) a context within particularly good performer and by some- which both were well correlated. one else as a particularly badperformer! Ihab Hassan, Marshall Cohen, Ronald Berman This conference seemed to me an cicasion and Benjamin DeMott appeared most commonly that demanded more than, destructive criticism as, for one reason or another, having as a response. Here was a wonderful oppor- delivered the most relevant and/or the tunity lost by locking 200 cultivated and best papers. Almost every response argued dedicated scholar-educators into a format for two things: -small workshop formats at that subjected them to two full days of which short presentations would be followed lectures (with breaks for lunch) and only by intensive. engagement with the ideas in made provision for questions and discussion, the presentation and very tightcontrol by for engaging the authors of these papers, conference directors over the content of at parallel panel-forums in the evenings! invited presentations. Hour after hour, lecture after lecture, there was no opportunity for a question, a For me, this conference raised serious criticism, a challenge, a disagreement; no doubts about the value of large-scale opportunity for spontaneous response, only conferences involving:"name" speakers at amorphous and long-after-the-fact conver- considerable expense. It has caused me sations likely to follow from putting 100 to be very precise about the invitations people and three speakers into one room many to speak at Lehigh that I have made since hours after those speakers had spoken. returning from the conference and about the content of the pipers that-I have been What does this say about humanists and invited to give since,my return. Perhaps what does it say about conferences and their large-scale conferences should be left organization? I wanted to find out and I largely social affairs and serious confer- offered to solicit evaluations from the ring be made local, with the assistance of participants on the understanding that I such technologies as audio- and'video-taping was making the offer because I wascritical of guest lectures/panel discussions and of the conference. The conference director conference telephone calls in comfortable accepted my offer, announced my intention surroundings. Does this sound inhuman?.So and fifty people subsequently responded to was this humanist conference, and to:many the questionnaire that I distributed. Not more participants than just myself. only does this strike me asan exemplary response-rate, but the length and the inten- Again, what does the'Very wide-spread sity of many of the responses moved and en- perception that the conference papers were lightened me; far more than the conference not well conceived vis-avis this particu- itself had. To tabulate the responses lar conference tell us about the humanities, would be unnecessarily brutal. All but a especially in relation to the sciences? handful of the respondents were critical returned with a very glooMy conviction that of the conference and most were severely the humanities, for all their blustering critical. Overwhelmingly, the respondents about their unique handle on Man, cannot agreed that the lecture format was intoler- match the sciences - especially the physical able and inexcusable and that the papers sciences, for considered, intelligent, were too long', self-indulgent and not clearly-formulated and precisely- reasoned relevant to the theme of the conference presentations of ideas. In the twenty years that I have (sporadically, to be sure) papers presented in the medical'section of attended lectures in the physical sciences, the same conference.) I cannot recall having ever come away without a clear conception of what the speaker The questions raised by the conference was talking about, what he/she had to say proposers -- what are the humanities as about it and what the basis was for what academic disciplines? what does it mean to they were saying (this does not imply sub- be a humanist, by comparison with what it stantive understanding, of course). I means to be a scientist? what relation'exists cannot speak quite so strongly about social between the humanities and the sciences, both, science lecture's that I have attended and, within the curricular structure of:the modern, alas, I can easily think of many philosophy university and within its ideal intellectual and literature colloquia that were posi- order?-- are awfully good questions. The tively murky. expectation of hearing first -rate minds discourse on them and of arguing with col- The USC conference was composed largely leagues from many places, many disciplines (more than 50%) of people in language and and many kinds of institutions about the literature. Many were in history: very fewmeaning and merit of these discourses, is were from medicine, law, philosophy, mathe- what moved me (and almost everyone else, I matics and'physical science. The only Would guess) to want to attend this conference. session devoted to science and humanism wasFor a very large percentage of attendees,'the the favorite choice of respondents as one conference failed to meet these expectations, session whose papers were well-formulated but judging from the responses it has forced and ti;3some discernible point, although a considerable numbeeof people to pay more there was no general agreement that this explicit attention to the issues that moti- point advanced the goal of the conference. vated calling the conference in the first Is it possible to infer that echt-humanists place. As part of the questionnaire that I can only be forced to clear and precise circulated, I asked what the conferees would thinking under threat of a negative tenure have said had they been invited to speak at decision? Now that,my initial bitterness the conference. .1 received in reply a number has worn off, I unequivocally answer of lengthy, considered. and insightfulanswers 'nonsense'. However, it seems to me more the gist of which I hope to summarize in a often the case that humanists work out future Newsletter., There is much in them "their ideas in the context of conversing that is relevant to the task of exploring, with colleagues and students, in the course STS interactions and perhaps yOu (readers) of interacting with other people, while will be provoked to write back to us with the scientist is more likely to demand a ideas of your own. higher level of clarity and precision before saying anything at all to anyone. Steven L. Goldman

Never have I heard as part of scientific papers, the kinds of personally insulting references that were commonly embedded in most of the papers presented at this conference. (This parallels a recent experience of a Lehigh chemist, Ned Heindel who, as part of art HPT project, attended a conference on the Black Death at SUNY Binghamton. He, too, commented to me on being struck by the intensely ad hominem character of many of the literary and art-historical papers and question -and- answer, periods, in sharp contrast to the

-12- 16 BOOK REVIEW

Hai Hellman, Technophobia: inherent in today's technology. The author's Getting Out of the TechnologyTrap claim that our problems are not technical, New York: M. Evans and Co" Inc., but rather social, cultural, and economic 1976.. xvi + 307 pp. Bibliography. is somewhat glib and misses the point. $8.95. As he notes, technology needs to be understood for it to be dealt with properly, Science writer, Hal Hellman, tries. to but to characterize, as he.seems to, all dissuade his readers of "technophobia,"or those who oppose someaspect or impact of the fear of technology, in this wide-ranging technology on society as being unfamiliar volume by the same title. The author stresses with technology or unable "to cope with that there are rational fears and irrational modern-day society" is as extreme as fears regarding technology and its interrela- damning all technology. Those who would tionships with man. "Like it or not, this is deny all technology and its obvious a technological world, and it requires.at benefits are few, And far between. As least some technological literacy (p. xiii)." witnessed by the emergence of numerous While debunking "technophobia" as unfounded Academic programs,. governmental agencies, and unrealistic, Hellman also asserts the and private organizations, we have moved dangers of a "blind, uncomprehending far beyond this simplistic view and are reverence for science and technology reaching for answers that take cognizance (p. .xiv) ." of both the benefits and liabilities of today's technology. To seemingly dnd Hellman sets up his argument uy suggest- superficially lump together everyone who ing that "future shock" as coined by Alvin takes a critical look at technology is to Toffler and adopted by others was more a recloud the issue and negate the steps phenomenon of the 19th than the 20th century. 'already taken, steps for which the'author Using 19th century examples of change such .himself is calling. as the transportation revolution epitomized by the railroad and the telegraph, he suggests The. middle third of the .book (chapters that what we are experiencing today is not 5 - 7) is an attempt to shoW the reader so much a preViously unknown future shock of that technology "offers not only material too much change, too quickly, but,"rather, benefits but the chance for social justice an information overload. The obvious and (p. 79).7While this may in large, part be largely unanswered question is whether this true, the-authorloses some credenceby. perceived change is any less real or impor- the superficiality with which he treats tant today just because' there were rapid his evidence. To cite two examples - changes,prior to 1900? women!s work and nuclear power- should not detract from his overall point, but The following two chapters (3 and 4) try only serve to remind us of Hellman's own to assess the quality of twentieth century insistence on.detailed analysis of the life-and conclude that although all our technology or issue at stake.' problems have not been solved, human existence

for most people is measurably better than it . In the case of women's work, Hellman was in'the "good old days." Discussions of queries, "how about these women, who have bread, subways, assembly lines, and the been freed from the drudgery of long hours automobile are utilized to show that life of clothes washing, food preparation, hand today is better than when characterized by sewing; and so On? Do they feel they have widespread disease, starvation, flogging, been dehumanized? (p. 117)."Historians and dirt. such as Joann Vanek and Ruth SwartZ Cowan. have shownthat, while it is true'that That this is true, is clear, However; it technology of the eleCtric stove, washer, does beg the issue of the very real changes and dryer has removed much of the heavy

-13- physical work of carrying wood to heat the without clearly distinguishing the water to wash clothes and the iron to iron varied'components. This book is well them, the number of weekly washings.has worth reading, but should be used with correspondingly increased with little, if a certain amount of caution. It comple- any, savings in time. Likewise, the wide- ments well'Samuel Florman's The Exis-, spread adoption of indoor plumbing and con- tential Pleasures-of Engineering, which comitant bathroom fixtures has created a deals directly with specific anti- time consuming, hygenic need for care and technologists and how they are related cleaning in a way the privy never did. to the engineering profession in particular. Technophobia, especially if it were A second c#se in point is the adoption of to be published in paperback, would make nuclear power. Hellman suggests the fears interesting reading for an introductory of nuclear theft and contamination are either college course in technology and human of minimal risk or solvable by future techno- values. logical developments (pp. 131-135). I believe Hellman misreads the foes of nuclear power, if he feels they are against the technology, for Stephen Cutcliffe it is the human misuse of a technology that Lehigh University has the capability of ultimate destruction that they fear. When,, as he himself admits, men ,"have been at each other's throats since the beginnings of history (p. 131)," the prob- ************ lem seems self-evident. 'The storage of wastes, many of which have unacceptable radio- active livgs that are longer than the history JOURNAL REVIEW of the most stable governments known to tan, presents not only a technological problem, but a social one as well. Here, it is the super- ANTHRO-TECH: \A Journal'of Speculative ficiality with which the author treats some Anthropology (Darlene Thomas, Anthropology very important technological developments and Dept., Lock Haven State College, Lock future problems that troubles me, both as an Haven,,PA. 17745). historian and as a general reader..

In the remaining third of the book, Hellman This journal is "intended to deal with offers a variety of suggestions for sr wing the existence of humankind in a technolo- some of our societal problems, including gized world." There is little information cutting down on resource consumption, the .about the cultural adaptations which humans increased use of technology assessment, and, are expectef to make in a rapidly evolving ironically, the use of consumer action, technological..world, or on the life styles reminiscent of the "anti-technologist," which have evolved or are evolving. in Charles Reich, in The Greening of. America. technological societies. ANTHRO-TECH provides some stimulating:viewa of the There is nothing terribly new or striking world from a perspective which is too here, rather, it is a calm summary of many little used in our'world.."SF scholars thinkers. The general point made is that and teachers should be familiar with the most, if not all, of these potential answers, title. require the use of technology.As noted above, most societal analysts today accept this point cf view. They may debate the Source: Science Fiction Newsletter specifics but not the general acceptance: Thus, I find Hellman's, in places, impas- sioned, plea against the .technophobes to be misleading. It lumps too much together

is -14- TEACHING MODULES FOR SCIENCE/NON-SCIENCE UNDERGRADUATES

A $131 thousand grant has been awarded to the State University of New York at Stony Brook to develop socio-technological instructional materials aimed at improving college level science education for majors and non-majors alike. The two-year grant from the National Science, Foundation has been given to the Department of Technology and Society of Stony Brook's College of Engineering and Applied Sciences. The project director is Dr. Thomas Liao, Assistant Professor of Technology and Society,

The project entails the development and implementation of a set of learning modules that deal with current and future socio-technological problems and issues. These modules or case studies will be designed to help students learn about the methods and impact ofNN assessing the consequences of using technology. The intended audiences for these modules are college undergraduate engineering and science majors, other undergraduate students and adults in continuing education programs. The project goals center on the reduction of the "cultural gap" between the science and the non-science audiences.

"Engineering is now concerned primarily with the development of new technology which 1,1 impacts strongly on the individual in his or her daily life," stated Dr. Liao. "We must f feed into the highly structured engineering curriculum a sequence of contacts with problems drawn from the 'real world', of the 1980's so that the engineering student' develops a clear understanding of the role of the humanities; and the social and'behavioral sciences. Likewise," he continued, "the. non-science student must be made to under-. stand that solutions to socio - technological. problems of significance involve the assessment of trade-offs between alternatives."

Ten to fifteen case studies"will be developed. "The format must be flexible,"40r. Liao said, "because the modules, will'serve undergraduates with professional engineering and applied science goals, students.whose professional aims require limited exposure.to the sciences, students for whom saance may later serve as a deciiion-Making tool on a Science-related public issue,.and stuOente seeking greater technological knowledge."

The topics that will be chosen for case study are intended to motivate students to expand their learning horizons (engineering students into liberal arts and non-engineering into technology) Each topiomust involve one or more fundamental concepts in engineering and applied science that can be presented to Science Snd non-science students alike.. Additionally, the topic must be an important public policy issue involving-social, political and-econpmic considerations and constraints.

,Sugge tad case study topics include: the artificial heart progiam; building access for

1 the hascapped; home fire protection; emergency medical service systems; supersonic

1 transporthigh speed ground transportation; water conservation and the public; energy conservation and the publie;.personalized rapid transit systems; weather modification; earthquake vmdiction; electronic fund transfer; supermarket automation; and auto safety.

The first prototype case study will be developed this academic year and tested at Stony Brook. Two faculty members from technology and society programs at other universities will join the Stony Brook collaborators to select the entire set of 'modules and, in the summer of 1978, to write these studies. In the next academic year, the modules will be tested, revised if necessary, and put into final forth. It is anticipated that printed studies can be disseminated and used throughout the country by the early 1980's. The final case studies will be developed in,self-contained forms (including reference data, Student activities and other information) so that they can be used by the professor in a class of 50 or more students, with the detailed discussion in seminar or recitation sessions under the direction of graduate or teaching assistants. Presentation does not require changes in teaching ratios or costs incurred by additional equipment or facilities.

For further information on the project write to:

Dr. Thomas Liao 'Dept. of Technology and Society SUNY at Stony Brook Stony Brook, N. Y. 11794

OPEN FORUM 4011.4.0

Continued correspondence regarding a list of active scholars whowould be willing to visit campuses for lec'bures, colloquia, etc.,includes the following individuals and topics. HPT News can take no responsibility otherthan to list those people who are willing to offer their services in this regard. All speaking arrangemerits must be made directly with the individual by the sponsoring institution. However, we will be glad to continue this service and, if you desire 'to have your nar- listed, pleaseinclude your address, telephone number, and suggested titles or subjec7s on which you wouldbe willing 'to speak. Editor

Dr. Robley E. George, Director The Center for the Study of Democratic Societies Box 475 Manhattan Beach, CA 90266

"The scientific study of democracy" "Ethics and values in the science of economics during major societalchange" "Alternative economic systems" "Socio-economic democracy" "Science and technology in a democracy"

Dr. Steven L.Goldman, Director' Humanities Perspectives on Technology Programand Andrew W. Mellon Professor in the Humanities Lehigh University Maginnes Hall 1/9 Bethlehem, PA 18015

Office: 215-691-7000, x845

"Medieval roots' of modern science" "Renaissance:Magical nature philosophy and tha evolution of modern'science" Topics on Judaic and Islamic philosophy. Topicb,,in. 19th and 20th century history any: ---lilosoph of science. Technology rand science.

-16- , ti0 LOGFL.. JJ. ..1.&1111.10VF&U SUNY -Stony Brook Stony Brook, N.Y. 11790

Office: 516-246-6560 "A Phenomenology of In::: ner-ation: Part I Perceptic7, - '-rmel Part II The Instrt :,leciator Part III Technics flileidegger's Philosophy anc .3gy" "The Experience of Tech:, "The Existential:Impact liputer Technology"

.Prof. Michael Platt .(Zoje. Platt teaches medical ethics Dept. of English_ in the P.APOS program atF & M and Franklin and Marshall College was an NEH fellow at the Hastings Lancaster, PA 17604 Center for Biomedical Ethics in Z975-76.)

717-291-4061 "Would Human Life Be Better Without Death?" (on current proposals to extend life infinitely, their origins in Bacon, and their consequences). "Why Hobbes Neglects Medicine in His Leviathan" "Bacon's New Science and His New Year" (the unscientific origins of the modern scientific project) "Bacon's New,Atlantis" (chiefly on the relation between the modern scientific project and Biblical religion) "C.S. Lewis on the Modern Scientific Project" "M. B. Forster on the Modern Scientific. Project" "The Fabulous GE1281.8 of Descartes' Method" (on the elation of Descartes' Discourse of the Method...to the Biblical God) "Expecting and Delivering''(a dialogue on making and knowing, on birth, in the hospital and at home, and on poetry as poesis. uldis0).

'Prof. John M. Wilkes Dept. of Social Science and Policy Studies Worcester Polytechnic Institute Worcester, MA01609

617-753-1411

"Technology, Technologists, and Social Problems" . (Subject derived froM Ellul's description and criticism of a se-called "te_Chnological mentality" as the reason for the seemingly autonomous nature of technology.)

W. F. Williams, (Available in, the United States only DireCtOr of Combined Studies during April 1978) 'Faculty of Science The University of Leeds Leeds, NUnited. Kingdom LS2 9JT Telephone:, 31751 "Politics echnology" "Neutrality ofN6cience and technology" Seminars on the Sciencein a Social Context Project (SISCON) in the U. K. M*E*T*A*

MANKIND, ETHICS TL'CHNOLO r, AND THE ARTS

RTCrT PUBLICATIONS

XAHNOIENNETii AND MAY LINEZIMAN. 5'2M1'L2TERS ANL: :0), AUGUST 1S71. "CCMPUTER kNINATICNI BMW WHITE'S DAMN MCKIM" TECHNOLOGYimam80(1), 34-46, . Features entries from the 15th Annual C,mputer Art Exposi- OCTOBNA/NOVUSER 1977. tion. The twenty-three reproductions, cuntrihuted by ea :ants from a number of nations, represent natural objects, geometric Computers take: the tedious labor out of animation, add designs, graphics for use in theater set, tapestry, and urban modifiability, and make the process viable for planners, design. Comments by their creators are 'juxtaposed to many of engineers, industrial designers, and acientists. Uses, the works. Those who peruse the issue should find the designs techniques, and advances in equipment during the last fif- eve- catching at minimum. gut the journal's editor, Edmund teen years era sketched by two innovators whose verve must Berkeley, cocasents cynically: "The magazine Computers and have been paetially.generated by "unofficial" late-night People....has published computer art in the August issue for indulging in computer games like "Space Per" and "Dassle each year from 1963 to 1977. fifteen years.Perhaps we have Dart." In ten years those involved with computer animation puhlished 700 pieces of computer art. But, has any computer have solved the problems of "perspective, attention to light' art that is really beautiful, important, and rich in impres- end shadow, recession, and the realistic use of texture and sion foe the beholder, yet been published? I doubt'it " color.",Xey -Irame.enimation, "paint brush" system, robot-like "display turtle" artist, etc. are discussed. Negroponte speculates that cheaper and better systems will replace the FERGUSON, EUGENE S. ."THE MIND'S EYEt NONVERBAL THOUGHT IN TV watcher with the "Sunday painter" who will create his own TECHNOLOGY."SCIENCE 197 (4306): 827-36, AUGUST 26, 1977. J TV shows. Programming non - initiates miss some of the wit and charm here. Western technology can not be understood without an appreciation of'the visual, imaginative mode of thought..Pyramids KAPP, K. WILLIAM. "ENVIRONMENT AND TECHNOLOGY: NEW FRONTIERS and rockets were a vision in someone's mind before they were FOR TRE.SOCIAL AND NATURAL SCIENCES."JOURNAL OF ECONOMIC reduced to geometry and thermodynamics.., Ferguabn clarifies ISSUES 11 (3): 527-40, SEPTEMBER,1977. the significance of nonverbal thought and traces the non- literary and nonscientific aspect of conceptualization since This reprint of a paper read at the International Congress the Renaissance. The "illustrated machine books" of Ramelli, of Scientists 'on the Human Environment iS75 is a plea for DaVinci, Agricola, Martini, Leupold, and Diderot demonstrate "trapsdisciplinary'' exploration of environmental dietruption that design exceeded aociety's needs and that the artist - and the complex interaction between the natural environment, engineersware posing questions previously unasked and solving the economy, and social coats.' Kapp feels that year); of problems-by drawing many varieties of a defice. _Inventions in talking about Interdiuciplinarity has not resulted in the graphic arts in the Renaissance, e.g. perspective, the development of appropriate "techniques, methods, and attitudes" "exploded" view, and engraving iEaelf, had profound effect for such work.' While worldwide industrial expansion and the on the advance of science and technology. Ferguson laments market mechanism are the eausee of present pollution, the key the lack'of .courses in "visual thinking" in engineering to improVement lies in three types of measures: strict public , schools. The view that results in the labelling of design control of ooxious Inputs, the developient.and promotion of projects as "Rube Goldberg" exercises reveals a dangerous technologies dith low ecological impact, reuse and reCovery assumption that perceptive processes are more primitive than of waste arterials. Attitudes represent the primary area of verbal or mathematical thought. In an "analytical engineer- change. The "utilitarian moral principle" which considers ing curriculum," it is courses in design wh.f.ch "provide one economic growth as an.autonomous process measured id terms of of the few remaining links to the complexities of the real GNP must give Was to goals that rata the quality of growth. world." Presently, such courses have low status and if they We also need effective social and environmental indicators disappear such "silly and costly errors" as the Metroliner to measure forms of disruption and their effects. railroad cars unable to run because "a fan sucks snow into the electrical system" will proliferate. Extentilve documen- LAWLESS, EDWARD W. TECHNOLOGY AND SOCIAL SHOCK: RUTGERS tation. UNIVERSITY PRESS, 977. 616P.

INOUE,ARIENEt SUSSKIND, CHARLES.;TECHNOLOGICAL TRENDS AND Lawless, head of the Technology Assessment Section of NATIONAL POLICY, 1937: THE FIRST MODERN TECHNOLOGY ASSESS-, the Midwest. Research Institute, provides in-depth case MDT." TECHNOLOGY AND CULTURE 18(4): 593 -621, OCTOBER 1977. studies of forty-five "epiaodov of public alarm over tech- nologY-7social shocks." Thescnpe ranges from'issues.with

As the authors observe, "one sign that technology assess - widespread effects, such as flouridation, thalidomide, , ment is making the transition from invisible college to insti- oral contraceptives, UOL enzyme detergents, x-ray shoe- tution is the growing corpus of investigations into its fitting machines, to relatively more isolated Incidents, history."This paper critically reviews a report issued by e.g. Torrey Canyon. Santa Barbara oil leak, the closing of the Roosevelt Administration as an early piece of technology a plant in Saltville, Va. due-to inebtlity to meet pollu7 assessment. Written by major social scientists, other aca- tion standards, Dugway sheep kill, synthetic turf as demicians and technologists, the volume opened with discussion related to sports injuries, and even the Derby disquali- of the nature of innovation.end its spread, the relationship fication of Dancer's Image. The format of each case study of basic research to. technological change, and other theoret- provides an abstract of event, graphic depiction of time ical issues., The body of the report analyzed the development line, narrative account, key eyents, Impact and resultant , of specific industries. William Ogburn, the prominent social actions. A final overview discusses characteristics and scientist and principal coordinator of the project, was die- commonalities of the cases. Focus of interest throughout sprinted in the result. The authors of the present review is on why concern or'alsrm was raised and how it was trans- conclude, as he did, that while the report was descriptively ferred to the public. The role of the mass media receivea strong and thorough, the contributors were brief and cautious special attention. Well documented with popular and in predicting consequences of specific technological develop- accessible materials; citation of technical studies is ments and overly reluctant to indulge in long-range fore- .limited. , Useful for undergraduate classes discussing tech- casting. 2,. nology assessment and/or technology and values. -18- NELSON,. DANIEL. LEWIS, W. DAVID. "THE SMITHSONIAN INSTITUTION'S '1876' EXHIBIT." "TATLORISH AND THE MORICcIA: AT BETHLEHEM STEEL, TECHNOLOGY AND CULTURE 18 (4)1 67L-684, OCTOBER, 1977. 1898-1901." PENNSYLVANIA MAGAZINE OP HISTORY AND BIOGRAPHY 101(4), 487-505, OCTOBER 1977.

An exuberant guided tour of the exhibit in the Arts and 2 Rather than providing evidence of the effica Induetriee Building, complete with photos, Background notes.and cy of scientific management'e time-study and "difforential piece rate," the perceptive observations. reorganization of Bethlehem's workers was a "modest affair" that "RHETORICAL TECHNIQUE AND MORAL PURPOSE IN demonstrated "haphazard, unsystematic methods" as well as the LINEHAN, THOMAS M. dehumanization of the worker. UNIVERSITY OF TORONTO QUARTERLY Taylor, brought in, by company DICKENS'S HARD TIMES." president Linderman, rapidly reorganized the managers rather '47 (1)1 22-36, FAIL 1977. ' than the workers. His only significant manipualtion of laborers involved pig iron handlers in the yard. While Dickens's indictment of industrial life was expressed The capacity of a "first class" ban was determined by the output of 10 Carefully chosen not only in Hard Times, but"also in journalistic essays, it was men observed just one day. One of three who achieved the the novel that caused his audience to "grow restive and standard (a tripling of previous average production), Pennsyl- Emotion is generated by the intensity of this liter- worried." vania Dutchman named Noll, became conceptualized in.the litera- author's."single- ary work in which technique is dictated by the ture as the hero "Schmidt." and What is not retarded is that minded moral purpose"--to demonstrate the pernicious nature Noll later "lost his job and home because of excessive drinking."' the ruinous consequences to hueanity.of the philosophy of Fact. Nelewn notes that the Frederick Taylor papers are at Stevens Devices used to achieve thisend include: development of the Institatc of Technology. character Gradgrind with his wISic innocence underlying a hard-headed realism and an ill- formed equation of mathematics, "SCIENCE.AND LATIN AMERICA." ISSUE TITLE, IMPACT OF SCIENCE ON Oith the real world, the contrast between Tom and Louisa, SOCIETY 27(3), JULY- SEPTEMBER 1977. unfavorable treatment of the. labor union, multiple connotations of the word "Fancy," the juxtaposition of the Coketown hands A survey of pre-Columbian science and technology spans the with Sleary's cricus troupers. Unlike the complexity of period from the earliest projectile points to the evolved Dickens's other novels of the 1850s, such as David Copperfield Peruvian quipu. Recent developments, including regional and Bleak'House, here "compression and condensation" are the ccongration in scientific research and in technology transfer means to his end. are outlined. The highly contrasting technological problems encountered on the continent are dramatized by the juxtaposition mARIEN, MICHAEL. "THE TWO VISIONS OF POST-INDUSTRIAL SOCIETY." of papers an hydroelectric developenet in wet Guyana and com- FUTURES 9 (5)2 415-431, 1977. bating desertification in Chile. P

Though many labels for social configurations of cominr SINCLAIR, GEORGE. "A CALL FOR A PHILOSOPHY OF ENGINEERING." decades have been coined, Marion believes that the term'post- TECHNOLOGY AND CULTURE 18 (4): 685-9, OCTOBER, 1977. industrial society" has emerged as a front-runner. It was Daniel Bell who first used the term to describe a highly One reason for studying the history and philosophy of technological, affluent, centralized service society; this technology is to achieve an' understanding of the nature of connotation hts been prOmulgated bpother prominent social technology that will help solve the problems of its con- scientists, buttressed by forecasts and accepted, though temporary impact on society. Sinclair argues that histor- bitterly, b, critics of theetechnological order. The alter- ians.have, in studying the nuts and bolts, ignored the human native concept of the post-industrial society as decentralized factor id engineering works.- The result is that "the and agrarian, supported by "appropriate," small-scale tech- engineer takes little in,terest in the philosophy of technology, has been advocated by a smaller number of visionary nology because he does not find in it that which would aid humsniste and ecologists.Marian, obviously drawn to the him in determining his true role inelflpiety." latter vision, sees it gaining strength and acceptance. THI, SOCIAL IMPACT OF THE TELEPHONE, ED. BY ITHIEL DE SOLA POOL. MOD-L, MICHAEL. ."SUSTAINING LIFE IN A SPACE COLONY. TECHNOLOGY CAMBRIDGE, MASS., MIT PRESS, 1977. REVIEW 79 (8), 36-43, AUGUST/SEPTEMBER 1977. The papers collected here were originally presented at a CRAWLEY, EDWARD F. "DESIGNING THE SPACE COLONY."TECHNOLOGY series of seminars held at MIT in celebration pf the cen- REVIEW 79 (8)1 44-50, AUGUST/SEPTEMBER 1977. tennial of the telephone.Oddly,.there-have been few previous studies of thisaVeryday device as a.csube of social change. ROBINSON, GEORGE S. "SPACE LAW." TECHNOLOGY AMEN 80 (1), The opening section may be termed a history of the sociology `59-64, OCTOBER/NOVEMBER 1977., of the invention. Papers ig subsequent sections examine the effect of the telephone on daily life, emphasizing the The imaginations of researchers and public alike have tunred reemergence through the phone of oral discourse as the major once again to space travel, this time not toheroic solo flight, formja communicatlion, and noting the development of new' ,patterns of social interaction from finely developed tele- but to the possibility o. self-sustaining apacecolonies. Modell describes.the components of CELSS (Closed Ecological Life 'phone etiquette to crisis intervention services. Support' System) that would provide ,a nutritious, if restrictive diet and water for-people, animals; and plants, whileconverting' all outputs of these three subsystems into inputs to the system. --Christine Roysdon While-Modell is concerned with life support, Crawley ponders --Judith Nistichelli the physical support of 1,000 people, in a state-of-the-art Lehigh University Libraries engineering study of a prototypeapace.colony. He visualizes a giant, sunlight-collecting mirror, focusing light on the minute colony by means of an equally,mammoth reflector:The grand echoed is"buttressied with construction details and specifica- tions for appropriate structural steels, and estimates of building costs and time. With the space colony housed, fed, and viable, Robinson considers haw it Is to be governed, differen- tiating two emerging categories of "space law." The first, e arth-oriented type is sa_xaady taking shape throughinternational agreements and treatiee. he more exotic question of law-making for future space, communir.me has yet to emerge, but Robinson enters an early plea foto the independence of "spacekind" from e arthly domination. '

. -19- 23 BEYOND TECHNICS: HUMANISTIC INTERACTIONS WITH TECHNOLOGY. A BASIC:COLLECTION GUIDE. by Judith MistichelltAnd Christine Roysdon.Humahities Perspectives on Technology, Lehigh Matversity;A.978.,

Highly annotated guide to the 100+ books which provide the most significant statements resulting from considerations of technology from humanistic points of view. The bibliographST attempts to provide the researcher, teacher, or student new to this interdisciplinary field with a basis both for an understanding,of treatments of the issues to date and for an investigation of the relevant scholarship. Overviews, anthologies, hist6rical and case studies are selected, plus interactive studies of technology with art, literary criticism, fiction, science fiction, poetry, social impact, technology assessment, philosophy and ethics. Major interdisciplinary journals are also described. Works included span from Charles Dickens' Hard Times(1854) to Langdon Winner's Autonomous Technology (1977).

$2. Soft-bound, 6x9 format, 63 pages. Useful for researchers, as a supplement to assigned texts in classes, and to librarians.

Order from: Humanities Perspectives on Technology Maginnes Hall #9 Lehigh University Bethlehem, PA 18015

(Please make checks payable to Lehigh University)

Humanities Perspectives on Technology Maginnes Hall #9 Non-Profit Org. Lehigh University. U.S. POSTAGE Bethlehem, PA.18015 PAID BETHLEHEM, PA Permit No. 230

24 I S I

Director: Steven Louis Goldman Number 2 Editor: Stephen H. Cutcliffe Cctober 1977-

ON THE ROADTO STS

With the continuing growth in science, STS program or package of STS-style technology and society programs, especially courses. I would like to suggest three with the quite appropriate new interest in as being of special importance. inaugurating STS-style courses at small' colleges, have come two.seriods impediments ,I. It seems essential that at the very to success. One of these impediments is outset the goals of the program be clearly practical., the other: theoretical, bUt for articulated and made-the decisive factor both courage and clear vision'!are needed if in determining what is to be done,-what they areto be overcame. Genius and cash is not to be-done, and how things are-to will not `do. be done. This would appear to be eleien- tary in the extreme and perhaps it is in I give pride of place to the practical. principle. In, practice, something seems The STS programs with which I am familiar to prevent its implementation. have all run into major problems after three or four years of operation. The,syrptous Three levels of goals are dis- these programs commonly,display are: a criminable, each, entailing a more elabo- "literarization" of the program, that is rate, a more demanding, and a; more mien, a disproportionate influx of faculty locatea sive program than the preceding one: (a) in literature, history, and American'siudies sensitizing students to issues; (b) departments; a possibly coordinated efflux substantive treatment of'specific themes; of science and engineering faculty from the (c) policy studies. program, if they were involved from the A beginning, or'a continuing lack of involve- (a) The goal of sensitizing ment if they were not; disappointing en- students to issues raised by the inter- rollment in higher level course offerings actionof ideasmachines, And values, (a sign of lack of student involvement); issues in yhich,thbir own lives are.neces-' and a sense among faculty members at large eerily -implicated, is themost readily that the original promise of the program, achieveable goal. It does,not.demand which they willingly concede, has not been, acute faculty speclalization, majorm and gives'no early sign of being, fulfilled. retraining by faculty, hirin*new faculty, or the creation of a new option'within fhe -' There are, I believe,Omall number of baccalaureate degree prograni. in 'spite factors whose consideration-would substen-- of this; it is neither .a trivial ror a tiallyAmprove the Prospect:for a-viable .0 superficial objective. Why, then, does explicitly announcing it as one's goal seem be taken for granted, that compresence.leads to go against the grain of'academics? to constructive interaction. The same faculty-Who are, from bitter experience, (b) Treating specific themes sub- immensely skeptical of the value of committee stantively, thatjs"taking as one's goal meetings will often agree to.teach by com- the aCcurate,presentation of the thought of mittee meeting. a number of thinkers, or of the history of a period, or of the development of an idea, Having one ficulty member_range over movement or school, entails a major increase severardisciplines is not likelyto be in complexity. Specific faculty expertise maximally effective (with isolatedexcep- will be required, students Will.almost cer- tions,, of and it can be a very tainly be expected7tp have fulfilled pre- valuable eiperience.for students to witness requisites in order,; register for these an interaction between two or three faculty courses, and the", administration will members withdramatically-different infor- inevitably be called upon for financial mation in their minds and dramatically

suppoi , either for hiring or for paying different conceptual biases. However, for, released time. simply placing a,facultYteam' in one

. classroom does not guarantee that such an (c) Finally, if the goal of the pro- interaction will take place, and this gram is.to be policy studies, yet another certainly true when a,dozen faculty.troop'' level of complexity is called for. This may through'the classroom aa."guest lecturers," not seem correct, because so many STS pro-, almost always aeuphemist fof pedagogical grams have policy courses included'in them- chaos. from their inception, but this is only a misleading surface phenomenon. It is In short, team teaching needs care- possible to.describe policy decisions, as ful preparationnot the least part of in case-Study_treatmentst relevant to the which calls for recognition of the role interaction of science, technology, and played by 'ego.in aiding or obstructing society. However to study and to model productive exchanges between faculty in policy formulation requires a substantial full view of,,a student audience. Syllabi

complex of courses, siudentsond faculty , have to be much more Carefully planned when converging on- policy studies as the apex more than one faculty member'is involved of a broad range of preparatory work. It in'a,course,) and this planning, too, must is likely that only a small number, of insti- overcome the common unwillingness of Pro-"7 tutions could fruitfully 'make policy studies fessionals to-be critical of. one another,

the goal of an STS program, although many in the presence of one another:_ "- would probably like to do so. , III. Most, if:not STS programs, II. One of the majOr attractions of an' trace their origin to-the rparks generated 'STS program is its essentially interdis- by 'C. T. Snow's "Two Cultures" talk. I, ciplinary, character. It is /idely suppoSed personally,.do not accept Snow's distinc- that an'STS program will, in a natural way, tion as being between two cultures. I bring together people with diverse, special- agree that there is a gendralAandprofound ized backgrounds, in order. to focus on real- ignorance of the conceptual content of world problems whose solutions demand science and mathematics among humanists. expertise that crosses disciplinary lines. Because of this, humanists pursue their Unfortunately., very little thought is given studies in isolation from material that to what disciplingsare, to what the charac- could profoundly influence the course of teristic biases of disciplinary training their thinking-Wcorrelating value are, or to how people from differentOisci-' developments as'expreSsed in art,- philoso- plines are 'to constructively complement one phy, literature,'politics, and religion another in a classroov'situation. The with developments in science, mathematics, evidence plainly suggests, that it cannot and technology. At, the same time, while

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< 26 scientists may be more open to humanistic business and the right to what they con- studies than humanists are to scientific sidered their portion of the sea lanes." studies, it is my experience that they The ineluctable imperialism of these cul- grossly underestimatethe sophistication of tural Trogloditee was manifest in the humanistic learning. Because the materials progressive increase in the.size of the generated by humanist scholars are super- share of business and of the sea lanes that ficially more accessible, being couched in they forCefully Claimed as rightfully what appears to be ordinary language, than theirs. are scientific and mathematical materials , couched inheavily esoteric symbolic Ian- New Carthaginians, Wear warns, are abroad guages,,sCientists think they can easily in the land: the agents of science and tech-

. penetrate them and extract whaLis signifi- nology. They, too, are cultural Troglodites, cant. This, rarely turns out to be the obsessed by the urge to "do business" and case. `Frequently scientists initially insistent upon a free hand to do so. They, reject as. vacuous humanittic materials that too, are ineluctably imperialistic, as, they have read without at all understand - manifested by their aggrandizement of all ing them, because they are unaware of the of nature and all of human behavior as intended meanings of, the terms employed and within their purview or subordinate to of the,density of the language. their own interests.

Thip underestimation of the sophisti- To Professor Wear, the pivot-point of :cation of the humanitiesis, I would wager, huban being in the world is character, and commonly manifested when physical scientists it is, precisely this dimension of the human coteach courses with humanists, and dis- condition that science and technology expel play an initial pejorative judgement of some from serious consideration. Thus,.in work in philosophy, history, or literary the domain of education, what is utterly criticism that they later reverse or at ignored by courses in science and technology least.qualify. It is no lets..necessary for precisely as

, scientists than for humanists that an effort one's : must be made to enter inuCthe language and better to know one's self and thus to the logic of the materialiiicthey engage. consciously realize one's self. To the extent that courses and programs in science So much for the practical problem of and engineering-dominate academic life, impleMentincan STS program., There is, in to the extent (horribile dictu) that courses additiOn, a theoretical problem whose in social science and the humanities are .reflection on the plane of practiceruns reshaped into simulacra of "hard-headed" through all three of the goal-levelt dis- physical science courses, the perennially cussed above. This problet results from human is being sacrificed to evanescent parallel judgements by scientists and technique. ,humanists of the ultimate value of scientific and humanistic study.A recent The published responses to Wear's article article by,Richard Wear (Chronicle of were as passionate and as heartfelt as the Higher,Education,,Sept. 12, 1977) equating article itself, but they missed the central sCience,teChnology, and their minions with point of the argument. That argument the ancientCarthaginians, embodies this reflects the judgement that science and problem in a neat 'way. According to Wear technology are not humanistic activities, ,(and the truth of the characterization is are in an essential sense not human enter- irrelevant to the line of reasoning) the prises. John Karakash, Dean of the College Carthaginians had "little aptitude for'art 6of Engineering and Physical Science at probably no more for literature, and were Lehigh University, has'long used a metaphor interested only in a "share of available that goes to the very heart ofthe problem manifested by this judgement, a problem that '.'Technology" is not a name for machinery. can undermine any attempt at an honest ex- It is a name for asocial phenomenon in ploration of the interaction between science, which people and machines enter as inter- -9.chnology and society. Karakash has on dependent contributory elements. So, too, occasions spoken of the study of nature scientific knowledge, as is becoming ever as the study of Mankind's "Second Constitu- clearer as history and philosophy of tion," one that must complement the "First science advance as disciplines, is not Constitution" articulated in the humanistic the autonomous product of logico- disciplines if we are to have a complete methodological inquiries. Scientific perception of the human condition. Where knowledge is as fully embedded in the the "First Constitution" unfolds human cultural matrix in which it is generated, being from the inside, as it were, the is as essentially expressive of Man work- "Second Constitution" reveals to Man the ing on himself, as are art, philosophy, options he does and does not have in con- politics, and religion. structing relationships with the outside world in which our persons are located. An The single greatest obstacle to success- exclusive concentration on the former would fully realizing an STS program then, may be like possessing form without substance, well be the insidious (because thought- thus without a medium for bringing the form less) perpetuation of the portrayal of to realization. An exclusive concentration science and technology as standing outside on the latter would be like possessing the sphere of authentically human activities. substance without form, a vacuous mastery of I believe that aid in.overturning this technique with no purpose for which the portrayal will readily be forthcoming from technique can serve as a means of realiza- science and engineering, but only if it is tion. It has been Karakash's great dis- equally forthcoming from the humanities, appointment that humanists have so frequently and there the impediment may well be a failed to broaden his students' perception visceral fear of being locked out of the of the human condition. This failure seems "secrets" of science by the esoteric to me clearly attributable to the profound language in which those "secrets" are ignorance of the "Second Constitution" of cast. The crucial first step in effect- Mankind that permeates humanistic scholar- ing a common ground must, in my view, come ship. There is considerable evidence that from humanists, willing to make the personal humanistic sophistication --poetic, artistic, commitment to enter into the content of musical sensitivity--is not incompatible science and technology and to explain their with wickedness, and it is manifestly the own esoteric language (the dense, profes- case that a narrowly humanistic education sional language.,of their papers, talks, can yield a viciously distorted perception articles and books) to the scientists of Man, no less than of nature. What the and engineers. times, and every STS program, call for is a recognition that a non-trivial familiarity Steven Louis Goldman with the conceptual content of the sciences, Lehigh University and the logic and value structure of technology, be part of the mental equipment of every educated person. It is not only the case that portraying science and engineering as activities set over against the essentially human makes it difficult to cope with science and technology in human terms. It is also false to portray them in this way.

-4- 23 WORLD FUTURES STUDIES: INTO THE ABYSS?

Over the past decade, there has been a lead inevitably to ecological suicide. remarkable shift in the study of international The former,'-as embodied in the Hudson relations.,. Traditional historical and socio- Institute, discount the prophets of political concerns have been supplemented by doom, and predict. .an essentially benign what might be defined loosely as problems of future for mankind. ThUs, the issue global political economy: population, food, is joined. energy sources, raw materials, the environment, and so on. Alongside the more-conven- It was in an attempt to resolve this tional effort to study past and present trends conflict in my own mind that I took up in these areas, a somewhat less orthodox the study of the future. As I have had interest in pursuing these trends into the a rather specialized training in Chinese future has developed. Thus has appeared on history, politics, and foreign policy, the academic horizon a new speOnlization the contemplation of global futures was within the international relat s decidedly a new experience for me. pline: world futures studies. Much of the stimulus to branch out in this unfamiliar terrain was provided by The concept is suspect right from the the academic environment at Lehigh start, because it is well known that the University. During my first few months "future" cannot be analyzed for the simple at Lehigh, I met (and evi had to con- reason that it does not yet exist. It follows, verse with!) more indiviL-..laconcerned then, that any attempt to "study" the future, with scientific, engineering, economic, however well intentioned, must be a species and business issues than I had encountered of academic charlatanism. Nonetheless, after in my own decadal progression from B.A. World War II a number of scholars whp took to M.A. ,to Ph. D. The time, was thus the study of the future seriously emerged in ripe, I thought, to take the plunge into Europe and the United States. As their work the vast sea of ignorance my own educa- became better known, and as the problems tion had left in its wake, facing the international community grew ever more acute, the future emerged as a respect- Basing myself on the timeless maxim able field of intellectual inquiry. To be that the best way to learn is to teach, more precise, what was studied was not the I set about constructing a "High Immediate future as such, for it still remains beyond Relevancy" course which would be offered the reach of our most sophisticated sciences, on an experimental basis. HIR 98 thus but rather alternative futures that could be appeared on the roster of temporary courses hypothesized with varying degrees of con- under the all-embracing title, "Alterna- fidence. The goal was not to determine with tive World Futures." I plunged into final certainty what was going, to happen in reading, assembled my texts, put together the future, but only, given contemporary a syllabus, and was well pleased when trends, what might happen, or, more ambi- some 35 students signed up for. the course tioUsly, what appeared likely to take place. in the spring of 1977. During the following months I acquired a set of experiences To futurists, the future can be compared that might be-of interest to others to a fan, with each of its numerous ribs possibly tottering on the brink of the indicating possible lines of development. ultimate academic abyss: offering a Here agreement ends, however, for practi- course for 'which one has not been .prepared tioners in the field have split into by one's own education. Caveat emptor! optimists and pessimists. The latter, represented by the Club of Rome study Let me make a few preliminary observa- (although now modified somewhat), fear that tions regarding the students who took the. the present course of global development will -course. They, represented a good mix of

-5-- 20 "Lehigh types," namely, engineers, business We then turned from the measurement majors, and those from the Arts College. It of current world trends to a considera- soon became apparent that this particular blend tion of various approaches that have of students was much. more than statistical; it been adopted in conceptualizing alterna- was attitudinal as well. In general, the tive future scenarios., Of a vast array -engineers took a resolutely optimistic position of approaches, I selected four of on the transforming qualities of science-and particular relevance to world politics: technology. The humanists, on the other hand, utopianism, regionalism, world order constantly voiced their suspicion, if not studies, and Marxism. (Some attention downright hostility, to the ways in which was given to science fiction as a science and technology are changing the world conceptualizing tool for future worlds, in which we live. As for the budding execu- but this was not developed to any great tives, they adopted a more equivocal stance, extent.) After going through this although, as a group, they tended to lean highly normative and/or speculative toward a kind of crossed-fingers optimism., _literature, the students were assigned At one point in the course, during a simulation a specific task which would enable them of the Supersonic Transport (SST) controversy to utilize their understanding gained of the early 1970s, the engineers and humanists thus far. They were asked to read, almost came to blows, with the business types discuss in class, and write a critique forced into a quasi-brokering position. C.P. of one of the best known examples of Snow, would be disappointed: his "two 'cultures" current speculation, namely, W. Warren are alive and well, and flourishing on the Wager's Building, the City of Man (Out- Lehigh campus. (Clearly, our work is cut out!) lines of a World Civilization). Wager, whatever his faults, has the virtue of I halie appended a copy of the course syllabusstimulating and irritating the reader for those interested in the topics covered, but, at the same time, so he provided the a few comments are in order here. The first students with ample material to work three weeks were devoted to familiarizing the out their own ideas in the course of students with the general field of future criticizing Wager's. I then wrapped_ studies, with special attention devoted to up the courf,, with some consideration international relations, the impact of science of the difficult problem of establish- and technology, and the various, methods of ing our own priorities in thinking of forecasting in common use. Having established alternative world futures, and devising this basis I then moved on to a consideration transition strategies to get us from of severalselected.areas of current concern here to there. in thinking of the world in the future. Some of these subjects were basically "sociological" Texts for the course presented something in nature (e.g., population growth, govern- of a problem, for the field is relatively mental systems, and nuclear war), while new and coverage correspondingly spotty. others were more "technological" (e.g., After some comparison, I decided upon four economic production,-food, resources, energy, basic volumes which provided a wide and the environment). At thiscstage, it coverage of both writers and ideas in the became clear to both the students and myself field. Alvin Toffler's The Futurists is that we were dealing with.a highly multi- as excellent anthology of short selec- disciplinary subject, drawing extensively tions from prominenti ranging from from humans tic and scientific fields of Buckminster Fuller to Marshall McLuhan, knowledge. Nevertheless, by the midway point and gives good coverage of both socio- in the course we had acquired a basic grasp economic and scientific issues.Herman of major trends in these selected areas, and Kahn's latest book, The Next 200 Years were at least aware of the magnitude of the (A Scenario for America,and the World) problems currently, facing humanity. provides a highly readable treatment of.

-6-

S0 many of themajor problems the world is often lost on the student, who is turned facing, and affirms the ability of science off by the failure in presentation. As I and technology to solve them. Louis Beres said, I found the, experience with audio-, and Harry Targ give a very useful survey of visual materials generally satisfactory, major approaches to thinking about the but they are still in a rather primitive

. future in their recent volume, Reorderinj state at the present time. Clearly, some the-Planet (Constructing AlternatiVe'World useful work could be done in-this area, Futures). 7-ken.in conjunction with Warren at least as it pertains to world futures Wager's more seeeilative (and somewhat studies. pessimistic) essay mentioned above, these books give the student a decent introduction In my. desire to break with the lecture to the. general field of alternative world format, I decided to experiment with futures.. None of them are tailored precise-. some gaming, or, more. ambitiously, simu- ly to an internationaLrelations perspective, lation exercises. An attempt to use the but they come close.enough, and can be Delphi Method of forecasting in the class- supplemented by other materials. room was not too successful, but in another area I was well pleased with the This brings me to the next problem I would results. This concerned the SST simula- like to consider, namely, the teaching metho- tion mentioned previously, in which the dology employed in the course. Because of my engineers and the arts students almost own, rudimentary grasp of the subject, and in came to blows over the merits of the .a conscious attempt at innovation, I kept American SST, the Anglo-French Concorde, formal lectures to a minimum.Rather, I tried and similar machines. Drawing on some to accommodate the multidisciplinary scope of material prepared by the Newsweek Educa- the course by relying extensively on audio- tional Program in their audio-visual ,visual teaching materials.A good working kit, 2000 A.D., I divided the class into collection of these aids has been accumulated three.sections. Two equally sized by the Humanities Perspectives on Technology groups (self-selected by previous per- and other programs at Lehigh. They included suasion) represented the pro-SST and the xeroxed handouts, wall charts, audio tapes, anti-SST lobbies respectively. A third filmstrips and slides, and 16mm films. In group, who expressed no strong feelings general, I found these materials satisfac- one way or the other, were appointed to tory, although they are not very susceptible serve as members of Congress. After all to manipulation according to the personal' the parties had briefed themselves on interests of the instructor. One major the basit facts and issues involved, the problem is that of level, for the high in- pro and anti lobbies were given time to vestment involved iu audio-visual materials state their cases to the legislators, tecessitatee that they have a very broad who had the power to approve or reject aepeal, Consequently, their intellectual federal funding of the SST project. The level is somewhere between senior high school experiment was a great success, with and fretthaan college, and this is really not everyone eagerly reading the material, good enough in the Lehigh context. A few of and, in the case of the lobbyists, the materials, such as Marshall Windmiller's coordinating a common strategy to place e filmstrip, The Giant and the Dwarf (India's before Congress. As it turned out, this Green Revolution), is clearly an exception, Simulation reflected the actual decision for it effectively, ombines an interesting taken in 1971, for the SST was (I cannot audio-visual presentation with more substan- avoid'a pun) "shot down" by the class- tial intellectual content than is common. roomCongress. Like their real-life Other aids, especially taped interviews with counterparts, they were not-persuaded well-known experts.in technical fields, make that the potential of the SST outweighed little attempt to presenttheir material in the financial costs involved, or the a well-organized and interesting format. inherent enviropmentaLproblems it might Thus, their higher intellectual appeal is raise.. The students were quite clearly

32 -7- both informed and stimulated in the course Was "Alternative. World Futures" a of the exercise, and this was of some gratifi- success?I think, given the qualifica- cation to me. tions above, that it was. It provided me with a structured format within which to Finally, a few words must be said about _delve into a new and highly interdisci- evaluation in the course. As for the students, plinary approach. within my own academic they had their work cut out for them, for in discipline. At the same time, it brought addition to oral reports in class (based on together a diverse group of students readings from the texts), they were asked to for the pUrpose of exploring in a take two separate multiple-choice/short systematic'manner a broad range of

identification term tests worth 50 per cent . qu'estioqs Which were immediately releVant of their final grade. The other 50 per cent to them all. It exposed the more tedh- was based 1n their 12-15.page critique of nical etudents to difficult nonnative and Wager's book, and this proved a little Socio-economic considerations in thinking troublesome for some of the engineering about present world trends and future students; who in general Outperformed the :possibilities. At the same time, it arts and business students on the term tests. forced those in the humanities to face Nonetheless, the fact-based tests combined squareli.,a 'nmulber of areas of concernwith the critical papers gave every student in which some degree of scientific and a fair chance to deal with the material, technological understanding (however and the final results were'generally repre- minimaWie.essential.' Allowing for sentative of the abilities' and efforts of the difference. between reach and grasp, those involved. the course encouraged everyone to "think big, .4nd-to explore broad global As for the instructor, he was not examined problems in multiple time frames from quite so rigorously, although the strengths' \-,an integrated nocio-technicalperspec- and weaknesses of.the course became apparent tive. asthe weeks wore on. My efforts to weld the very disparate material into a consistent In sum, the study of the future in international relations framework were not the universities has an appeal that completely successful, with the result that students can scarcely resist. The past the course sometimes lacked adequate focus. is obviously.befond their control, and Also, the more scientifically oriented they are not yet ready, - either emotionally students sensed that I was sometimes (per- or proTessionally, to deal confidently haps often) out of my depth whenever compli- with the present. The.future, then, is cated scientific or technical subjects were a time dimension which is of considerable discussed. There was also a general failure interest, and-refleante to them, and it to integrate the many audio-visual materials would be well for educators -to take this effectively with the more traditional teaching into account. In the universities, then, methods in the course, and this led to some the study of.the future has a great degree of discontinuity in the classroom future from a scientific and humanistic presentations. Finally, I attempted to cover perspective, for it combines the undeniable too much material in one semester, with a virtues of both, Canr risk a-prediction? resulting sense of superficiality in certain The study ofthe future is here to stay, of the lectures and group discussions. Some and it will become 4 major academic focus ',of these problems could perhaps be solved, in the universities during the next decade. or at'least mitigated, by a team approach,to (Barring the unforeseen, of course .') teaching the course, but this might introduce equally difficult problems of coordination . Ray Wylie and cooperation. Still, it remains a thought Dept. of International Relations for next time. Lehlkh University

-8- 32 ALTERNATIVE WORLD FUTURES

PART I: World Politics and World Futures

1. The Study of the Future

2. Science, Technology, and Charge

3. Methods of Futures Research

PART II: Contemporary World Trends

_4. Towards a New Leviathan?

5. The Spectre of Global War

6. Population and'Food

7. Energy and Raw Materials

8. The Total Environment

PART III: AEProaches to the Future

9. Utopianism (and Science Fiction)

10. Experimenti in Regionalism-

11. World Order Approaches

12. The Marxist Vision

PART IV: Transition to the Future

13. Wager's "City.of Man"

14. Priorities and Strategies

7. Meadows, Donnell& H., The Limits to Growth, Kew Yorks Universe Books, 1972. A well-knoWn pessimistic A Ft. =ENT SOURCES ON ALTERNATIVE .0.1.0 FUTURES ,projection of world resources.

8.Newsweek, Inc.* 2000 A.D., New Yorks Rewsweek Educational 1. Beres, Louis ROAA and Tam Harry R., Reordering the Planet Program, 1975. An introductory audio-vistal kit on Allyn (Constructing Alternative World Futures), Boston, the future, supplemented by useful printed material.. Bacon, 1974. A good historical introduction.

9. Bowie, Albert, ed.,'Lgatigapciencpjasuhtakl Falk, Richard A., A 8tudv qj Future Worlds, Mew Yorks Free 2. Future, Rew York: Bolt, Rinehart s Winston, 1974. Press, 1975. A substantial example of the World Order A useful collection of scholarly papers. Models Project of the Institute for World Order. 10. loftier, Alvin,halgategsis;,110,York: Random Rouse, 1970. 3. Futures (UX, bimonthly).A serious. journal'of forecasting A popular best - seller. - and futures research. 11. Toffler, Alvin, ed., jam fueuriits, Km York: Random House, 4. The Futurist (USA, bimonthly). A semi-popular journal of 1972. An laterestiag sampleofthe literature. the World Futnie Society. 12. vagary CA/erten, Age (Outlines of a 5. Xabn,'Berman, et al., Eta 200 am IA Scenario for World Civilisation),,lew York: Publishers, America and the World), New York: William Morrow, 1976. 1971. A provoking speculative essay. An optimistic appraisal of' world resources. 13.. WiUdailler, Marshall, al aiglapsigaaga (India's Creep 6: Marian, Michael, MIMI, ,Pirections id Alternatives Revolution), Culver City,'Callf., Tenger Productions, inc., (A Critical Guide to the Literature) Lafayette, N.Y.s 1974. Cee-of the get filmstrips (with commentary) that A oomprebencive Information for Policy Research, 1976. cambials substantial intellectual content with an annotated bibliography. interesting audio - visual presentation. ln response to our cal/ for concise introductions to major figures in the field of science, technology, and society (see HPT Curriculum News E, August 1977) we received the following article on Martin Heidegger. Anyone desiring to contribute an introduction to people such as ElluZ, McLuhan, ftfbrd, Reich, Dubos, or others should contact the Editor.

A BRIEF INTRODUCTION TO HEIDEGGER'S CONCEPT OF TECHNOLOGY

Martin Heidegger, who died last year at which beings present themselves or manifest the age of 86, was one of the most importantthemselves to us in different historical European thinkers of the twentieth century. epochs. For the Greeks, beings presented However, because of the lack of translation themselves as what stands forth and emerges of certain crucial works, Americans have into presence; to be meant to be present. been relatively uninformed about his impor- For Plato, of course, what was most per- tant contributions to our understanding of manently present were the unchanging "forms," the nature of technology. With the publica-which were thus the highest instance of what tion this fall of Heidegger's The Question it meant to be. For medieval man, what is Concerning Technology and Other Essays, permanently present is God, upon whose excellently translated by William Lovitt, constant presence depends the presence(Being) and David Krell's collection, Martin of all the creatures in the Universe. God Heidegger: Basic Writings=(both,published came to be named Supreme Being, because he by Harper & Row), the translation gap is was taken to be the "basis" for the Being of being bridged at last. In this little everything else. However, for modern man essay, I can hope only to point out some being present themselves to us as calculable, of the predominant themes in Heidegger's exploitable raw material or objects to be richly rewarding interpretation of the used at will for our own purposes. For us, nature of technology. to be means to be re-presented, or transformed and re-arranged, according to our desires and First of all, Heidegger's term for tech- projects. To underitand in this way what it nology is Technik, which he uses to refer means to be, is what Heidegger calls Technik. neither to the totality of mechanical- electronic devices, nor to the application Evidently, there is some connection be- of science to practical problems. Instead, tween presence and Being, i.e., there is some he claims Technik is the understanding of relation between a particular dimension of all things as manipulable, calculable, time (the present) and Being. Heidegger quantifiable raw material; all things are wrote Being and Time (1927) to try to work revealed as mere objects, valuable only out this obscure connection:In that book, insofar as they contribute to the enhance- he claimed that we can understand what things ment,of the power of the self-certain are (we can understand the Being of beings) human Subject. If one fails to make this because we exist in such a way., to open up a distinction between Technik as the under- temporal-historical "horizon" or "clearing" standing of the Being of. beings as raw within which beings can present themselves, material, and "technology" as modern or in which they can be present. Heidegger mechanical devices, etc., one will never here talks much like Kant, who said that time grasp Heidegger's point. To see what irthe pure form of intuition, which is the Heidegger means by Technik requires a horizon necessary for all of our representa- brief review of what he means by Being,' tions; all human experience must take place time, history, and nihilism. within time. Without this temporality to provide the"clearing" in which beings can For Heidegger, Being does not refer to be present, then Being does not "give itself." ,some mysterious entity or thing (such as That is, if no people are around any longer, God), which is somehow the ultimate "ground" the planets and stars would continue their or "basis" for all reality. Instead, activity, but they would not be present for Being refers to the particular way in understanding. To be is to be somehow present

34 -10- within the horizon of temporality. For (by dams, etc.) into energy. For Heidegger, Heidegger, "objective" time derives from modern mathematical science is grounded in the fundamental temporality of human exis- Technik, the understanding of beings as tence; without man, time is not. As history objects for the calculating Subject. Much unfolds itself, our experience of tempo- like Heidegger, Herbert Marcuse regards rality apparently'thanges, for our under- modern science as intrinsically instrumental, standing of the Being of beings changes. essentially geared to the domination of all The history of the West is the history of natural objects. Thus, Technik makes the different ways in which beings "present" possible the mathematical world-view, which themselves to us. It is very important to eventually permits the rise of the machine see that, for Heidegger, man is not respon- technology which lets man set into practice sible for these alterations in the way in the drive for conquest which hitherto had which beings present themselves, or are. rested in scientific theory. Hence, history is-not in man's power to control; we are the subject of destiny. This new way of understanding man as the self-certain Subject and Nature as the With the emergence of the scientific re-presentable object whose only value is world-view at the dawn of the modern age, what man accords it culminates in the beings no longer presented themselves as philosophy of Hegel, who asserts that man creatures of God, but as quantifiable, is the self-actualization of God. For mathematically comprehensible (and thus Hegel, man becomes the center of all things; controllable); intrinsically valueless history is the process by which Spirit over- objects. Descartes introduced the distinc- comes its alienation or estrangement from tion between the self-certain Subject and Nature by recognizing itself (as rationality) the mathematically knowable object. The in Nature Man becomes God because man is Subject (ego cogito) is certain of its own the place in which this achievement of existence, and this self-certainty becomes absolute self-consciousness occurs. Marx the standard against which to measure.the makes Hegel "walk right side up" by saying knowledge and reality of everything else. that man, not God, is the subject of history. Whatever is must be knowable with the same The conquest of Nature, which for Hegel certainty as the self-certain Subject knows occurs in the form of knowledge, must for itself. Hence, only the mathematically Marx be executed in practice if man is to knowable really la, for only the mathematical realize the goal of all history: man's approaches the Subject's rigorous standard of.freedom as a pure productive being. Thus, certainty. Descartes thus helps initiate thefor Marx, technology is the machinery Enlightennentsthe age of human autonomy; necessary to freeman from scarcity so that man's rationality becomes the ultiMate man can realize his own creative essence, tribunal for the judgment about truth and but for Heidegger, Marx remains part of Being. the subjectivistic, man-centered Western tradition which tends to regard Nature as To understand beings as mere objects and, an instrument for man's Will., Heidegger thus, Being as "objectivity" is to regards both socialism and capitalism as . "represent" (marstellen) them, or to set alternative expressions'of the same subjec- them before the calculative gaze of the tivistic drive for domination over Nature Subject. Once again, the temporal dimension and man. of the present determines the Being of beings. Heidegger uses the word "Ce- stell" Nietzsche brings this subjectivism. to or "enframing" to describe the fact that, its furthest unfolding, when he asserts for modern man, to be means to be set up. that everything is the Will to Power. (vor-gestellt), re-presented, re-arranged, Heidegger views Nietzsche's."Overman"--the re-structured, trans-formed to meet the highest form of theWill to Power--as the -.needs of the Subject. Thus, for us. the expression of man's drive for planetary Rhine River presents itself as trans-formable domination. When Nietzsche said that "God

35 -0- is dead," he meant that the age of Nihilism fcr he suggests: 1) that man is not the had come. In the place of the transcendent real subject of history; 2) that the world God, there steps man. The World Wars of changes as the result of a new kind of this century testify (in Heidegger's view) thinking, whereas, in fact, human acting to the results which accompany the reduction is the real motor of history; 3) that the of the-"good" to whatever the powerful scientific - technological progress is nation-states assert is good. If man is inherently destructive of man's essence, the measure of all things, if there is whereas, in fact,, technological progress nothing transcendent against which to meas- is the great liberator of mankind. Tech- ure human deeds, then the Will to Power nology seems destructive only because of overwhelms all other "values." its misuse by capitalism. By saying that man's fate is in the hands of God, For Heidegger, the real threat toan Heidegger recommends a quietism which is not merely physical destruction, al- negates the importance of praxis designed thoUgh that possibility, grows as the quest to,transform technological instruments for 'power produces ever greater instru- into the benefaCtors of all mankind, in- ments for self-annihilation. The real stead of a particular class of men. threat is that man will cease to be aware Heidegger's reply would be that human of his real "calling," viz.,,to be the alienation will never be overcome until "clearing" or "site" for the manifestation man is shown that he is nbt the center of what is Far from being self-grounding, of all things. Marx simply reshuffles the man is sifted with the ability to under- existing deck, when he says that the tech- stand the Being of beings, to marvel at what nological transformation of Nature must be is here With us, to gain a sense of things. for the'benefit of all instead of just a By asserting himself to be the center and few. For Heidegger, what is required is meaning of everything, man conceals his an end to "humanism," defined as that essential indebtedness to what transcends. attitude which makes an the ultimate him, viz., the cosmic play which continually meaning of history. We need to pass be- presents what is in new ways. Because this yond humanism, in order to comprehend that cosmic play is transcendent, man himself history,is the unfolding of a cosmic has no real control over history; our, spectacle of which man is but a crucial current.fate is for Being to present itself element. in such a way that the technological world Michael E. Zimmerman results. Because Being presents itself as Dept. of .Philosaphy exploitable raw material, man acts to.. Tulane University appropriate and dominate what is.. Man is in need of a new understanding of Being, Selected Bibliography: a "releasement" from the Will to Power, so Rastas Axelos, Alienation, Praxis, and he can assume his proper role as the Techne in the Thought, of Karl Marx, trans- "shepherd" of what is, instead of as the lated by Ronald Bruzina (Austin: The ruthless master. Heidegger offers little University of Texas Press, 1976). This practical advice for finding our way out is essentially a critique.of Marx on tech- of the technological - ecological nightmare nology from a Heideggerean perspective. in which we find ourselves;,. he urges only Highly recommended. that we prepare ourselves as best we can to hearken to a new way of understanding Martin Heidegger, Discourse on Thinking, what is. As he said in 1966, "Only a translated by John M. Anderson and E. Hans God can save us now.". Freund (New York: Harper & Row, 1966).

There are important criticisms of , The End of Philosophy, trans- Heidegger's views. From the Marxist lated by Joan Stambaugh (New York: perspective, Heidegger is a reactionary, Harper & Row, 1973).

42-36 , Poetry, Language, Thought, Otto P8ggeler, "Being as Appropria- translated by Albert Hofstadter (New York: tion," translated by Ruediger Hermann Harper & Row, 1971). Cf. especially the Grimm,- Philosophy Today, XIX (Summer, essay, "What Are Poets Fbr?", 1975), pp. 152-178.

,Hwa Yol Jung, "The Paradox of Man and George Sessions, "Anthropocentrism Nature: Reflections oa Man's Ecological and the Environmental Crisis," The Predicament," The Centennial Review, Humboldt Journal of So.:ial Relations, XVIII (Winter, 1974), pp. 1-28. II (Fall/Winter, 1974), pp. 1-12.

and Petee Jung, "To Save the Michael E. Zimmerman, "Dewey, Earth," Philosophy Today, XIX (Summer, Heidegger, and the Quest for Certainty," 1975, pp. 108-117. forthcoming, The Southwestern journal of

William Lovitt, A GesprUch with Heidegger on Technology," Man and World, ; "Heidegger on Nihilism VI (FebrUary, 1973), pp. 44-62. and Technique," Man and World, VIII (November, 3975), pp. 394-414. Reinhart Maurer, "From Heidegger to

Practical Philosophy," translated by , "Heidegger and Marcuse:' Walter E. Wright, in Idealistic Studies, Technology as Ideology," forthcoming, 'III (May, 1973), pp. 133-162. Philosophy and Technology: An Annual Compilation of Research (1978),,edited FJJon Moser, "Toward a Metaphysics by Carl Mitcham. ofechnology," translated by William "Beyond Humanism: Heidegger's Carroll, Philosophy Today, XV (Summer, Understanding Of Technology," forthcoming, 1971), pp. 129-156. Listening, Fall, 1977.

* * * * * * * * * * * * * * * * * * * **

SYMPOSIUM ON TEACHING THE HISTORY OF SCIENCE

The Committee on Undergraduate Education of the History of Science Society mill sponsor a symposium at the Society's annual meeting in Dallas, Texas, Thursday, December 29, 4-6 p.m. The symposium le titled "strategies of Undergraduate Instruction" and should be of special interest to those who will'bo teaching couries involving the history of biology and medicine or the social aspects of science.The speakers mill discuss their own eipariences in teaching such courses and materials they have found useful.

Co-chairman ind organiser, of the symposium are Arthur Donovan (Wiest Virginia University) and MauriCe Finocchiero (University of Nevada at Les Ragas).Speakers will be:

Sheldon J. Kopper' (Grand Valley State Colleges), "Madness or Salvation: A Coarse mt. the History of Genetic Recombination"

Stanislaw Dwdon (California Polytechnic State University), "The Lure of-the Human and Social Dinensioie in the History of Science"

Lois Magner (Purdue University), "Magic and Medicine: An introduction to the History of Medicine"

Nathan Stein (University of Pennsylvania) will comment on these papers and speak briefly about his course on medicine in China.

Following the symposium (held in eke Hotel Adolphus), there will be an open dinner meeting of the Committee on Undergraduate Education to plan activities for the coming year. Anyone interested in attending this meeting should contact the chairman in advance so adequate space cubs reserved.

Stephen G. Brush, Chairman, EVE Dept.,of History and Institute for Physical Science and Technology University of Maryland College Park, MD 20742 301/454-2723 TWO AUDIO-VISUAL SETS

The Industrial Revolution (1970). Educational. Audio Visual, Inc., the validity of starting the revolutionin Pleasantville, New York 1780 and a more comprehensive account of its origins. These lay, we Ere told, in Contains 186 sliees on 2 filmstrips, script three eighteenth- century preconditions: booklet, 2 cassette tapes. Time: one hour. the existence of a large reservoir;of Cost: $38.00. (Also available with 2 LP's non-agricultural labor, produced by the instead of cassette tapes. Cost: $27.00) agricultural revolution and by an autonomous groith of population; the unique The intention of this package is to stimu-willingness of the politically-dominant late debate about the process and repercus- landowning class to engage in industrial sions of rapid industrial growth by examining enterprise and to foster Britain'S trading the English.experience'during the eighteenth interests; and the availability of expand- and nineteenth centuries. Part I, "The ing domestic and overseas markets for Coming of the Revolution" (27 mins.), con- manufactured goods. In.these circum- siders the causes and social consequences of stances, it is argued, the:coincidence of the initial industrial spurt in the cotton abundant raw saferial.in the New World industry after 1780. Part II, "Industrialismand revolutionary technological change and Social Change" (31 mins.), deals with propelled the cotton industry onto a similar aspects of the growth of thz.1 iron course of unprecedented growth. industry and traces its more profound impact on the economy as a whole, particularly The commentary ignores the contributions after the construction of the railway networkof such (admittedly controversial),factors in the 1830s and 1840s. A brief epilogue as capital formation, financial institu- describes the second industrial revolution, tions, credit meChanists, harvest, conditions, the development of, mass production and the laissez-faire, law, religion, science, the assumption of industrial leadership by social structure, and the French Revolu- Germany and the United States. tionary and Napoleonic Wars. It also makes no attempt to explain the sources This is certainly an entertaining and of inventions and the wealth of entre lively account. Throughout, the commentary preneurial talent which, presumably, was is excellently illustrated by contemporary responsible for their application and cartoons, drawings, paintings and prints, diffusion. A. similar ciiticis*can be and by photographs of machinery and indus- levelled at *he uniformly pessimistic trial sites; it is also punctUated by interpretation of the social consequences enthuiiastic (if repetitious) renditions of industrialization.::. This contains no; of songs and ballads of the industrial reference to the ongOing standard:of living revolution. debate and fails to place its judgments in.perspective by describing, for example, However, the value of the production is living conditions in the eighteenth century. seriously diminished by'a dogmatic (which, by implication,_emerges as a Golden script which ignores much of the relevant Age). and the fate of non-industrial Ireland historical literature and,raises few during the 1840s. It is true, of course, questions which might promote fruitful that such a sweeping survey can only treat discussion by university students. At the the subject broadly. However, by' reducing general level,' for example, a more detailed the time devoted to songs, the commentary definition of the industrial revolution seemscould quite easily have presented a more appropriate as does a reference to the debatebalanced picture and introduced at least about the 'leading sector' theory. More some of_the more important historical specifically, one would like a discussion of controversies.

-14-38 Unfortunately, the script also contains a Medieval Christendom; of its institu- remarkable numher of careless inaccuracies. . tionalization at the hands of Thomas It resurrects the long-demolished myth that Aquinas; of the dead weight it pressed the enclosure movement created a rural pro- on the minds of the later Middle Ages letariat ripe for i-iduslal exploitation. and Renaissance; and of its heroic over-- In addition, we are toldhat, in the 1750s, throw by noble Copernicus, Kepler, British trade "did not yet involve the export Batbn, Descartes, Galileo, Harvey, and of goods manufactured at home;" that Robert Newton. Here, again, progressive Bakewell "first pioneered experiments in science struggles mightily, ,against intensive breedingr'that Chartism began in hopelessly obscurantist religion to the 1820s; that the corn laws were repealed in articulate for Mankind objective truth. 1847; that the Factory Act of 1847 "established Short of writing an epic of my own in the important principle of government regula- detailed responue to what I see as the tion of industry;" and so on. wrong-headedness of this one, 1. can only say that I.would not show this I would not recommend the adoption of this filmstrip to any high school, let program in history courses and feel that its alone college, class. It is riddled interpretations are too slight to be used with fundamental inaccuracies in its profitably in a course on technology and human descriptions of_the work of individual values. It does provide a satisfactory, thinkers -- Plato, Aristotle, Copernicus, general chronology of major industrial and and Kepler among them -- gives no technological developments during the last feeling whatsoever for possible con- two centuries and is particularly effective structive relationships between science, when describing and illustrating the relevant philosophy and religion, and its inventions. Thus, if handled cautiously, interpretations of the conceptual it might provide a useful introduction at an development of science are naive in elementary level. the extreme.

Ian Duffy Bronowskl's Ascent of Man (book and Dept.,of History film series), far from happy with it Lehigh. University though I am, displays at least some feeling for science as a cultural, not. a logico-methodological phenomenon.. The position reflected in this'film- The Scientific Revolution (1974). strip is that science is.a linearly. Educational Audio Visual, Inc.; advancing,inquiry that progressively 'Pleasantville, New York uncovers the objective nature of. the world. existing independently of the Contains 242 slides on three filmstrips, script human mind, an uncovering made:possible booklet, 2 cassette tapes. Time: approx. by the application of an impersonal 50 minutes. Cost: $60.00. (Also available method to the self-given data of with 3 LP's instead of cassette tapes. sensory experience. The "truths" Cost: $54.00) generated by this method theryradiate out into surrounding 'culture, I don't like this filmstrip. In my opinion, unilaterally forcing modifications of the pictures are largely throwaways and the values and institutions. text is right out of the Neanderthal era of history of science. By contrast, my position (not unique to me, by any means) in that the con- In this epic, the "classic' fable is revived ceptual development of Western science of the recovery of Aristotelian science by is intimately coordinated with the development of Western culture and that this coordination isexpliatly reflected in Western art, philosophi; religion and politics. To me, the origins of modern science lie,, not in a- seventeenth century "revolution,", but in %;ulture-wide value changes in twelfth century 'and sixteenth century Western Europe whose expression'generated the convictions basic to seventeenth century science: that knowledge of Nature was possible and iOlorthWhilaohjec- tive; that Nature wan, epistemologically and ontologically closed; that empirical phenomena

were the.overt expression of covert but . M*E*T*A* mathematically describable notions; that this covert substructure to experience could MANKIND, ETHICS, TECHNOLOGY, be disclosed by an objective method (the AND THE ARTS' experimental method): In this view,' the RECENT PUBLICATIONS recovery of much of classical nature philosophy

was the consequence of an active reaching out . by,Western society motivated by an autonomous revaluation of Naturt, Man, God, and their APPROPRIATE TSCRSOIDGY." ISSUE ITTLR.IMISTICO 43(259), JUNE 1977.

mutual relationship. Initial reaction .to The studies brought together to form this special issue differ Aristotle was creative,, criticalond bold, widely in methodology and disciplinary background. the opening ' article analyses recent changes in food distribution Patterns in in principle laying down the-foundations'-fcr Song Song, finding the grading number of supermarkets more impersonal a mathematical approach to physics and a. very and less convenient, i.e. less "appropriate,' than the food hawkers :. and public market stalls they supplant.The 'appropriateness" of the modern-sounding conventionalist epistemology. remnantaMf the colonial education system for training African youth is qUestioned by anotherwritir in the issue. Cm a different tack;l the results of a study of choices for Tanis:den industrial velar' The EAV filmstrip gives ,no sense of the sent are presented. The notions of intermediate technology are applied to the United States in considering such problems as housing ; rich interplay betweenacience, philosophy, and solid waste. Deeding through the issue, one does'not anoountar a uniform leaning Unsigned to the phrase "appropriate technology, religion, arcvand politics, for example, an problem that leads to someconfusion;A'primer" onvocabulary, interplay that was mutually influencing in illustrated with case studies, is provided by the Brace Researh Institute, but it offers not a unifying, but rather, another Jiffs:- profoumiways, as I have attempted to describe ins perspective. in detail elsewhere.Nor is any attempt made I1 ION, DAVID *COs= WITH TECHNOLOGY TERM= TIM LEGAL pposss.. to discriminate science from technology or to corm= 111 REVIEW 62 (5),-,817-32, JOXS 1977. , . , .d the form of their social impact.pact. Recognizing that neither the courts Ler scientists and tadmat- It seems at best pointless,to expose students ogista have the qualifications and necessary awareness to make painful value choices' related to technolo$ical.innovations, to a static .treatment of science.when so much Razolon, the Chief Judge, U. 8. Court of Appeals for D.'C., eloquentli voices his concern-over thelecisiOn making process.' Re asks AA' has been learned, in the last half-century, should be: participating in thl decisions and what procedures should of its dynamic character as an integral com- be followed. Recent controversies, e.g. flourocartons, SST, mow! binent DMA, and nuclear breeder reactors, illustrata lhs neoissity., ponent of Western' culture, dialectically for broadene public participation and widely-informed regulatory agencies. Still, the detanaination of who is most worthy to speak embedded in the full matrix of human activities. for the public interest is an "autraordinarily difficult" problem.

(influencing, and being influenced, in develop- Excellent documentation of onOrt cases and poveruwent domments makes ' this article a superb base frail which to design a potentially high- mentally: complex ways). impact'course cn technology, public policy& and the law.

CARR, 10.141Lim. Drzeitmacum ATE nalmoloaras TOR ENVELOPING Steven Goldman =WRIER; =UNMATED BIBLIOGRAPHY: LONDON&INTEREDIATB Lehigh University naiNaLocrPUBLICATIONS LTD., 1976. ********** Commissioned by the InterimdlatiTechnologyPtblications Croup, thin selective bibliography covers the "hardware" Aspects of the subject. Publications are included which onnsidir technologies related to basic human needel food production, housing and build- While civilization has beenimproving our ing materials, food processing, clothingsndfootgear, power houses; it has not sources, water supply, health, transport, other manufactured goods.: equally improved the i.e. woven sacks, cigars, soap, buttons, eolarcookess. Also men who are to inhabit them. ---Thoreau included are useful bibliographies; as well as handbooks, danOals, and buyers' guides. Judicious salection,nicely annotated., --- -7-

. go_ ngsuu.i, c. "IISAZL Is s'L *t, 1977, "MIDI?. MD QflflU*S."lEaVE TITAN,I? aiTIHA 34(2). OUMB 1977. 9?. iD-il. Sn invigorating special issueTh. media's role in pushing In this briif critiqus of 5..?. 1dicher and his followers, politicians from the ky "back-region" to the floodlighted Pidrean argues for an eclectic, rather than an "aitainative, "middle 'Segion" i-a traced in a lively contribution by Joahua approach to- t-"'ogical pxeblwi-solving and planning. y, he ileyrowits.-Two papers in the issn. zeview findings on the asks, can not windeilis and rooftop solar coLlectors .upl.sent, øocial effects of television.00. con.iders it. role as a rather than engplant larger, . reliable and already ewisting leveler of eaperienoe, a.ccoven.tent and congenial Use-waster means of geosrating poser? The choice of teduc3ogy should hi both agree that evidence continues to suggest a strung zela- hued on .ffici.ncy, not on .l.gana., a.sth.tiO appeal, or the ,4.40...h49betuesa heavy. eapceure to violent progrjng end moral predilections of a fow scholars. anxious, distrustful end violent behavior.Philosophical essays, a bit of hot-"-', and a oatiric.al piece on intim&te inanimate V"LU!S ruruanS 9Y5J ?U!UB5S objats roond ont the issue. 9 (4). 303-14, BDJST 977.

MD ST- TOTSD0?. UMD ics, - vema-..qy - rutvriàts, forecasters, and planexs all operas. within - IsTIMAC?IaIs ! ILTIt. individual value ham.uorks which are n.c.sasrily topical and - . amraTIMPICTIVIS TIOI0GT,zanior xvzssm. 'perothial.Thu laid. to the ingosition of present ettitudit 1917.63p. V which are Uksly to bet.odds, with the values of thou.whowill be .ubj.cted to then. ,Coincidently, options for the future thus ligbly annotated guide to the 100+ bOoks which provide the taM to be reducsd.This aughtin.es of fwiuri.ts iaping.a on significant atatshta resulting from considerations of tad.nolcgy futures re..arch in the foras of project plans, goal choices, fros husanistic points of visv.The bibliography ittaapt to and forecasting techniques.- mrs. itrategies, to be utilized provide th. researcher or testher 0ev to the field with abasis: togethar, way lesian th. prob1enmany goasses shout tutor. both for an n.dsrstendinq of txaatoenta of the issues to data and values should be hasardad, surface vain..- might hi manipulated, for aninvestigatico of- the r.le,ant scbolarshiiinvarious and plans ihould be flexibl, with cpportn.ity for r.visv. diaci.lines'.Overviews, enthologies, historical and cage studies axe chosen, p4ua interactive sbidie. of technology with art, ?PaJIXE, arRBZ?f W CTh5!TXC APP307.Ca TO AIdmnucs." literary criticise. fiction, science fiction, pastry, social isonanno10 (3)203-6,'sacorR1971. ispact, technology easesement, philceophy and athica.Major

interdisciplinary journal. are also described. - ma author, a German physicist and artist, sloya the term "bernetic. a.sthetics" as a -joining Cf ii,Zor,aation thiory and art as a means' to .vatuat. the effectivuness of arbiorks. Be contande that .inc. the husan brain is consciouslyc.pshl. of receiving in! orwatico at ths rat, of 16 bits (discrete NIB, BIRTHAM."t1 Or TS!" quantities) p.r second, artists should provide a flow of data .TUU 18(3) 395-418, JULY 1971. at this rate. Co.iticns can be conceptualized into a series of catagoriss so that sack àatagory approaat.a this zate,bnt In primitive societies, Moris writes, technology exists to interest ii concentrated snccssstvely end thus sins for a eiçpo:t life-giving activitied.Suggortad -by myth and rituti, longer term.If this is achi.ved, "one might eapeat fs.linqs ,hich appeal to sopernatural id for skill and success for to be sUaulated thnt are associated with beauty, harmony." such activities, t.thnology ,icentral to cultural fcxa.In ccntrt, tano1.cgy cad ncience in en ind.strial,eociety are soos los a. "s m'ss5 PUTU"ZS MDEAICB." CLQ0ICAL set in the onntex of a politLaal syates that control. thu VOBECASTD(G AND SO1Lainsor10(4). 335-44, 1977. distribution of pOwer and weslh.Zn such a context, t.chnology no longer lends direct eupport to life.Norris lansos this - Ifs are 6.1udinj ourselves if we - sasen 'is bays the techniques change. eshortiOg' that technol gy moat ho transformed into sn to study the future ra'4o.'-l'y end scientifically.'With data c.. organ mediating science and industry which negates the spurious th. driver, analysis the watchword, quantification the rule, end culture that racea the ideology of special interests and model building. th. prim. preoccugatior," futurolcgy is a construc- which affi a gea0zine cultur. that espouses tha philosophy tion of system. analysis, coet-beoifit inalysi., progres budgeting, end data collection.These methodologies are ladso with manipula- of the on interest." tion and an "i"--' on econosic information.Purpoceful dsception rues rant. Maca cit., the publication by a Benats Oitta. of wxsa. zor. -___ en sight aol record a! hearings which were made to appear live .15 A IS P0LIUL 141? PSHSS, hit were o,ver held.Vorecaating tools axe therefor, dangerously Math, than a sequential "march of progress," technological n.raliable. ' - chang. .. seen as "a variety ofcurrent. of innovation moving - 'zijas sa?Ts." inI ner Of directianstcwardhighly:ueoertii.n desttnatioua."- IBBtZ TITAN.IJ1PkDf or 8Iai or SOCISTY Iscsnse of this lick of cohsrencI, ooatoraxy technology - 27(2), SPI1 1971. cannqbrehendsdnorcsnta future be predicted.Th. Studies centrats on ida.. and research usoful for predicting ratinal,' task-Orientation of' U.technological effort extend. end p'enning the habitat. of ths future.Stephen Noydsa dascrib.. to the political and social arenas causing the transformation en ongoing, oreb.nsivs ecological study that n..s-dense, diverse ai4 adaptation of- both anient. a,d4'--4tecbjOcts.ma Bong song as an analytical modal.Basing hi. obseivations on recent r.ultent massive, interdependen, autooue syatue Ire davslontsinthe Soviet Union, Xlya 0. Leshara rec'-.-d. build- civurced frcm the goali of socie4y. Thsy existmainlyto Lag habits for the futur..The configuration of a.tt1,ts is prpatuata th,elvee."Technoligy is now a kind of duit, - strongly influenced t7 the larger cultural envirciasat.Studies in Ouchthat no matter -what alma oxpurposes one decida, to put this issue douinnt the ef facts of sd diverse envirnts as /in,a particular kind a! productiz.avitsbly cs out." ancient India and modern electronic c'micetiiss fletooxks. oiu4ing pap.ri a.axize design altsreativee, sk.tthing th. ideas of arcology and the "itoiogi.al city" of, Peter Van Oogb. 55100?. 50055. 'SUAMT MOZOOT. 000 SHALL PZ00LMS?" poLT.ZTIS 33(8)i 4-5, OOBsa, 1917. I 1iT0010 ST soruzc,$1. 5. 0. TOT oarOr Wierlaul flISTOST."PUI.ZXTnI 0? Till A?UCsCiziTiss33(8). 16-18, T09ER 1977. Initial article in e planned I ci of differing views an th. I' DNA regulatory legislation cur un6er debate infongreas. Our society has onderestiwated the hn motivation to .1 Wright points out that the MIS lines are considered to be "play with toys"-the desire to m.nipuiatá novel sad high- flowed by "monflicts of intereat I a lack of eapertire for performance device.The large atlitazy olex is a rational- aking broad policy for a rspidl erging technology." Distinc- isation of the need of our tethncgbils.-to play with the Sian. in the Souse and Senate bi are detailed.In essence, "hottest" now .machiaeshowever; the perceptible trend tousrd the Senate bill distribute.decii rmaking power more widely hon-*iI.ttazy application of tednoloçy has been caused by three I and to oissSons without prof. nal4ntarests in the area. factors,the introduction of debuasnised stalest weaponá where A careful lock at the British ex anal, where DNA r.searth is thou. invOlved have little oçportn.ity to "practice," SAWs already regulatad by tha Genetic ipulstion,Advi.ory Grot, spectacular. where a Saturn V provides "visceral thrill" for would be instructive to U. 8. 1. will-ian., and, moat iapottantly, the introduction of the. coegutar. In contrast to guse and planes wher, the toy extends the self, the fa.ainatiu, with the outsr lies in Ifbat on. puts into it., Judith listithelli and airistine' Noysdcn (All we need-is a cutar with the macho of a ?eteilt. Well, Lehigh University Libraries is not the calculator replacing the motorcycle bebwat end loather jacket--or even the keys to the car?) / 41 417- OPEN FORUM

In response to John Andrew's call for a list of active scholars who would be willing to visit campuses for lectures, colloquia, etc. (see EFT Newsletter #1, August 2977), the following individuals have responded. lin News can tWno responsibility other than to list those people who are willing to offer their services in this regard. All speaking arrangements must be made directly with the individual by the sponsoring institution. However, we will be glad to continue this listing service and, ifyou desire to have your name listed, please include your address, telephone number, and suggested titles or subjects on which you would be willing to speak. Editor

AVrom A. Blumberg Professor of Chemistry and Head, Divisi6n of Natural Sciences and Mathematics DePaul'University 1036 West Belden Avenue Chicago, Illinois 60614

okfice:.312-321-8189 home: 312-328-4807 "The ethics of scientists in national security work" "The role of scientists in the arms race" "Problems in arriving at arms control agreements" "How do we'know that medicines and additives aresafe?"

Victor Ferkiss Professor of Government Georgetown University Washington, D. C. 20057

office: 202-625-4531 or 4941 home: 301-656-9541 "Technology, Politics, and Culture" "Technology and the-Human Condition: A Futuristic View" "Technology and the American Dream" "Technology and EcOlogy"

Hall Hellman 100 High Street Leonia, New Jersey 07605

(free lance science writer; author, Technophobia: GettingOut'of the Technology Trap) phone: 201-947-5534 "Energy in the World of the Future" "Communications in the World of the Future" "Technology, Society, and the Future" "Transportation in the WorY.d of the Future"

-18- Dennis Livingston Dept. of History and Political Science Rensselaer Polytechnic-Institute Troy, New York 12181 518-270-6444 flexible format: campus lectures, seminars, or class visits "Images of the Future"- slide presentation "Appropriate Technology and the Politics of Decentralization" -lecture/discussion Teacher Workshops in future studies

Donald Nankin Assoc. Professor, Studies of the Future University of Houston at Clear Lake City 700 Bay Area Boulevard Houston, Texas 77Q58 713-488-9394

"A. Futures Orientation. to Industrial and Organizational.Psychology" "Suggested Contributions for the Behavioral and Social Sciences in Researching and Planning the Future". "Future of Work, Leisure, and Education"

Alex C. Michalos,Zirector Social Indicators Research Programme University of Guelph Guelph,'Ontario, Canada 519-824-4120, x3207 social indicators idea of a science court obligations of engineers to clients

Paul Roman Professor of. Physics Boston University 111 Cummington Street Boston, Mass. 02215 Office: 617-353-2610 or 2600

Interrelations between the arts, mathematics and,the natural sciences, inparticular, concentrating on topics related to structure in these disciplines.

Gary D. Wooddell, Geoffrey H. Fletcher and Thornton E. Dixon c/oMilford Futurology Program Milford High School 5735 Pleasant Hill Road Milford, Ohio 45150 513-831-2990

"Future Studies in Secondary Education" "Future Studies - Teacher Preparation"

-19- 1. 43 Michael E. Zimmerman Asst. Professor of Philosophy Newcomb, College Tulane University New-Orleans, LA 70118

"Heidegger on Technology and Nihilism" "Heidegger and Marx on Technology" "The Problem of Praxis in Marcuse's Theory of Technological Culture" "TechnologiCal Culture and the End of Philosophy" "Dewey's Instrumentalism and the Logic of Domination"

**********

Dear Editor:

'I would appreciate information' regarding any courses on programs concerning' the impact of technology on society which are being offered at the high school level.

Edward J. Gallagher Dept. of English Lehigh University Bethlehem, PA 18015

Humanities Perspectives on Technology Maginnes Hall #9 Non-Profit Org. Lehigh University U. S . POSTAGE Bethlehem, PA 18015 PAID. HEMP:1110i, PA lemasitise ferssectives nileskelgez,supported by dieseakinstion pant from the National Indoveent for the Humanities, is a newsletter Permit No. 230 davotad-to material in the general area of technology,society, and human value*. Vs will publish short articles on the theoretical and speculative watts of curriculum development, in-depth comes descriptions,revinve of ;mitts end audio-visual aide, and current bibliography (annotated). In addition,we weuld voltam articles on successful techniques for such tasks as instituting and evaluating course or-program, arousing faculty and student interest, overtaking adsdnistrative reluctance, obtaining visibility on campus, runnings lecture or !Miseries,or editing newsletter. Ad,"Open Pone section *sista for readers with questions or amens regardingany curriculum need. Our goal is to help generate Mew coursesand to provide axinforastima eschangesin thefield of technology studies. Please address alt contributions and corresiadence co:Dr. Stephen R. Sutcliffe, HK Program, 216 Saginaw Sall 69, MUGS mirminrf, Bethlehem; PA 16015.

44 a p p I

Director: Steven Lobis Goldman Number,4 Editor:. Stephen H. Cutcliffe February 1978

This issue of the newsletter is primarily devoted to curriculum itemskeyed for those teaching introductory science, technology and human values courses, althoughthere is obviously much of value for others with more specific interests. The introductory essay on Jacques Ellul is excerpted by permission of the author and publisher from a forthcomingarticle in Man and World, Vol. X, no. 3, and is followed by descriptions of several introductory STS-type courses. , We would, of course, like to hear from other readersregarding their experience with such ventures. (EditOt)

JACQUES ELLUL AND THE LOGIC OF TECHNOLOGY

There is little question that the works of in all areas of human activity. The appearance Jacques Ellul are among the most important in of technical civilization reveals a world where, what has become a vast literature on the nature man's view of himself, of the traditional of technological society and the effects of objects of the natural world, and of supreme technology on the life of man. In his intrb- and absolute limits is radically altered., thiction to his translation of ElIul's main Work, The Technological Society,'John Wilkin- In recent years a substantial body of son, after comparing Ellul's work first to literature,on the'problem of technology has Plato's Republic, remarks: "Even Clearer.is steadily accumulated. An examination of'this:, the similarity of the book to Hegel's literature reveals that, often, one of three Phinomenologie des Geistea, the last work of. approaches is taken. It is maintained that: Western. philosophy;with which'the present work. (1) technology is inherently evil.and unnatural bears comparison. The Technological. Society and is something which must be done away with is not a 'phenomenology of mind' but rather a at all costs; (2) technology is a positive 'phenomenology of the technical, state of movement enablingrmsn to free himself from the: Mind.'"Wilkinson's remark suggest6 that problems of the world and to take his own Ellul's work, contrary to what most of his destiny squarely in hand; (3) technology critics have'thought, is in essence a philo- creates problems which may be solved by refin- sophical work and, what is more, a-philosophr ing current technologies or by applying more ical work of the first.order although its scope human goals b technological 'levelopment. is limited to an analysis of technological Ellul's view takes none of the above perspec- 'consciousness and is not an analysis of con- tives. His account makes it clear that the aciouiness per sc. Ellul's analysis of tech- goal of to ology is the traditional goal of 'nological consciousness shows that traditional' thought-t e overcoming of the bifurcation be material techniques evolve to an all-pervasive tween theorld and my idea of it--, and

:mode of consciousness seeking "efficient order" because o this, technology must be viewed as . a natural direction for thought. However, if before. Unlike Florman and Toffler, however, Ellul is right, man is no longer in control they see Ellul as maintaining that technology of his destiny and the world as he was in the creates a system of internal relations such past. For Ellul it is a foolish dream to that all things acquire their reality through search for good and moral uses of technology these relations. The question, then arises: because technology is use itself and is, Does man have an essence or nature over and therefore, impervious to moral criticism and above these relations to which he must be , to any direction that is transcendent of it. tt:-? To Mitcham and Mackey it seems that Ellul's critics, few as they are, miss the Ellul, on the one hand, wishes to view man as a being whose essence is acquired through its above points. Briefly, I will consider a few relations--something that technology cer- representative criticisms to show that this tainly effects--, while on the other hand, is the case. For Alvin Toffler, Ellul is Ellul wants to appeal to .a transcendent nature simply pessimistic and insensitive to the end- that man owes to God. While the relation of lessley varied life technology has to offer; Ellul's "secular work" to his religious man simply must learn to choose more rapidly. writings is an interesting subject, I will It is also argued that man is not in danger not pursue that question, holding that there of losing his sense of free choice. Quite to is ample justification in The Technological the contrary, man now has more choices than Society for arguing that Ellul sees the ever before. Toffler does not see that, from question of man's nature to be importantly Ellul's perspective, technology has bc-ame .problematic. For Ellul, technology decides choice itself. For Samuel Florman, Ellul is man's nature, indicating man's decision to simply wrong: agreeing in principle with Toffler that Ellul ignores the ever increasing void non-technical perspectives taken on this amount of freedom gained by technology, Flormanvital issue. Finally, for Victor Ferkiss, also argues that technology is not an external technology creates no problems that man can- force in culture but that problems attributed not handle if man will remember that technology can fall into bad hands. If we are to -technology are simply a result of man's careful and use available techniques wisely infinite capacity to desire. However, Ellul agrees that technology is not an external and self-consciously, however, many of the force, that many problems are a result of problems attributed to technology would not human desire, but desire in a specific form-- arise. Ferkiss, however, is not aware that technological desire. technology has a tendency to become consciousness itself, such that self-consciousness is no Carl Mitcham and Robert Mackey, critics who longer possible the,way it is in non-technolog- take Ellul seriously as a philosopher, argue ical cultures. In short, technology loses the that Ellul does not clearly distinguish ability to see itself against other possible technique from technology, and, like Toffler ways of viewing the world. and Florman, question the. notion that technology is incompatible with free human choice, Jacques Ellul has written four works which assuming, for example, that now modern man expressly analyze the effects of technique on has more means of communication than ever the human condition: The Technological Society, Propaganda, The Political Illusion, and Autopsy Humanities Perspectives on Technology, supported bya dissemination of Revolution. In analysing the logic of grant from the National Endowment for the Humanities, le a newsletter devoted to material in the g 1 area of technology. society, and technique as a phenomenon in the modern world, human values. We will publish short articles on the theoretical and the last three works may be viewed as enlarge- speculative aspect" of curriculumdevelopment. In-depthcourse descriptions. review' of texts andaudio-visual aids, and current ments of subsidiary points in The Technological bibliography (annotated). In addition, we would welcome article' on successful techniques for such tasks as instituting and evaluating a Society, and therefore it will be my main con- course or program, arousing faculty and mitudent interest, overcoming cern. Ellul begins his discussion of technique administrative reluctance, obtaining visibility on campus. running a lecture or film series, or editing aoewiletter. M "Open Forum" by observing that technique is part of the section exists for readerswith question' or commentsregarding any natural history of all cultures because curriculum need. Our goal is to help generate new coursesand to provida.an information exchange in thefield of technology studies. "technique" refers to any method used to attain Please address all contributions and correspondence to: Dr. Stephen R. Untedfle, HPT Program, 216 Magian,' Hall 19, LEHIGH UNIVERSITY, a' particular end. But, in a technical civiliza- NothIsses, PA 10015. tion, which he regards as a unique form of

-2- culture,ends become means and means become able, therefore, to an abstract logical ends, thereby calling into question traditional schema. Techniques are always artificial ends-means relationships. According to Ellul, because they are no longer spontaneous and there are two senses of "technique": (1) because the natural world and man's relation Technique generically refers to any means used to it becomes radically transformed as a to attain an end; (2) Technique'as a method of result of technical intervention. To the rational efficient ordering refers to a species technical mind, the world appears as the of techniques of the technological society. It creation of .a technique, or as a problem to is important for Ellul's case that "technique" be solved by technique: .a dusty,gravel road refers to the totality of methods rationally appears a four-lane blacktop; a, forest employed, seeking the end of absolute effi- becomes a National Park; a children's ad hoc ciency: in this way Ellul does not restrict baseball game on a corner lot is a Little "technique" to any particular technical appli- League Organization waiting to be born. cation. As Ellul shows, technique may appear in the form of labor management in industry, in In order to see the relationship between the role of urban planning in city politics, in reason and artificiality more clearly, it is the guise of the "scientific method" in the necessary to examine Ellul.'s distinction be- laboratory, and in its most obvious manifesta- tween technical operations and technical tion--the machine. In considering the latter phenomena. "Technical operation" refers to form Ellul writes: "The machine is, solely, all activities carried out in accordance exclusively technique; it is pure technique, with a specific method for the implementation one might say. For wherever.a technical factor of determined ends. Characterized by method, exists, it results; almost inevitably, in these activities provide the continuity for mechanization: technique transforms everything all technical experiences from the rather it touches into a machine." Ellul contends simple task of chopping out a log canoe to that technique, which he regards as a unique the more complex programming of a,computer, mode of consciousness, makes the machine making us believe that primitive techniquest possible, and while the machine aids in the differ only from modern techniques in degree perpetuation of that consciousness, it is not as a result of scientific refinements, and the cause of it; rather, it represents the hidingfrom us the fact that modern tech- ultimate ideal towards which all technique niques are also different in kind, entailing strives. a completely different orientation in the world. Technicl operations concern the For Ellul all technical phenomena have seven worker's immediate relation to the taskat common characteristics: (1) rationality, hand. This relation is alwaysa bodily (2) artificiality, (3) automatism,'(4) self- relation which requires, at least in its augmentation, (5) monism, (6) universalism, initial phases, the use of hands, muscles, and (7) autonomy. Rationality and artifici- etc., in'order to accomplish this task. A ality are the two over-riding characteristics, technical operation may require concentrated while the other five are subordinate or effort while it is being learned, butsoon specific manifestations of the former. Ellul it becomes a spontaneous and natural routine, describes technical rationality as consisting and it is from this point thatwe speak of of two phases: "...first, the use of discourse technical operations. in every operation; this excludes spontaneity, and personal creativity. Second,. there is "Technical phenomena" appear whencon- the reduction of method to its logical dimen- sciousness surveys and rationalizes whatwas sion alone. Every intervention of technique once a spontaneous technical operation,seek- is, in effect, a reduction of facts, forces, ing the "one best means" and the fixed end

phenomena, means, and instruments to the . of efficiency. Considering the intervention schema of logic." In effect Ellul is claim- of reason first, a problem'regardedas a ing that there must.be a method'for all technical phenomenon involvesa mediated activities and that that method must be technical operation such that, fromthe stand- -capable of mathematical enumeration, reduce- point of the worker, ail immediateawareness

-4 7' of the task at hand, be it simple or complex, individual difference by objectifying that is logically negated, producing a concern for subjectivity and by turning the object for more efficient means. For primitive technical which it is a subject into an'abstraction. operations involving tools, the worker's body Individual subjectivity is embodied subjec- provides the locus for his awareness; the tivity. My idea of the world is never of the .tool, such as an axe or a saw, is, in this world as it is but is always of the world as.. case, an extension of his body.When tech- I see as a body located in a certain space nical reason intervenes, however, the worker at a specific time. My idea of the world, A, becomes aware that there must be a better way is never the same as A' in the world, a strict to accomplish his task, and he is led to an identity; the A' I apprehend is always an A' improvement or to a transformation of the over there, while I am here. I apprehend A' tool. With the aid, say, of science and now, not later and not in the future. For mathematics, a chain saw may result, an technique it is as if my body, itself an appearance of a-technical phenomenon--a object, prevents my idea from being the world,. privative technical process objectified.' providing as it does my most immediate environ -. Ellul seems to suggest, although he does not ment and obstacle. With my body I am identical state it directly, that throughout the rise with other objects in the world, while being, of technical phenomena, it is the body that at the same time, different. When this must be overcome. With the chain saw, the difference is effaced to achieve absolute tree is no longer the goal; rather, it is the objectivity with the world, abstract technical' saw itself which is my concern. I must be man appears. In short, technique erases the strong enough to support it; I must be wise subjective factors of.consciousness by which

enough to perpetuate its functions and under- we as embodied consciousnesses relate to the . stand its operation. My concern is no longer world, to each other, and, most importantly, directly with the objects in the natural world to ourselves. What is this new vision of our- but with the objects I have made as a result selves that arises in a technological society? of my scientific and mathematical awareness. With bodily processes turned into abstrac- The second aspect of technical phenomena -- tions and with abstract thought processes consciousness-- appears when the one best way treated as concrete realities, we find a brand is sought in all fields of endeavor. Ellul new subjectivity, a unique being in the world. states: "It is no longer the best relative We have been saying that the technical mind means which counts,.as compared to, other means no longer lives in a traditional world of also'in use. The choice is-lesS and less a natural 'objects to be manipulated bodily, subjective one among several means which are but it lives among embodied conceptions which potentially applicable. It is really a ques- it does not distinguish from natural objects. tion of finding the best means in the absolute Because of this unique and new subjectivity, sense, on the basis of numerical calculation." technique becomes automatic, self-augmenting, Thus we see that man's decision,to master monistic, universal, and autonomous. These nature has, taken a definite path resulting in characteristics of modern technical pheno- a union of spiritual and material techniques. mena exemplify the structure of thetechniCal Technique becomes a decision td - objectify "mind with its unique logic of pursuing reason itself; it is now, ...a means of identities without differences--a closed apprehending reality, of action on the world, logic, viciously idealistic, whereinevery- which allows us to neglect all indiVidual thing is internally And necessarily related differences, all subjectivity...Today man to everything else due to the technical lives by virtue of his participation in a program of reducing all activities to a truth become objective. Technique is no more rational method. than a neutral bridge between reality and the abstract man." Here Ellul discloses a --David Lovekin crucial point in technological logic: Tech- Sauk Valley College nique cancels individual subjectivity and Dixon, Illinois

-4- A "VALUES" COURSE AT CASE WESTERN RESERVE UNIVERSITY

In 1976 the Program in the History of Science undefinable but recognized by all,is appar- and Technology at Case Western Reserve Univer- ently applicable to "values"as well. sity (Cleveland, Ohio), proposed a course in "Science, Technology, and HuminValues" to be This innate understanding ofour subject offered to students in both Case Institute of was reflected in the ability of the students Technology (science and engineering majors) and to select, appropriate topics for theirpapers Western Reserve College (liberal arts majors). and class presentations. (Each student leda After it was endorsed by the deans of each class discussion based on hisor her topic.) college, and was offered in the spring of"1977, Topics included: environmental questions' enrollment. actually did include studentsfrom about atomic power; theuse of geology in both:areas, as well as graduate students. As a urban planning; the social valuesin opera- Mellon Post-Doctoral Fellow in the Program, I tions research; public attitudes toward taught the course. technologidal innovation; 20thcentury views of science and technologyas revealed in Based on books available in paperback and my political cartoons; values inthe works of personal interests, the course had four major artist Alexander Calder;experiments in brain divisions: (1) historical and sociological control by implanted electronicdevices; and introduction, (2) case studies of four areas military weapons'salesto Third World nations. (the professions of science and engineering; Class evaluations revealedthat the students .biochemistry and medical technology; ecological enjoyed investigating theseproblem areas, and issues, and the modern work environment), (3) that they found other classpresentations :student presentations of additional case thought- provoking. I insisted on selection of studies, and (4) fictional works confronting a topic several weeks before the assigneddate modern values problems. EaCh of these divi= of presentation, and requiredeach student to sions was supplemented, by short films and make a few minutes of factualpresentation be- xeroxed hand-outs of current news items. Very fore leading discussionon the topic. little of the course involved lecturing; The choice of books for thecourse was gen- directed discusSion was the normal class format. erally well-received. The most popular were Lynn White's Dynamo and Virgin Reconsidered With the perspective of a few weeks and the and Robert Pirsig's Zen and the Art of Motor- insights offered by written student evaluations cycle Maintenance. 'D&VRwas the introductory of the course, I think it may be int-oroat:ing to work and provided the course withsome his- the readers of this newsletter to consider some torical perspective, as wellas raising'issues, personal observations on this new course. A which recurred throughout thecourse. Another -major difficulty perceived by me, but not by book which we read and constantlycame back to the studehts, was the lack of a clear defini- was J. Bronowski's Science and HumanValues. .tion of what was meant by "values." I felt thatPirsig's Zen was our concluding text,-andone without a definition the class could get side- which provoked the most earnest discussion. tracked discussing, for example, merely politi- Other books included J. D. Watson's Double. _cal issues, rather than values issues. I Helix; Samuel Florman's Existential Pleasures suggested that values were "generalizations of Engineering (Ch. 5); W. D. Baxter's People with identifiable components of good and evil or Penguins; S.-L. Udall's Quiet Crisis; which measure our perceptions of the world and Studs Terkel's Working; and Aldous Huxley's help us to act consistently." The class did Brave New World. not find this definition satisfactory, but no Requests for copies of the syllabus,or one was able to offer an acceptable alternative. questions and comments about thecourse may It was a surprise to me that over the, remainder be sent to me at: Program in the History of of the semester we were seldom hindered by the Science and Technology, Crawford Hall,Case lack of an agreed verbal definition of what Western Reserve University, Cleveland,Ohio our discussions were to be about. Robert 44106. Piersig's notion (stated in Zen and the Art of , --Darwin H. Stapleton Motorcycle Maintenance) that "quality" is Case Western ReserveUniv. HPT 11: TECHNOLOGY AND HUMAN VALUES

HPT 11 "Technology and Human Values" is the plausibility of freedom -- and of determitism- flagship course of Lehigh University's Humani- 'based interpretations of Man. ties Perspectives on Technology Program. That . is, this course signals the motifs that char- We followed up Beyond Freedom and DignitY acterize all the courses itethe program: with Walden'Two, in order, tosee what an generating' an awareness of the impact on per- .objectively organized society might looklike sonal and social values of the exploitation of in practice. Here again I attempted to technological developments and exploring the elaborate the value trade-offs involvedin interaction between science, technology and joining or not joining, the.Walden Two com- Western culture. In the Fall of 1977 an munity, also to critically examine the Unusual opportunity presented itself in the 'plausibility of the community working in form of a large enrollment and the avail- fact as it does in the boOk. ability of three instructors, experienced in teaching the course but with distinct concep- The concepts raised by thesetwo books -- tions of how it ought to be taught. We primarily objectivity, truth, science,progress, decided to offer three sections of the course personal responsibility-- were brought to a' and to let students choose between three focus by means of three'plays:'Friedrich approaches to the same themes. One section . Durrenmatt's The-Physicists:andHenrik Ibsens took a primarily literary approach, relying . Enemy of the People and The MasterBuilder. heavily on science fiction material to make Durrenmatt's play allowedme to concentrate on its points (Gallagher, below). One section the notion of truth: on Its "saving" power, took a primarily historical approach and on Man's ability to cope with truth, on exploited visiting lecturers from various "progress" through truth, andon the rela- departments (Feaver). I took a primarily , tionship between the individual who reveals analytical approach, seeking to focus atten- truth and the society that takesup that tion on the Value alternatives embedded in ,revelation. different courses of action and in the per- tonal and social consequences of acting on The Enemy'of the People servedas:a:vehicle , the basis of one or atother.of those alter- for focusing on the roles played by socialand. natives. The text that held the course personal factors inestablishing values.and together, thematically,. was John G. Burke's determining policy.decisions. I am especially The New Technology and Human Values. .In the .fond of making studentsaware of how problem - course of the term we ,read most of the atic hero Dr. Stockmann is and howbenevo- articles in this anthology, primarily as lently the character ofMayor Stockmann may stalking horses for the value problems I. be read. In conjunction with Chapter Three wanted to raise in class (not for the solu- of Burke's New Technology, I introduceda tions to these problems offered by the con- 4-point "value impact statement"to be applied tributors). Woven around the readings in to the exploitation of any technology: who'. Burke were other readings with a narrower will be helped by it?; who will be hurtby fotus. it?; who will be responsible formaintaining its availabilitY?;Nho will be responsiblefor its future "legitimate" implementation?. We Beyndb=d2eann:1114!. FT..w2trderthse applied this scheme to psychiatric drug students to see a full-blown demand for an therapies,. to supersonic airliners andto objective reconstruction of personal and polygraph tests for employment interviews, social behavior, and we read this carefully. with interesting results.- While I was critical of Skinner's claims on behalf of behavioral engineering --and forced The Easter Builder returned attentionto attention on the asymmetry of improving arti- tfle question of the selfas the-locus of facts and improving natural organisms-- I action and achievement, algo to thequestion tried to make students aware of the parallel. of whether technologicalprogress entails

-6- 'destruction of the past and. inhibition of that the pursuit of artificial intelligence future innovation. In this context, we read potentially jeopardizes human well being. A the selections of Burke's fifth chapterand science fiction film festival was scheduled turned to Samuel FlOrman's The Existential for the nights of the last week of classes. Pleasures-of Engineering,.. Florman's book has The idea was to revive the major themes of .three natural divisions to it. In the first, the course in dramatic contexts that would be Florman argues.that not engineering, butthe constructively thought prOvoking vis-a-vis political exploitation of engineering is the imminent final examination. The films' responsible for the social problem'caused" shown were littnapalig and THX 1138, The by contemporary'teChnology. In the second Forbin Project, Seconds and The Last Days part, Florman considers and rebutsthe of Man on Earth. Attendance was very good. ."anti-technology arguments of Ellul, Roszak, Reich, Dubos and Toffler. In the third part, No course evaluation was attempted, but he argues for engineering as an authentic over 20 percent of the students spontaneously -expression of the human spirit. submitted comments that were quite positive.' Finally, we closed the course with excerpts from Joseph Weizenbaum's book ComputerPower Steven L. Goldman and Human Reason. I was anxious for the Lehigh' University students to reflect on Weizenbaum's argument

THE TECHNOLOGY AND HUMAN VALUES COURSE

When people ask what I teach in "Technology the greatest threat to man's existenceis and Human Values" (HPT 11), I usually try to himself: "Now I know what it feels liketo suggest an answer through reference to several be God," exults Dr. Frankenstein. Well, if icons, that is, several almost universally we are as gods, to paraphrase the Whole Earth recognized visual images which immediately and Catalog, we better get good at it. succinctly convey the complex cultural response to technology? It is not possible to repro- Another icon - and I usually get some duce the.icons here, as I can in an introduc- arguments with this one - is the familiar tory class for instance, but, even so, I think upper.torso photo of the American astronaut, you will find them.familiar enough. glittering like silver foil in his space suit, who has landed onrthe moon. I find First, Frankenstein. Yes, the bolt-necked, that this picture is almost always taken as flat headed, sloe-eyed, frozen jointed, long an unambiguously positive representation of

8rowed, stitched and scarred, snarling and the powerful flexing of our technological. '.

sneering character played by Boris itsrff in . muscle. Man has proVed himself by conquer-. the 1931 movie. This being is a'giant symbol ing space'. But if this is a symbol of achieve of the conflict between technology and human ment, it is also:a symbol of anonymity, of values. It is life made inthe laboratory/ man made invisible by his life support sys ' factory, by a man who has placed love of tems? The visor of the space suit is empty, knowledge over love of people. It is a suc- dark, the face invisible. We talk of space cessful experiment, the ultimate control over exploration as a "triumph of technology," nature,'and functional; yet simultaneously, not of individual men. That could be anybody. to the world at large, it is uglYand dangerous in the suit, or nobody.. A Columbia professor a monster. Both the movie and th64817 Mary is recently reported to-have said: "2001 Shelley novel before it emphasize that man's illustrates perfectly that staggering things .power over his world is increasing out of all are being done by boring, bland people. Who proportion to the range of his foresight, that wants to talk to one of the astronauts? This

-7- is an age of exploration that beggars Drake, the outlines of nature, take hold'of chaos but there aren't going to be any more gallant and put order.into it." This perception of Lindberghs setting out alone; each man will the inordinateuse of.reason in the present be the sensitive fingers on a technological is illustrated by several dismaying sYmbolit- arm that stretches back through perhaps 1000 representations of our future evolution. A people and 15 years." picture of actor David McCallum sufferii The third icon, as a matter of fact, is graphic elephantiasis of the head, in his from the widely known Stanley Kubrick movie role as a traveller into the future, inan

2001: A Space Odyssey, the hibernaculum in "Outer Limits" television show, starkly . which the astronauts "sleep" during the displays the grotesque imbalance and long voyage to Jupiter. The intuition in distortion resulting from the elevationof science fiction has iong been that the ulti- head over heart. From our point in evolu- mate purpose of technology is to preserve tion we look back with condescensionat ,human life, which means, since man can be Anstralopithecus, Zinjanthropus,Pekin man, irrational, that machines must have control :and Neanderthalman; this icon asks us,to over man,'that machines must save man from ponder our future "shape.'4) A picture of himself. This leads to the blurring of the three diminutiVe intellectuals in "The distinction between the preservation of life Cage" episode of Star Trek alsostimulates thinking about the future. These menare:. and the quality of life preserved, between , physical and psychological life. This leads the masters of an advanced technology,but ,to the image of man comatose in the sleek, their bOdies.areas frail.asa gust of wind aseptic, mummy-like, coffin shaped hibernacu- under a sheet, their headsare doughy, their lum. This icon shows that the machines can look uniformly blank. -'Even beforethe turn best support life when man is most death- of the century, in his depiction of the like, a vegetable, a patient etherized upon' a slithery squid-like Martians in War ofthe table in a positively womb-like atmosphere. Worlds as-,a technologically advanced'human This icon complements Susan Sontagls-remark species,- H..G. Wells.saw the result of that "the dark secret behind human nature mechanical'appliandes and attitudessuper- used to be the upsurge of the animal," the seding limbs and other organs: "They Mr. Hyde in us all, but that now the danger were heads--merely,heads. Entrails they to humanity lies in our availability for had none." Somehow this, makes us yearn mechanization. "If the goal of human history like Emerson in his essay-on "Self-Reliance" is a uniform type of man, reproducing at a for the aboriginal strength of the naked uniform rate, in a uniform environment, kept New Zealander reported to'have healed In. at a constant temperature, pressure, and two days from an ax bloW to the chest. humidity, living a uniformly lifeless existence, with his uniform physical needs .Thesg,icons-'idllserve to suggest the satisfied by material goods, all inner way- kinds of issues discussed'in the "Technology wardness brought into conformity by hypnotics And Human Values" course, but theycertainly and sedatives, or by surgical extirpation, a do not in any way exhaust therange of creature under constant mechanical pressure potent'visuaI images relating 'to the impact from incubator to incinerator," proclaims of. technology on. our culture. Can you Lewis Mumford with"characteristic rhetorical suggest others? Twenty years ago one might- fervor, then "most of the problems of human have been the Man in the Grey FlannelSuit. development would disappear. Only one problem Norman.Mailer points to the faceless quality would remain: why should anyone, even a of our modern skyscrapers. How about the machine, bother to keep this kind of creature stick figut&i of the sculptor Giacomettl, alive?" the Golden Arches of McDonald's,or the Martin Tower Ouilding?What common visual_ Two icons this time, a fourth example, images cause you to think about the role relate to Jacques Ellul's description of tedhnolOgy plays in our lives? We'd like technology as man's excessive concern "to to hear. master things by means of reason, to account Edward J. Gallagher. for what is subconscious, make quantitative Dept. of English what is qUalitative,make clear and precise. Lehigh University. 5 TEAM-TAUGHT COURSES: PEDAGOGICAL CHAOS?

In the October issue of'HPT News Steve . For the first two years the class was- Goldman discussed the general philosophy of .taught by a permanent team of four faculty, STS curricula. In the course of his highly (reduced in the third year to three)--one perceptive remarks he touched on the problems each from. History, Beonumits, ultbmitial of team-taught courses. Though he granted EngiOeriftg. and CIasSics. This permanent the potential value of such courses for the team attended all thelectures and led dis- student, particularly if he or she could be cussion sections as well. I doubt that we treated to the entertaining. spectacle of measured up to Steve's highstandards of cut, faculty members,at each other's intellectual and thrust in our debates with each other and throatsi he implied that this rarely happened. with the visiting lecturers, but even so not Especially singled out for disparagement were many points went by unchallenged. Each of courses where "a dozen faculty troop through the team was responsible for at least one of the classroom as 'guest lecturers'--almost the regular weekly leCtures (sometimes two); always a euphemism for pedagogical chaos". for the remaining occasions the lectureswere' given by "guest-lecturers" drawn from thegamut Since our own course HPT 97 (now called of disciplines in the humanities, sciences, HPT 11, "Technology and Human Values") in fact social sciences and engineering. used this very format for the first three years of our program, it might appear_that As Steve so acutely observed, there are.real these remarks are a judgment on our experience. problems with such a course. It was, at least Since Steve's encounters with courses of this for us, terra incognita, andas ancient cartog- kind did not, in fact, occur at Lehigh, it raphers knew, "there be dragons". Most alarming might set things in aslightly more balanced were the dragons of Discontinuity, Irrelevance perspective if we described the Lehigh experi- and Superficiality; nor could-they'be slainwith ence. the swords of GooWill-or Fine Intentions. Only careful advanced lanning, and thorough brief.- The course was intended for freshmen from ing stood any chance of keepinga coherent theme all three Colleges.;Though at first repre- alive in the hands ofso many different people. sentation from the Business School was dis- I do not mean to imply thatwe were always appointing,proportions of Arts and Engineer- faithful in this regard; whatwe did observe ing students were very. close to the propor- was. that our success was in direct proportion tions in the student body. Registration to the care that was given to making sure that started around fifty for the first year and , every participant knew exactly what was expected. 'has climbed ever since. The subject matter In my opinion the problenis of discontinuity' was broad and sweeping; in fact, it was aimed were far more intractable in the area of at "sensitizing" the students to the issues assigned readings than theywere in the lectures. more than informing them, although Steve wouldThe latter could, with advanced notice, be be right in feeling that we did not fully tailored to our purposes, the former hadto be realize this at first. The purpose was to coped with as given. demonstrate the different perspectives pro-'_ vided by the whole gamut of Humanistic Disci- Other considerations helpedas well: first, plines on the issues raised by Technology in the majority of our lecturerswere already in- relation to Human Values. So Technology was volved one way or another in our HPTprovam seen through the lens of literature, philoso- and were thus familiar with out objectives. phy, history, art, music, classics, and Many had participated in oneor another of our religion and the social sciences. Then repre-faculty workshops. Second, the format for the sentatives of the sciences and engineering discussion sections proved to be highly effec- disciplines were given their opportunity to tive. The class was divided into four recita- comment. It was the nature of the course, nottions, each led by a member of the permanent dome abstract urge to "tryan inzer-discipli- team, meeting twice a week to discuss the

nary approach", that dictated tine format. , lectures and the assigned readings: One session was always led by the same team member; in tizing the students to as wideas possible the other, the discussion leaders rotated a spread of opinion. I think that my through the different sections. This pro- oopinion:is shared by the rest of the team; vided both permanence and breadth of view. I know it is reflected in student evalua-' These discussion sections provided ample tions. opportunity for making connections, correct- ing errors, or filling in the gaps, besides There was also a serendipitous bonus:. providing .the forum for vigorous (and the involvement of. so many faculty from all occasionally, ferocious) debate. three Colleges of the University gave HPT, a wider base of informed and sympathetic I have taught this course recently as faculty. There was a pay-off for them as. A solo effort as well, and so I feeI that well-- the lectures were an effective way I:have some basis for comparison of format. of advertising the wares of their own dis-. A solo course, of necessity, is skewed to- cipline.'I know of more than a few who wards the competence, interests and preju- picked up bright majors this way.-. dices of a single professor In my

. opinion,. for a course of this nature, the Douglas Feaver team format is superior not merely for Dept. of Classics "covering" the material, but for aensi- Lehigh University

STS AT STONY-7. fiROOK.

Stony Brook is the recipient of an HEW institutionalgrant called the Federated Learning Communities. This program'is a federation of interdisciplinary interest focused upon specific themea), one of which will be "Science, Technology andSociety, the planning'term of which begins Spring term, 1978. Six departments will partici- 1, Rate: Chemistry (Ted Goldfarb), Engineering (John Truxall), SociologyXCharles 'Perrow), History (Ruth Cowan), English (Jack Ludwig) and Philosophy (Don Ihde). Undergraduates taking the program willtake the'six courses, one from each depart- ient indicated and participate in an integrative seminar which will be team - taught, then finish with a thesis' upon some aspect of the program theme. The faculty,, in turn, will participate in a weekly faculty seminar throughout a two-year.period:. commencing with a planning seminar, two semesters of courses and a thesis guidance 7semester.: It is the,aimof the,federated programs, not only to interdisciplinarily. address a Common thyme, but to provide a more integrated program for undergraduates

, in the process.

At the doctoral level one preliminary seminar, PHI.611, "Technology as a Social ''Phenomenon" was'run last year (1977 spring) under the guidance of Professor Don Ihde with team contributions from Ruth Cowan onhousehold teChnology (History), technology and bureaucracy with Charles Perrow (Sociology),, technologyand society with John Tr:Waal (Engineering) and technology and ideology with George Basalla (History, University of Delaware) and a section of human-machine relations with DonII* (Philosophy). A variant upon this team - taught seminar will be taught Spring term, 19.78.with different themes including sections on artificial intelligence and the impact of computers upon society, but drawing upon.members ofthe federatedcourses listed above.

For further informatiOn, contact Prof. Don Ihde, Chairman, Dept. of Philosophy, SUNY - Stony Brook, Stony Brook, N. Y. 11790

-10-

54 1 Professor Paul T. Hopper of Penn aate Univer ity, Shenango Valley Campus, Dept. of GerMan, Sharon, PA forwarded the following brief syll4bi for recent offerings in his course "Modern Science and Human Values."

\ SPRING 1.976

Class Discussion Material

1 orientation 2,3 Bronowski, Science and Human Values 4 Duerrenmatt, The Physicists; also the Oppenheimer case 5 Ibsen, The Enemy of the People; fluoridation; pesticides, preservatives 6,7 C'.seley, The Firmament of Time; resistance to scientific ideas 8-10 A. Leopold, Sand County Almanac; quick profits vs. ecology 11,12 J. Watson, The Double Helix 13,14 M. Polanyi, The Tacit Dimension 15 Midterm

16,17 . J. Rosenbaum, j Your Volkswagen a Sex Svmbol?'advertising, propaganda 18 Capek,R.U.R., in Of Men and Machines (MI), ed. Arthur O. Lewis Cummings, p. 260; Whittemore, p. 334 in OMM 19 E. M. Forster, The Machine Stops, in OMM; Aldiss, p. 325 in OMM 20 Shockley, Jensen proposals; XYY chronosome comb., etc.; esp. Lee Willerman et al., in Science 12/18/70 (170:1329-31) 21-24 T. Roszak, Where the Wasteland Ends 25-27 R. Fox, Encounter with Anthropology (selections) 28,29 B. F. Skinner, Walden Two

Possible report topics: massive (Tit: C to prevent colds (Linus Pauling); Galileo and the suppression of scientific ideas; psychological testing; experiments on human beings; Hans Zinsser, etc., on epidemics and immunity; alternative lifestyles and value systems: kibbutz, commune, other cultures, etc.; IQ and creativity; civilization and neuroses; Jose Delgado and artificial stimulation of the brain; Ronald Glasser and institutional purpose of hispitals; overpopulation, malnutrition, mental retarda- tion; the Green Revolution and increased need,for fertilizers and pesticides; sickle cell anemia; genetic engineering; cloning; Chinese science (J. Needham); Velikovsky; -Atlantis; immortality.

SPRING 1977

orientation 2,3 Bronowski, The Identity of Man (robots; computers)

4=6 E. Abbey, Desert Solitaire , (ecology) 7-9 J. Bleibtreu, Parable of the Beast (human biology) 10. open_ (6r, guest lecture on thermodynamics as applied to energy policy, pollutIca,;nVerpopulation, etc.)

.11-12 T. Roszak-, Pontifex- . (tragicomedy about our culture)

13 -15 . E. Sapir, Culture, Language, and Personality (anthropology)

(pp-441 79-119; 172 -207) ,- 16-17 Chomsky, Problems of Knowledge and Freedom (linguistics, psych.)

18 : midterm -1 . , 19-21 Heinlein, The MoOn-ls'a Bershqiistress (novel; Spaces ip Earth Theme) 22-25" Pirsig, Zen and the Art of Motorcycle Maintenance

, . (rhetoric, metaphysics, epistemology)

26,27 . U. LeGuin, Lathe of.Heaven / (neva about dreams with power) 28-30' Wm. -I; Thompson, At-theTEdgeiof History (a possible direCtion for history;.

. , . speculations on. contemporary history) HASTINGS CENTER.RECEIVES CARNEGIE GRANT FOR TWO-YEAR STUDY OF TEACHING OF ETHICS

The Hastings Center,' Institute of Society, How should courses on ethics and values khics and the Life Sciences, in Hastings-on- be evaluatedri Wilson, New York, has been awarded a two -year ;rant of $197,600 by the Carnegie Corporation The project will also focus on special areas )f New York to conduct a major study of the such as ethics and undergraduate education, :eaching of ethics, at both the undergraduate ethics and pre-professional programs, and 'lid professional school level.' grant ethics and protessional education in biomedi followed a planning grant from the Rockefeller cine and allied health fields, law, public Irothers Fund. policy and administration, journalism, the social sciences, engineering, and business. The Hastings Center's Project on the Teach - Part of the project will examine the ng Ethics will study broad questions con- diversity. of current approaches in ethical :erning the teaching of ethics in colleges, thinking, and key issues such as truth- universities, and professional schools, as telling, deception, confidentiality, pater- fell as'some special probleMs of teaching nalism, and personal and social responsi- !thics in different educational settings. bility. Co-directors of the project are 'Daniel Lallahan, Ph.D., director of The Hastings Over the two-year period of the grant, :enter, and Sissela Bok, Ph.D., lecturer on The Hastings Center will hold a number of iedical ethics at Harvard Medical School. meetings and conferences, prepare a variety of studies, sponsor a workshop, and try to Arthur CaplanPh.D., Associate for the bring toget'Aer those working in disparate [umanities, is assembling information on areas who share a common concern in ethics. :ourses now being taught or planned. Those dth such material are requested to write to Lim at The HaStings Center, 360 Broadway, fastings=on-Hudsori, NYi10706; and they will .n turn be-placed on a mailing list to receive mforMation about the project as it pro- messes.

.Among the broad questions raised by the e..sentexpansion of efforts;to introduce tudents to ethical questions are:

What are the goals, actual and ossible, in the teactiinglof ethicsl

What is the mature of normative ethics?

What are the special pedagogical roblems posed by the'teaching-of ethics, nd how can these problems be met?

7 What is an apprOpriate academic back- round for those teaChing ethics? 56 -12- M*E*T*A*

MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS

RECENT PUBLICATIONS

BUGLIARELLO, GEORGE. "A TECHNOLOGICAL MAGISTEATURE."BULLETIN OF THE ATOMIC SCIENTISTS 34(1), 34-7, JANUARY 1978.

Problems having to do with values are pervdaive in technology, but the question of how to make technology responsive to values is complicated, by society's inability to agree upon and articulate them. In the past, engineers have planned technological change oply at the tactical level; leaving values discussions to other sectors, particularly government. In order to unite the "two greet forces" of government and technology, Bugliarello proposes the establishment of a "technological magiatrature."The "magistrature" might be described as a humanist technocracy, its activities sanctioned not by its own membership, but by expressed societal values and needs. MATHES, J. C. AND K. CHEN."EDUCATIONAL OBCECTIVES FOR SCIENCE, TECHNOLOGY AND VALUES PROGRAMS." IEEE TRANSACTIONS ON COATES, JOSEPH F. "TECHNOLOGICAL CHANGE AND FUTURE GROWTH, EDUCATION E21(1), 27-30, 1978. ISSUES AND OPPORTUNITIES."TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE 11(1); 49-74, 1977. Though diversified in content, new academic programs in science, technology and society share a social problem-solving The Assistant to the Director of the Office of Tech- emphasis and futures orientation. Five categories of edu- nology Assessment explores the factors affetting future cational objectives, the authors suggest, are appropriate to technological developments' and considers their economic, efforts to prepare students to deal with problems posed by social, and policy implications. Influencing factors technological change.' These are: 1) the study of cultural discussed include displacement of social effectiveness' by attitudes toward social change; the development of 2) an efficiency criteria, alienation of the worker, excessive ability to forecast, 3) problem-solving skills and 4) size and interrelatedness of corporate enterprises, price analyzing and synthesizing skills; and 5) the study of values structure of energy, societal needs outside the market considerations. system, shift in values toward participation and away from conspicuous consumption, the replacement of physical MAZUR, ALLAN. "SCIENCE COURTS." MINERVA 15(1): 1-14, SPRING tecFeologies by biological and social ones, new trend of 1977. science preceding new technologies.Government responsibilities lie in four areas: management of risk and On some recent controversial issues, such as fluorida- uncertainty, generation and, distribution of knowledge tion, supersonic transport and nuclear power plants, tech- relevant to policy planning, institutionalization of nical experts haw taken conflicting positiona. "Science technologies, support of R 6 D.A provocative, erten- courts" have been suggested as a public arena for debating 'sive analysis. these differences. The court would accommodate proponents of opposing scientific,views, with a panel of judges sift- VLORMAN, SAMUEL C. "ENGINETVING AND THE FEMALE POND." HARPERS ing and reporting on strictly factual evidence.. No decision 256(1533): 57-58, 60, 62-63.FEBRUARY 1978. reached could be final is it might be confounded at any time by new evidence. Nevertheless, a hearing could summarize A short-sighted look at Smith College students leads Florman s\- and clarify present knowledge Of an issue, With results to conclude that women are not becoming engineers because, for "published in a form useful to policy makers and the public upper -class ladies, engineering (and technology) lacks class at large. Potential dangers poled by a "court " - dogmatism and and power. The profession is "impotent"--engineers do not make control over research, to name two-remain to be considered. lava, have the money, or have a voice in the media. Apparently convinced that it is predominantly members of the upper-class that receive professional training, Florman makes statements PAPERi\FROM !REINSTITUTE ON RELIGIONIN AN AGE OF SCIENCE such as "until lower-class women get out of the kitchen and CONFERENCE ON THE ECOSYSTEM, ENERGY, AND HUMAN VALUES. EFGCN 12(2); into the university, engineering will remain a male profession." ENTIRE ISSUE, JUNE 19777- Similar exaggerated comments mar an otherwise thought-provoking discussion. With the cOnviction that a concept of systems, which would merge practical solutions with abstract 'chile, is necessary to resole,environmental problems, the confer- JAMISON, ANDREW. "DEMOCRATIZING TECHNOLOGY."ENVIRONMENT 20(1), 25-8, JAN./FEB. 1978. ence explores the "interdependence of physical, biological and socio-cultural value systems in a world of finite resources." In a little ccamunity of Tvird, Denma :k stands what is Odum,'enKenvirofimental scientist, consider* all phenomena,i today the world's largest windmill. The idea of an inno- nclnding human values, to be generated by flows of energy. vative teachers' group, it'was built over a period of two Thus, his examination of systems of energy interaction relates values to the years largely by volunteers with little training. The ecosystem's energy transfer. windmill is expected to provide three to aim million (His"flov,charts" are intriguing.) kilowatt-hours of electricity per year, a considerable Sociologist Uarblin diocussie,the role of boon to the smell, oil-starved nation. Jamison ramarki value* in the development, of an energy policyNthat could that such a projebt as the Tvird windmill "marks a way transform American culture from a "mining company" extracting short-term gain to "gardeners" tending and back, perhaps to the widespread tinkering and inventing . nurturing the environment. and understanding of technology that has been all but Whether theological beliefs lost-Or reduced to relatively non-productive 'hobbies' mold particular attitudes toward the environment is deliberated by Marietta. -in most of the 'advanced' capitalist countries."

-13- ISAACS, LEONARD. DARWIN TO DOUBLE HELIX:THE BIOLOGICAL THEME HOWARD P. "YOUNG WEST: THE PSYCHE OF' TECHNOLOGICAL IN SCIENCE' FICTION. LONDON: BUTTERWORTHS, 1977. UTOPIANISM." EXTRAPOLATION 19(1): 50-58, DECEMBER 1977. Designed ae a guide for a college-level course which A Sequel, Rabbi Soloman Schindler's novel Young, West: considers the moo of evolution and genetica in science 4 Looking Backward to Edward Bellamy's Celebrated Novel fiction, Isaacs divides the program into two parte: (1894), le typical of the multitude of technological liZerary responses to Darwin's theory of evolution with utopian visions published between 1833 and 1933. The attention to projections of man's evolutionary future and values and goals articulated describe the "anal character": readings in more recent science fiction dealing with the depicted technological society embodies "excessive man's Intervention in the processes of heredity and cleanlineam, neatness, efficiency, rigidity, and control." development -- genetic manipulation. The author provides Erikson anu Fromm contend that such traits can become introductions to each novelist's work and basic scien- The protagonist, embraced as the "national charactei." tific background information, an annotated reading list West. to paradoxically obsessed with messiness and dirt. for each chapter, and list of discuseion points and His career le sewage treatment, and his discovery of a questions for class t.a. Works in this syllabi:a include process whereby offal can be sanitized, deodorized, and The Race, The Time Machine, Last and First Men, transformed into fertilizer catapults him to the Presi- Cora% Brave New World,.Tha Seedling Stare, and short stories dency of the land. by LeGuin, Wilhelm, and Wolfe. An imagivative, and effective presentation easily adaptable to high school SCIENCE 199(4329), FEBRUARY 10, 1978. and university classrooms. This brings together a number of brief review MANNING, DANA H. SOCIETY AND FOOD: THE THIRD WORLD. LONDON: articles on promising developments in energy tech- BUTTERWORTHS, 1977. nology and policy. Papers assess the potential of ouch oil alternatives as liquid fuels from coal, The critical problem of world food supply is enormously photovoltaic power systems and fuel from biomass, complex and charged with emotion. This book attempts to while reminding us that change' in energy source and unravel the confusion, while refraining from offering simple uee have a very wide-ranging impact on the character solutions. It opens with a general discussion of the human A Third World perspective Is provided of Industry. impact on the biosphere and moves on to consider the by a report of results of a recent HAS workshop . psychological.and cultural significance of food, the world's _jointly held with the government of Tanzania compar- most signiftiant nutritional crises and areas of present ing the costa of solar technologies with currently and potential food ahortagea.Emphasis is on the problems For countries used means for generating ele.ltricIty. of the Third World, and the closing pages summarize the of "intermediate" economic and technological capacity, debate about "hard" versus "soft" technological solutions. Canada's CAHDU reactor, described in the concluding Though the book might have been better organized, its chief paper,' may have appeal. faults are the unsatisfactory integration of long quotes into the 'text and rather weak documentation. Nevertheless, THOMPSON, MICHAEL. "COMPUTER ART: PICTURES COMPOSED OF the text is thought - provoking and the bibliography adequate. BINARY ELEMENTS ON A SQUARE GRID." LEONARDO 10(4): 271-76, AUTUMN 1977. MORPHET, CLIVE. GALILEO AND COPERNICAN ASTRONOMY: A SCIENTIFIC WORLD VIEW DEFINED. LONDON: .BUTTERWORTHS, 1977. The logical procedure by which this programmer generates black and white art works on a digital Using as a case study Galileo'e quarrel with the Church over computer is described. Various arrays of 3 x 5 grids the heliocentric theory of Copernicus, this SISCON volume con- of unit squares are placed in the memory bank. The siders the nature of changes in world view and the way scien- computer then continually seeks to find the most tific innovator° interact with society. Through the concise appropriate array to add to the growing contextual introductory chapters, students are versed in the principlee pattern. Thompson notes that the procedure ie not of ancient and Coperuican astronomy. Galileo's ideas and obser- yet as effective ae desired; the picture can vations and the arguments against heliocantriem marshalled by usually be improved manually. his opponent' are presented in an unbiased and dispassionate way, aided by well-chosen paeeagee from important'period docu- SISCON SERIES. ments. The stueent thus is encouraged to consider both.sides of the controversy. The liberally included study questions The following titles are numbers in the new for this volume are challenging, but.anewerable, and lead the series Science In a Social Context, published reader to outsidei often original sources. Suggestions for by Butterwortha and edited by Bill Williams, tutorials and a sound bibliography complete this solid University of Leeds. The SISCON project is a addition to the series. joint program by a group of universities to introduce courses on the first degree level in science PAVITT, KEITH AND MICHAEL,WORBOYS. SCIENCE, TECHNOLOGY AND with an emphasis on social aapects. Volumes are THE MODERN INDUSTRIAL STATE. LONDON: BUTTERWORTHS, designed for COMM use; they are published in 1977. paperback and run approximately 100 pages. Questions, topics for discussion, and supple- The involvement of science and technology in industrial mental bibliographies are Included in each development and war ie examined with the aim of providing volume,as standard format. students with a better perspective from which to consider the social, economic, and political implications of research GREEN, KENNETH AND CLIVE MORPHET. RESEARCH AND TECHNOLOGYAS and development. While the text provides an overview of ECONOMIC ACTIVITIES. LONDON: BUTTERWORTHS, 1977. the impact of science and industry from the Industrial Revolution to contemporary society, the presentation Is The place of research and.development activities in the unfocused and sketchy. Valuable concepts are mentioned economic framework of capitalist systems is examined in but without enough depth. to stimulate thoughtful consider- this concise text. An .introductory chapter providing ation. Stronger emphasis on the anatomy of the military- definitions of basic terms each as technique, technology, industrial complex, the power of technology to direct innovation, and reaearch is followed by overviewa of R & D economic organization and social change, ae well ae the in national and international contexts, its relationship. to current trend in research away from military applications economic growth, and the factors-affecting differences in toward the solution of social problems might have resulted Much material on the spending between industries. The most valuable section, In an effective course of study. perhaps, is the analysis of the distinct processes of R & D economics of R & D, available in greater depth in the in two giant European firms -- General Electric Company and Green and Morphet volume in the series, ie repeated here Philips. 'Attention is given to funding procedures, without careful integration. However, reading lietc at criteria of successful innovation, expected "pay-back ends of chapters are extensive, thoughtfully compiled, questions plus suggested points for discussion and useful. periods." Judith Miertichelli and ChristineRoysdob follow each chapter, and a useful reading list is Lehigh University Libraries appended. OPEN FORUM

In response to John Andrew's call for allist of active scholars who will be willing to visit campuses for lectures, colloquia, etc. (see HPT Newsletter #10 August Z977), the following individuals have responded. HPT News can take no responsibility other than to list those people who are willing to offer their services in this regard. All speaking arrangements must be made directly with the individual by the sponsoring institution. However, we will be glad to continue this listing service and, if you desire to have your name listed, please include your address, telephone number, and suggested titles 02 subjects on which you would be willing to speak. Editor

Dr. Thomas M. Butterworth Assoc. Prof. of Biological and Environmental Sciences Western Connecticut State College Danbury, CT 06810 office: 203-797-4396 home: 203-888-4789

"Biology and Society in the Year 2000" "When Worlds Collide: Frontiersman vs: Environmental Steward" "Ecological Gardening, A First Step Toward Self-Sufficiency" "The Role of Science in a HUmane Culture of the Future"

Dear Mr. Cutcliffe:

Thank you for No. 2 of your Newsletter which reached me today, and which I am carefully reading.

Meanwhile I advise that I am very interested in the Open Forum for the reason that over the past few years I have been giving quite a lot of thought to trying my hand at a world-study lecture tour in order to develop further my concepts of a Scientific Party and a Scienceman, etc., which my student colleague presented to the 1976 Edinburgh Conference of the International Political Science Assbciation in the Science and Politics Section of the conference, under the title 'World Parliament For The Age of Science.' Copies may be obtained from IPSA, c/o University of Ottawa, Ottawa,.KIN6N5, Canada, attention Lietle Boucher (613) 231-5818. Professor H. T. Odum, Dept. of Environmental Engineering, University of Florida, Gainesville, Fla. and Professor Stephen Carlisle, Dept. of'Political Science, Knoxville Tenn. also have all our material.

'Zonis sincerely,

David M. Scienceman Ph.D. 'Engineering c/o University Club 70 Phillip'Street Sydney 2000 Australia phone'(02)-271323

50 -15- Roger C. Schlobin forwarded the following description:

THE YEAR'S SCHOLARSHIP IN SCIENCE FICTION AND FANTASY Roger C. Schlobin and Marshall B. Tymn, Editors

"The Year's Scholarship in Science Fiction and Fantasy"was created to fulfill the pressing need for an annual secondary bibliography on science fiction and fantasy. This project is the chronological continuation of Thomas Clareson's Science Fiction Criticism: An Annotated Checklist (Kent State University Press, 1972) and Marshall Tyrants annotated list of selected sf scholarship, "A Checklist ofAmerican Critical Works on SF: 1972-1973" (Extrapolation, December 1975).

"YSSFF" will be published annually in the December issue of Extrapolation. It is divided into General, Reference & Bibliography, Teaching and Visual Aids, and Author sections; each entry contains a descriptive annotation. " YSSFF" covers all American scholarship, selected British scholarship, and important criticism from major, established fanzines. It includes books, monographs, articles, Ph.D. dissertations, published M.A. theses, reprints of major criticism that have been out-of-print fora significant period, and scholarly or instructional visual mediathat are informative rather than simply illustrative. It will not include columns, book reviews (see Hal Hall's Science Fiction Book Review Index, Gale Research, 1975), unpublishedM.A. theses, and published letters.

It is fully expected that "YSSFF" will relieve the scholar, teacher, and fan of the arduous and sometimes frustrating search for scholarly materials andsources among the array of critical and reference tools that appear each year.

The editors welcome-the assistance of individuals and publishers in furnishing materials for future lists. Items for inclusion should be sent,toDr. RogerC. Schlobin (802 N. Calumet, Chesterton, IN 46304) or to Dr. Marshall Tymn (1470 Cedar Bend, Ann Arbor, MI 48105).

Humanities Perspectives on Technology 327 Maginnes Hall 1W9 Non-Profit Org. LEHIGH UNIVERSITY' U.S. POSTAGE BethleheM, PA18015 PAID BETHLEHEM, PA. Permit No. 230

t) ) II I) III

Steven Louis Goldman Number 5 Stephen H. Cutcliffe April 1978

ue of Humanities Perspectives on Technology containsarticles on three different es to teaching history, literature and technology. Roger Simon's and Elizabeth introductory piece on the city (p.1), the grorth of which is intimately related rocess of industrialization, combines the more traditional historical approach iew through the window of literature. A second approach, as taken by Douglas p. 3) combines the visual and technical analysis of the engineer and architect analysis more usually associated with the field of literature to reach an under- r of the physical structures of an age and their revelationsconcerning the society Zd them. Inherent in this approach id the historical as evidenced by the selection ngs. In the third article, (p.7) Robert Lieberman discusses the use of a ritional term paper in teaching family history as a response to the restlessness ny like Alvin Toffler have seen as a result of rapidtechnological and social Interestingly, his oral history technique makes use Di' two highly sophisticated Ttechnologscal apparatus - the tape recorder and the computer.

.y these somewhat different approaches to history,literature and technology will you with some new ideas for courses of your own. We would appreciate hearing from rou have other curriculum suggestions which haveworked out well for you in this area,' tg bibliographical and audio-visual material. (Editor)

THE INDUSTRIAL CITY AND THE URBAN NOVEL a spring of 1977 we taught a course For Chicago we showed slides on the history "The Industrial City .and the Urban of the physical development of the city, with s a part of the HPT program atLehigh. an emphasison changing manufacturing tech- ached the course in the belief that nology, mass transit, 'and their effect, on as a whole:is a vast technological land use, residential segregation, and housing r or artifact. We contrasted the conditions.-The students read three,books on f technology shaping the city and yet Chicago:Pullman, a study of the satellite ring human interaction. We focused industrial town and the labor strike' which go, Boston, and Paterson, N..1., and occurred there in 1894; Black Chicagot, an ariety of resources.: novels, poetry, historical account of the development, of tb.e Tides, historical monographs, and a black ghetto; and Native Son, Richard Wright's ip. We used each city to emphasize powerful novel of a black youth in the Chicago wo different kinds of urban exper- ghetto and his attempt at self-realization through murder. The students also saw, two r 61 feature films and two documentaries on Chicago. On the whole the course was an extremely "T. R. Baskin" told the story of a young girl valuable and useful experience for us) and who moves to Chicago from a small town in Ohio hopefully for the students. It suggested new and is overwhelmed by the physical vastness perspectives for looking at the impaCt of and the impersonality of the city. The second certain technologies on certain kinds of film was "Raisin in the Sun," a dramatic story human activity. In teaching the course again, of a black family's attempt to escape from the however, we would make several changes. First, ghetto to an all-white neighborhood. The focus rather than focusing on the general impact of for Chicago, then, was on the black ghetto and technology on the city, we would concentrate on on the development of a working class environ- a few specific technologies and attempt to ment, a theme to which we returned later in the relate them to specific kinds of neighborhoods course. or social groups. We would organize the course around these.topics ratherpian particular In examining Boston, we emphasized social cities. An organization focusing, for example, class with three readings: a social geography on the ethnic working class, the black ghetto, which dismissed the physical development and and the middle class' commuter, could,explore the distribution of activities in the metropolitan constraints of the physical environment and of area, a 1914 social worker's report on life in particular kinds of work situations--assembly working class neighborhoods, and Marquand's line, menial service work, the corporate. The Late George Apley, a sardonic treatment bureaucracy - -in a More concrete manner. This of the Boston Brahmins at the turn of the would be a more meaningful approach than a century. focus on. place and it would not be necessary to confine the literary, historical, socio- Paterson is an indUstrial mill town in logical, and technological materials for each northern New Jersey begun in the 1790s to topic to the same geographic locale. utilize the power of the Passaic River. It is the first city in the country started We did find from our experience that having specifically as an industrial community. The readead interdisciplinary materials from students read a special number of Northeast four different but related sources helped them Historical Archeology devoted to the tech- grasp the impact of technology and technological. nology of Paterson's water power system and change on the environment and the social condi- its principal industries: locomotives and tions created by technology. We found that silk. The students also read William Carlos Urban Studies majors were not familiar with WilliaM's epic poem,Paterson. Finally, we literary sources, and often they appreciated took the class on an all-day field'trip to the chance to beCome acquainted with a new the city. The trip focused on the-remains of "primary" visionof city life. The literature the original water power canal system, the majors also felt that crossing over into the falls, the mill buildings, and several resi- factual. material gave them a better grasp of the dential neighborhoods in the city. The realities of city life. Paterson unit was the most explicitly technological segment of the 'course. Both of our approaches as teachers were different enough, too, so that students could 4111IMMIIIM appreciate-distinctions in teaching style, as Humanities Persoettives on Technology, supported by dissemination grant from the National Endowment for the Humanities, is newsletter well as in methodology of our different devoted to material in the general area of technology,' society, and disciplines. human values. We will publish short articles on the theoretical and speculative aspects ofcurriculumdevelopment, in-depth course descriptions, reviews of texts andaudio -visual aids, and currant bibliography (annotated). --Elizabeth Fifer Simon In addition, vs would welcome articles on and successful techniquesfor such tasks as instituting and evaluating a Dept. of English Dept. of History course or program, arousing ,faculty and student interest, overcoming administrative reluctance, obtaining visibility on campus, running-a Lehigh University lecture or film series, or editing anewsletter. M "Open Forum" 'action exists for readerswith questions or comments regarding any curriculum need. Our goal is to help generate new-courses and to provide an information exchange in the field of technology studies. Please address allcontributions and correspondence to: Dr. Stephen 8. Cutcliffe, EFT Program. 216 ?laminae' Hell f9, LEHIGH UNIVERSITY, See following page for Course Bethlehem, PA 18015. Syllabus.

-2- COURSE SYLLABUS THE EDUCATED EYE AND THE HAND THAT THINKS

THE INDUSTRIAL CITY AND THE ummimovEL Wall after wall, hollow to hollow REQUIRED TEXTS: history is this rare repose

War, Stanley, Pullman. where there yet exists the echo Spear, Alan. Black Chicago. of a great voice, now the muffled Wright. Richard. Native Son. Consan, M. and Lewis, C., Boston: A Geographic, PortraIt. discourse of a harmony sounded Woods, R. and Kennedy,A.Zone of Emeraence. still. Narquand, John. 14A1 George Apley. As curve on curve rebounds Northeast Historic(' Archaeology, vol.. 4, nos. 1-2, Spr., 1975 the tranquil colonnade compels Williams, William Carlos, Reader. the sight to a Splendid oneness OPTIONAL READINGS: that mutes all suns in serene light. .Parrell, James T. Yount Lout:tad. The rounded Roman arch: look well. Mayer, H. and Wade, R. Chicago. Howells, V. D. Bpi of Silas Upham. Davis, R. H. ma k! the Iron Mille. --Jorge Guillgn Sallow, S. Seise !NA Dal. DaMlaialL&B H. B. With the Procession...

TOPICS AND ASSIGNMENTS: A course I have designed and am now

Session 1 - Introduction to the course and to Chicago. teaching puts people studying the humani- Pilo: "T. R. Baskin." ties in the same classroom with those

Session 2 - Chicago communities and social unrest. studying engineering and science.- The Read: Pullman, antics book. course is meant to open doors among these Session 3 - Black community in Chicago. separate departments by finding a subject Reed: Black Chicago, entire book. of common interest. The course demon- Simplon 4 - Films: "Tenement" and "Packingtown." strates what I have long believed: _that

Seasion 5 Read: Native Son. an engineer does have something to tell

Sesaion 6 Mid-term'Exam. the English major, and vice versa. My owh experience confirms it. I was at one time Session 7 Introduction to Boston. Read: Boston, entire book. an engineer in a large industrial firm, who became an English teacher. I have Session 8 Social class In Boston. Read: Late George Apley. found a common meeting ground within myself for these divergent interests. The Seasion 9 Files "Last Hurrah." course has grown out of this experience. Session 10 -Social communities in Boston. Peed: A Zone of.Emergence, pp. 1-42, 57-186. When I look back upon my early educa- Session 11 -Introduction to the Mill Town. Introduction to Paterson, N. J. Northeast Historical tion, I see now that it was in some impor7 Archaeology. entire. tent ways miseducation. I did not learn Session 12 - Poets of Paterson. to useamy eyes, nor seeing, to trust my Film: "Poets in America: W. C. Williams." Read: William Carlos Williams, Paterson senses. I did not, for instance, practice Selections to be announced. translating.my thoughts into the "languages" Session 13 - Field trip to Painrson, entire day. Required. of the different communities of man, lin-

Session 14 -Summary snediscussion of field trip. guistic, ideological, occupational, or Film: "The City." cultural. Like most'people, I had learned the one language of my class and country and the one language of my field of .study, engineering.

In the twenty-three years since that period of technological indoctrination at M.I.T., I have struggled to educate myself. I had first to de-construct what I learned by curriculum; then I could begin to learn how to learn. 'I place little blame upon M.I.T.; its whose connection with human needs was un- role is, after all, narrow in society. clear, whose purpose toward any human end Like most youth growing up in post-Wqrld was unexamined. War II America I was part of the human "spin-off" of the enormous scientific- For the next fifteen years I cast about technological war mobilization. One day, in search of a faith, a conviction, a way it was thought then, we were to live in a of connecting my past and my education to world of automated work, fly about in autos other people and to.myself. I studied at with detachable wings; live in aluminum German and French universities where I homes, and find meaning in leisure-time first discovered for myself the humanistic activities. I begin with myself here only fOundation of Western civilization. I to indicate in what ways I am representa- travelled about on foot. I trained my eyes tive of a certain history and way of to look; I practiced trustinkmy senses and . thinking. my perceptions. This is not my biography; I am one, representative of,a generation My miseducation lay in studying a frag- which grew up in a society dominated,by ment of the world and taking it for the technology. whole. When I began to look'at the world I saw that the facts I had learned bore In my work, teaching at a midwestern upon practices that had already been university, I attempt in.one interdisci- abandoned.. I saw that the straight-line, plinary course to edtcate my students in analytical thinking, typical of engineer- trusting their eyes and writing about what ing, was by itself inadequate to the tasks they perceive. The class is a mix of stu- that needed to be done. dents from both the humanities and engineering/science. We look at man-made I saw that the discipline of solving structures. We study 111,Y they.were made textbook problems had left my senses and for what purpose. ask ourselves to uncultivated and my ability to describe what extent the structures reveal conces- what I saWa.nd felt unperceived. I was sions to appearance, how forM is metaled able to "plug" the numbers drawn from to function., We find the "numbers" which others' experiments into equations for the describe the structure technically. We do purpose of solving a problem whose impor- something very difficult:we try to tance I had to take:on faith. I was never determine the structure's'symbolic mean- asked to judge that importance, nor suggest ing in the context of the age and society other problems. I was not trained to be in which it was constructed. critical, to ask questions. It this way, essentially literary tools ;. I saw that what .I had been set to do in are used for a new purpose. I believe- school lacked all explicit relationship to that there is no-better way of looking at the world, philosophy, belief, spirit, structures and interpreting them than as Every other self, community. The. kind of engineer I one would, say, study a poem. was trained to be was'like the skilled way of seeing--.-thescientific, the tech- artisan who is without mem%ership in a nical, the sociological, the religious, guild, without citizenry, without faith, the historical, the'psychological, etc.- - without history, without vision. is of course indispensable to understanding. But each is a single perspective, I saw, in sum, that I had not been fragmented, incomplete. The licerary trained to use my eyes. Nor had I been perspective is all these things, too, but encouraged to take the evidence gathered less so, and closest of any to an organic from my own perceptions and expreSs it'to comprehension of wholeness and complete- know. others. I was to live in a world of things ness of any way of seeing we

-4- 64 My methodology consists of studying the the manner in which the small fragments details as they belong to the whole, since were put together so clearly represents the details, considered separately in the aspirations of the age, the central themselves, do not bear within them their position of the Church, the sense of own interpretive principle. It is the community, the force of belief, and so whole--here the. structure in a context- - forth. The magic mountain rising from the that gives the details their significance. village of Chartres was meant for the eye; This is the method of Goethe in studying it is my task to educate the modern eyes the connection between art and science. of the students to read what it meant, not solely through its exterior appearance but The course requires several things from also through its technical manner of con- the student.. He(she) must learn to use struction. For this we have Suger, de his(her) eyes--with curiosity and critical Honnecourt, and numerous importantcommen- ability. The student must learn, to see taries. In addition, I use slides I have and then articulate his perceptions in a taken of European, athedrals and of the thoughtful way. In very general terms, original designs made by their master- the course encourages the student to seek builders. the connection between the idea (exPressed in language) and the material reality (the Of all men who ever lived, Leonardo had structure) which emerged from it. Goethe perhaps the best trained eYe and the most wrote, "Herein consists the scientific thoughtful hand. Da Vinci's Notebooks method: that we show the concept of a contain Sketches of nature, and of his own single phenomenon in its connection with creations inspired by close,obsOvation of the rest of the world of ideas." nature's proceseeg. arid- fbiCesi':The,art critic Berenson wrote: "thequalityof We begin with a,study of Vitruvius' qualities of Leonardo's drawings is the Ten Books on Architecture and Trontinus' feeling it gives of unimpeded, untroubled, On the Aqueducts of Rome. The study of unaltered transfer of the object in his these ancient texts, supplemented by vision to the paper . . . And yet so generous use of visual documents, provides little effort is there to be perdeived in us, with a way of examining, -and furnishes this wonderful alcheMy that it is as if us criteria for describing, the structures suddenly, by mere feat of demiurge, earth of civilizations. What is,the relationship were tranasubstantiated to. heaven" (italics between the structural an44the aesthetic mine). In studying da Vinci's Notebooks in Vitruvius' design for a city? What we engage in the process of learning, assumptions concerning the Roman civitas through da Vinci's example, how to see-and underlie the,book? What does the Roman how to translatewhat we see into words, method of constructing aqueducts tell us an ability, as I have implied, generally about the Rdman people, their laws, their. neglected in modern university education. attitudes,their class system,..their aspirations? The stones and the texts Our last example of-how the eye anthe speak if by study we can learn to inter- thinking hand work. together is very c ose pret them. to home: the Eads' Bridge in St. Lou built in 1868-14 by Captain James B. Eads Next we look at .Abbot Suger's De who, with no formal engineering training Administrationeand the construction of grasped the principle of..the ribbed arch the first Gothic cathedral, St. Denis. and explained it to skepticSin_a manner_ Choisy, the 19th century French art that few trained bridge builders and stu- historian, said that the Gothic is the art dents of enOmeering today can match. The

of building large structures out ofsmall Ead's BridgeF still carrying traffic, is fragments. Here, my work is made easy since not only structurally a masterpiece of

0 v.

6 5 design, but very pleasing to the eye. In The project takes the student beyond

. an intriguing essay Professor David the classroom; the environment becomes a Billington of Princeton University has "library" of structures. He learns to argued that what is pleasing to the eye is look through "the facades of modernity also, in some cases, ,od engineering. de- (airplanes, elevator, computers, network sign. We have come back to the Greeks, television, et cetera) for the architec- when form perfectly matched function. The ture of civilization," as Lewis Lapham Ead's Bridge represents our own age's con- terms it in the February 1978 issue of cept of function, namely utility. It Harper's. embodies utility in a noble way, we might argue. And it is, of course, a symbol of In their final presentation the stu- man's aspiration to move westward. dents "bring" the structure to the,classroom by means of slides and drawings. They We arrive at the student's own contribu- make a formal oral presentation based on tion. During the course he has studied their own written document of the struc- selected texts of the past and observed ture, eliciting critical response from carefully by means of slides andl3hoto- their classmates. graphs the structuresscorresponding to them. He is now ready to choose his own structure The student's project places him at the and write his own text. center of the course. Is this not the purpose of education? Not to clobber him Some examples of structures chosen by with facts and crushing examples of students are the Kansas City Union Station, others' achievements, buyto excite the a German church in Westphalia, Missouri, student's own imagination'ead latent an Ozark low-water.bridge, Lambert Field abilities'to create something, no matter airport'terminal, Shaws' Garden Climatron-- how inconsequential, for his ownage. The genifally structures with which they are methodology of the course then is intended familiar. By studying the past, the stu- to enable the student to work on his own, dent has practiced objectifying his view of to trust what he sees,, and to know how to familiar structures. communicate what he sees to others. Student evaluations and infOrmal comments The camera is a great aid in training have been very positive. the eye to see. If the student does not have a camera, I lend him mine. On -week- --Douglas Wixson ,ends and during longer breaks the/student Dept. of Humanities. stalks a structure of poteniial.interest. Univ. of Missouri-Rolla The structure need have no architectural significance. 3-6-a-i---wash barn is unques- \ --s-g.,-- tionably a symbol of our age,'or a;gad if/4RIPICVLOUct71VING A T. station of the old-fashioned kind-here POCANT EPtiCAPON * API. once pennants fluttered and men instarched THOSE INMENT PROPte.:i 1 1 potAwry uniforms sprinted out to wash youvWind- YE cutVIspol. shield, or a queer looking water - tower. Structures tell us of a time, a place, a society's aspirationsand attitudes -how it chooses to spend its money,_ dispense its talent, and organize its environment. The student is encouraged to consider the "human value" implications of any given structurebow it both represents and affects how people in society live and think...

-6- Tandberg -ANS/cpf.

66 FAMILY HISTORY: LEARNING ABOUT YOUR PAST

Purpose is rarely passed on to the children: My As an Historian, part of my job is to students are becoming a generation hungry help students fight the feeling of being for-their heritage. This is why I,devel- strangers in a strange world. Through class oped a term paper assignment that requires discussions and outside assignments, my the student to talk to their family and students investigate themselves and their investigate the family history. . own family history. For the urban,' open admissions, community college student, the ThroUgh a tightly structured assignment, more traditional'history topics such as the family histoty project has as its goals "Andrew Jackson and the Bank'War" orNani° not only to teach the student the methods fest. Destiny" are inappropriate and practi- of historical inquiry, but also to combat cally useless:in 'teaching them about them - some of the alienationthey feel regarding selves and their culture. Inappropriate their own history. Theistudent is'required not only because.they are not interested in to interview' his orjter parents, grand- their topic, but also because these stu- parents,and the oldest living relatives. dents are,part of a society that is con7 They createan oral history data bank as cerned with the immediate and the particu- part of the project. In an interesting lar, not the past and the more general twist, the computer is used in this project themes. to compareeach individual's family pattern to the aggregated family patterns of the More specifically, most of my'students class. The answers to the interview ques- think of the past as last week and feel tions,are recorded on machine readable little relevance for any investigation be- answer sheets. The answers for each ques7 yond that point. But, it is really no tion are aggregated so that.thg student can class as a whpfe. surprise given the world they live in. It compare his family to the is 'a confusing world of rapid change, monu- The computer becomes a machine.. that com- mental problems, and solutions that they do bats a feeling -of isolation. Students not control. Their clock-radios awaken start to realize that their family story them to the message that the air is unac- quite similar to that of other people in ceptable today. What are-they to do? More- the ,class. over, the experiences they re having at college alienate them from their home life. This project also requires that they r Typically they are the first generation to write to public and private agencies tb attend college. This-education is, on the collect written documents on the family.- one hand, very liberating but,on the other, The stUdent's family is thus drawn out of ' very isolating, isOlating froethe rest of -the onymity of the public record: In the family that views higher education as addition, students,read scholarly works on important but pOssit3y dangerous. The mass theirown ethnic, race, religious and media does not help this process. In fact, social classsroup., In reading these it probably supports the isolation. For scholailTworks they are instructed to many of my. students the T.V. is given a look'ior the effects of racism, class struc--- policy On their prominent place atthe dinner table, the ' tut, warp and government

. In the final. analysis, they dis- only member of the dinner that makes any . gro noise. All members of the, family sit with co much more than hmw-and why their their eyes and ears attentive to the tech- familylifestyle changed over time; they nological guest. The family story, either dicover the persistent threads of the of the day's activities.or of past events; fa1.408 history.. '

-7- The family history term paper also has During this first week, students are its rewards for the instructor. First, asked to fill out a family pedigree (tree) through this project the instructor will chart. The pedigree chart includes: news, learn more aboutthe-students. Through birth year, marriage yeat and death year. reading about their family stories one Important data appears in the family learns about the experiences of other cul- pedigree. One fifty-year old black stu- tures that they are expected to teach. dent was able to trace his family back to Second, scholars interested in social his- his great-grandfather, Benjamin Franklin tory can look forward to reading term Smith, a minister/farmer born in Vanceboro, papers,as interesting data sources. The North Carolina on July 25, 1828. Another term papers are'usually about immigration student discovered that her eight great- and the experiences of uprooted people, grandparents came from four different people that travel from farm life in one countries--Ecuador, France,, England and part of the world to factory life in another. Ireland. For these students, the project These students and their ancestors are a is quite exciting and rewarding. During the part of a story,,that has been lost in the second week, students are required to start: historic record. .Unlike the Adams family, (1) to write for documents.on the family they did not keep diaries or letter books. and (2) to interview family members (in- 'Their story is in the. oral remembrances and cluding themselves). In,addition, each ,written records found in various public and student must start reading a book that private agency archives. Third, it is a relates to their family history. This book challenge, to teach an innovative term paper. can be a history of their country or a The more traditional term paper that so history of their ethnic group. many undergraduates. write is a bore to teach and.to read. Instructors learn very little The family interviews create a data base from student research into the more tradi- for the students. They are tO start the tional topics. It is a learning experience second week of the course by interviewing' and a challenge to,develop and teach a themselves and handing the answers at method that will produce a ten-page, docu- the end of the week (see attached). Dur- mented, family history. ing the third week, the students interview) their parents. They ask their parents Method the same questions they asked themselves.' It was through the interviews that one stu- The key to the method is to divide the dent discovered an ancestor who had been project into ten clearly-defined stepd due an officer with the Rutsian Ciar's army at the end of each week of a ten-week during the War of 1812. Another student quarter. The first step is to go over the found o'it that her grandfather, born in entire assignment with the class during the 1874, was a wealthy sugar cane plantation first week of class. .Students who are ex- owner in Cuba. Unfortunately, the family pecting the more traditional topics have to fortune was lost in the 1930s due to the be convinced of the academic worth of this , world wide depression and,an over supply assigntent. Many students, less so now of sugar cane. that Roots has appeared, hayeclaimed that "this is not real history." Thus, it is In addition to answering the prescribed crucial to clearly state that the putpose .Auestions, the students- also fill out a of this term paper assignment is: (1) to / machine readable answer sheet:to the ques- learn more about your family and your- /' tions for each generation. The .sixty -nine self;.(2) to leain some of the methods, questions-are grouped into three cate- concepts and.skills of history and (3) to gories: (1) Family Life Style, .(2) Geo- realize that the research process is not graphicMobility and (3) Social Mobility. just difficult, but also fun. All students are required to.writeon

-8- 66 Family Life Style and one of the other two that all researchers face. The effort is topics. The questions are grouped so that a learning experience. the students will start to think of the interview as a data base for a term paper The fifth week of the course the inter theme. -Students who select Social Mobil- views of the grand-parents are due. Dur- ity are reminded to measure social status ing the sixth week the students interview by occupation, wage and education. The their oldest relative. With each inter- focus on Social Mobility typically starts view a machine readable answer sheet for with a great-grandfather who perhaps sold that generation is also, handed in. At goat or cow milk and raised vegetableS'in this point the aggregated class profile late' nineteenth century Naples. His,son, from the computer is handed out. Students a rebellious 21 year old, decides to leave learn not only how to interpret SPSS print because "it was hard for a man to make a out, but also how to compare their family decent living" on the land.He leaves.for to the class as an aggregate.-

. New York and takes a job at the L. & G. Metal Factory in Ozone Park, Queens. After The following two tables are typiCal of a series of jobs, he becomes a foremen at the data we analyze. the Brooklyn Union Gas Company. His son, my studenes,father, also works for the TABLE I gas company and is now a manager about to retire. Who Moved First In Your ZA0.1_, 11:1).

At the end of the fourth week of the Men 59% course; copies of the letters they have Women 41% written to public and private agencies are. due. For written material on the TABLE II family, students are required to contact: _churches, courthouses, public health How Were Family. Members Ranked In 'Terms departments, military offices, the Immi- Of Their Privileges And Obligations (N=71) gration and Naturalization Service, census bureaus and the National Archives. It is Sex 15%

very difficult, but very rewarding, to Age ' 57% find birth certificates, marriage certifi- Ability 20% cates, death certificates, pension records' Success 8% or the Naturalization records of one's ancestors. A death ceftificate id 1898 New At the end of the seventh week note York-asked occupation, birthplace, length cards on the books the students are read- of residence in the United States, ing and also census tract data on the father's name, father's birthplace, family in 1880, 1905, 1915, and 1925 are mother's name, mother's birthplace and due. During the eighth week the students class of the last place of residence. £f hand in a list of events that have af.ected students know the name, and address If each generation. This list becomes the their relatives, they can usually locate basis of a class discussion. At this them.in the Federal Census of 1880 or the point, the instructor must reveal to them New York State Censv.'s of 1905, 1915 or the art of analysis, This is a very com- 1925. A major problem arises with the plicated step. Students have a difficult newly arrived immigrant. Some students time reading interview notes, death cer- have worked with their nation's embassy in tificates and pension/records and turn- Washington or the U. S. Consulate in their ing them into paragraphs on Life Style, native country. However, for most stu- Social or Geographic Mobility. Analysis of dents, finding the written record is very data and explanations of change over time time-consuming and full of the dead ends are intellectual processes which must be

-9- 60 taught. On the last day of the course, a INTERVIEW QUESTIONS final ten-page typed paper with all the (for each generation) 'data as an appendix is handed in.*The

A. lull' Life Style: ' / students are reminded that the final grade ( 1) Birth date, Marriage /date, Death date. is a cumulative grade that takes into con- ( 2) Maiden name, married names. ( 3) Discuss sax roles mOcordin6 to Your occupation, sideration how well they did the process, income,-mobility,;and religious all ten steps. ( 4) Who ruled your family? ( 5) Haw many members in your family?

( 6) Were my members of your.family famous? . Conclusion ( 7) WhAt member of yoUr family brought ab.:7 the most change for ths/entire family tree? ( 8) Did family members other than the parents and their Children live /in the same apartment or house, in In doing a family history; students the saso bniiding, along tbe mama street or in the learn-in a-very'personal way how to analyze same naighbcirhood?- ( 'Did married deughteri or mons continue to live in historical data. They.learn the connection their parents' hoc.old? between historical forces and the changes (13) Did aging pirents live in their children's households, in their own dwellings, in retirement in their family life patterns over the _ communities, or in old age homes? ' generations. For the first time many. stu- (11) dow did the family organise itslivinespace?, Who

. slept in what room?Now was the work and living dents become curious about their own past. space divided?Now crowded was the household? Government agencies, computer technology (12) Were there servants or boarders living with the family? and relatives become personal resources (13) Who cared for sick or dependent family members? (14) Who visited whom, how frequently and over what rather than alienating fortes. One. also periods of time? notices a change in attitude toward Ma- (15) How ware key decision. made on moving, schooling,

1 occupational choice, and approval ofmarriage? torical research. At the end of (16) How wre decisions on drily family buiiness made? (Budget; housekeeping, etc.) project most students comment that the (17) Who disciplined the children and by what means? data gathering was difficult butifasci- (18) Aside from parent., what other adults participated in disciplining the children?Did grandparents nating. They, talked to their or participate in rearing their grandchildren? grandparents for the first time about the (19) What/ types of conflict occurred in the family and what were the responses? family. Some students comment-that-the (20) How/did your parents meet?Who arranged the marriage? usual routine. f television watching was (21) How were family members ranked (sex, age, ability, occupation, success) in terms of their privileges interrupted by the "family histOry project." 'and obligations? (22) What were the sitting arrangements during meals? The adult'students see. the final paper as (23) dew were babies treated in the family? something they will hand down ti their (24) Dp to what age was a child,considered a "child"? (25) Was "adolescence" considered a special stage? children. Many students on the r summer (26) At what age was a young person expected to take on vacation trips will write a postcard about adult responsibilities? (27) :What were attitudes towards aging? how they are continuing the,family history (28) Did aging parents continue to live with their children? project now that they are meeting a rela- (29) Has the family become less religious over the past tive who has some family data. Others three or four generations?How Many times a month do you'attend church? note that theyare meeting other people (30) Trice the membership in community groups and social that have.interesting family histories. clubs over the three or four generations. (31) What were the daily schedules of family membera? Hou For all students this can be one of their did they spend their time at home and their holidays? more meaningful undergraduateexperiences. (32) What kind of family celebrations were held? Were - there family reunions held? Who attended?Where were they held? B. Geographic Mobility --Richard K. Lieberman (,33) If you can get the County, and State for any of Dept. of Social Science your ancestors in 1880, 1890, 1905, 1915, or LaGuardia Community College 1925, .peak to ma immediately. (34) Geographic mobility should be traced in terms of number of times moved and the distance for each move. A map is quite helpful. (35) Hov many times have you moved? How far? (36) Why did you leave each place? (37) What attracted you to the new neighborhood? (38) What member of the family migrated to the new * Students sign a release form so that \ neighborhood first? (39) You can get demographic data nn your present the data can be stored and used in a neighborhood from the Queens Community Planning, \ Family History Archive. office of Neighborhood Survices, 29-27 41st Avu., L.I.C., N. V.

41.0- ( lj (40) If your tally has been in the paighborhood for (66) What influenCidid parents'and grandparents have over 25 yeere, see sa immediately. on the occupational choices of thafr grand- ( ) Give the add ***** of every place you lived. children? (42)Who in the family wee first to emigrate to ;be (67) What criteria and priorities did family members United States or to.nove !rote one location to get for "success"? (Financial, occupational, User? residential, scholarly; "good narriages".) (43) Wha relatives followed? (68) What do you do for fun? (44) Why id family meekere decide to migrate and (69) Has T.V. affectsd.the family in any way? rierocatia (45) What contact continued with the old country? (46) How often did featly membersreturn to areas they had moved from? (47) Did they remember, their places of origin with nostalgia? BIBLIOGRAPHY (48) Did you move for a better job, better school system for the children, to be closer to featly and friend., or for better transportation lines? Aries, Philippe, Centuries of Chilthood: A Social Rio:toff of (49) What year did you immigrate to this country? See Life. London, 1962. me with this date. (50) Who did you know in the new country or neighborhood? Demos, John, A Little Commonwealth; yamily gig in Plymouth Colony. Nev York, 1970. C. Social Nobility Frasier, R. Franklin, TheNearo Paull,/ in the United States. (51) List'avery.job you ever had, the dates and the salary. Cana, Harbert, The Urban Villaaers, New York, 1962. (52) What wee the highest grads of schooling you hove had? (53) What is your attitude toward work? Greven, Philip, your Generation.. Ithaca, New York, 1970. (54) Who helped you get each job? (55) What skills did you need for each job? Herskovits, Melville J.; Life in A Haitian Valley. (New York: (56) Did you find discrimination in getting job or on Doubleday Anchor, 1971). 'the job? (57) Did the military prepare you for a job? Ronsraysky, Mirra, Blue Collar Marriage. New York, 1964. (59). Who came from higher status family, your mother or father? Lulett, Peter, The World We lea. New York, 1965. (59) How did well-to-do members of the family relate to those of 1 mama Lewis, Oscar, La Vida: A Puerto Rican, Family, in Al Culture (60) Did parents help their children in college or SILMMISAr-812 Juan ad New York. beelines? Did mature eons and daughters support their aging parenta? Saloutoa, me Greeks ja the United State., Cambridge. Mass., (61) Did the women receive dowries? Harvard University Press, 1964. (62) Who inherited what? Sennett, Richard, Families Against the City. Cambridge, 1970. . (63) At what age did sons. and daughter. leave bona to embark on their co I Did women leave earlier than men? Rottongerg, Dan, Finding Glis:Father.: A Guidebook to Jewish. (64) Did eons follow their fathers' occupation.? Ganealor, Random House. (65) What was,the fasily's attitude towards the work of woman? Watts, J. and Davie, A.. Generatione,'Inopf.

David P. Billington, Professor of Civil Engineering, Princeton University, Princeton, N.J. 08540, forwarded the following copies of the Preface, Notes, and Table of Contents from a book of class notes for his course, CE 262, Structures and The Urban Environment, thinking they might be of interest to other readers. Copies of the book are available from the Princeton University Store for $7.80.

PREFACE

Thii-COUrse seeks to develop a basic understanding of the scientific rationale behind the structural form for large -scale urban public works, of the urban social context within which such works are funded and built; and of the Symbolic meaning of these structures seen as cultural monuments and works of art.

These lecture notes that are the.substance of this volume discuss the political. issues raised by large public works structures because of their great cost and of the changes they bring to the fabric of the city. They develop these issues by comparative critical analyses of, for example, such individual works as the Washington Monument and the Eiffel Tower, such building complexes as Chicago's John Hancock Center and New York's World Trade Center and such regional structuring as the port complex of Greater Rotterdam and that of Greater New York. Here the engineering student can find through specific examples, how the works of engineers and in some cases the actions of engineers have played a. central role in modern society while at the same time the liberal arts student has the experience of seeing the central issues of urban life from the perspective of the engineer. By studying these selected structures students can see how public works designed by the visually sensitive engineer provide not only needed public facilities at minimum public cost but also essential

71 visual elegance with maximum access. Technological parks, such as the Brooklyn Bridge's central elevated walkway or Rotterdam's Berenplaat water treatment plant, show how public structures essential to urban life can become, at the same time, elegant environments for relaxation and for recreation.

Following the lecture notes are a series of structural studies which present the elements of structural form using equilibrium equations to compute internal forces arising, from external loads. By emphasizing overall behavior, these studies develop by simple computations the rationale for such forms as, for example, the Eiffel Tower, the Brooklyn. Bridge, and the Chicago John Hancock Center. Such computations provide the engineering student with an insight into form not normally available in technical courses and give the liberal arts.studentan introduction into engineering concepts by learning some of the simplest techniques used by practicing engineers.

The course includeS illustrated lectures which go together with these notes as well as classes. During the first half of the course the classes focus on the structural studies while during the second half they center on the term paper, the criteria for which appears at the end of this volume.

NOTES

All photographs are by the author unless noted otherwise in parantheses under the figure. All diagrams were made under the direction of Tony Poli.

The contents of Lecture 7, slightly revised, is taken from "History and Esthetics in Suspension Bridges", by David P. Billington, Journal of the Structural Division, ASCE, ST8; August 1977, pp 1655-1672.

The contents of Lecture 11, slightly revised, is taken from "Historical Perspectiveon Prestressed Concrete", by David P. Billington, Journal Prestressed Concrete Institute, v. 21, no. 5, September-October 1976, pp 48-71.

TABLE OF CONTENTS

Preface

Lectures 1 Washington Monument and Eiffel Tower 1 2 The Eiffel Tower and the St. Louis Gateway Arch 11 3 The Origin of the Bads Bridge 17 4 Eiffel's Major Bridges and the Washington Bridge 33 5 Structures and Urban Growth 43 6 John Augustus Roebling and the Brooklyn Bridge 49 7 History and'Esthetics in Suspension Bridges 55 8 St. Louis and Chicago: The Skyscraper Tower 79 9 The Hancock Tower and the World Trade Center 83 10 Robert Maillart and the Shift of Vision 9/ 11 The Origin of Prestressing 101 12 Pier Luigi Nervi and The Development of Thin Shell Concrete Structures 125 13 Maillart's New Forma in Concrete Buildings 129 14 The New Bridge Forms of Robert Maillart 135 15 Christian Henn and New Bridges 139 16 The Spanish School of Roofing 141 17 Structures and Machines: The Two Sides of Technology 149 18 Park Gueli and pianey World 155 19 Holland and the Structural View 159 20 The Structuring of Holland 163 21 The Delta Plan and the Dutch Attitude Towards,Their Environment: Holland and New Jereey 169

Structural Studies

I Columns 181 II Cantilevers 185 III Beams 189 IV Arches 195 V Cables 201 VI Column-Cantilever 204 VII The Cable-ream and the Cable-Cantilever: Prestressing 207 VIII Domes 211

Term Paper Criteria 217 HANDLE WITH CARE

AN AUDIO-VISUAL REVIEW

Inventions and Technology That the poor quality of high school students Shaped America (1971). coming to the colleges, paasing,the buck off to the, high school teacher, for Where Learning Corporation of America, tnitially are these teachers getting their 1350 Avenue of the Americas, training? New York, New York 10019 As most educators know, the teaching of Contains 18 filmstrips, 18 cassettes and young and developing minds is fraught with instructor's guides. Total time approx. pitfalls. However, sometimes we tend to

3 hours and 20 minutes. Cost $225. ' forget this simple understanding. A case in point is an unimaginative thoughtless use of audio-visual materials. In this This set is unsophisticated to say the reviewer's opinion, the use of audio- least. visuals should be a supplement not a replacement for traditional print and lecture Based upon the findings of otherre- material. What I fear, and .here we come to viewers of audio-visual materials in this the specificsof this'particular set, is newsletter, I had mixed feelings about what the unexamined acceptance of the content to expect in sitting down,to view and re- of audio - visual material. In many ways view this cassette/filmstrip set. After audio-visuals are the most demanding of alternate feelings of frustration over educational techniques to use properly. weak historical generalizations and pleasure at a well-handled and illustrated point AdMittedly 'in an introduction to. the of concern, I ultimately came away with the history of American technology and its same mixed feelings with which I sat down. iMpact on society - and this is all that I do not believe they are a result of pre- the set purports to be one can only touch. conceptions; however, to avoid any such upon the highlights, and no one expects a possibilities I would like to expand beyond graduate-level analysis of sources and a mere review of this program and set out differing interpretations. However, this some general ideas on the use and abuse of makes it doubly important that the over- audio-visual materials. view not be misleading - intentionally or otherwise. I-base this statement on the The market for Inventions and Technology one most frequent observation I have made that Shaped America is quite evident from in teaching introductory American Survey the.contents - high school and perhaps courses on the college level. By and largei introductory communityand four-year most students coming out of high school college courses, perhaps. This approach' expect a single "true" answer orexplana- seems to be dictated by the general con- tion for an event or series of events. cerns of a capitalistic market economy While there are usually specific dates, which seeks the widest potential spread of places, and people involved,._ there is interest. I have no quarrel with the in- seldom.a single answer that is not open to tended Market, only with the way in which some discussion or difference. of opinion. someof the material is handled, for rea- With this in mind, I would like to make sons I will expand upon shortly. Students some observations- on the specifics of need and deserve better education. This Inventions and Technology that Shaped is true, not only when they are.paying America. tuition, but also in the public schools. It is no longer enough to complain about The set is divided into three.parts of

713- six filmstrips and cassettes each, Set I; transcends the chonology? Two quite Colonial Times to Civil War; Set II: Civil accurate overviews Strips 4, "The Steam War to World War I; Set III; WW I to Engine: From Riverboat to Iron Horse" Tomorrow. Given the physical limitations (8:45) and 5, "The Agricultural Revolution: of celluloid and tape, some sort of divi- Plow and Reaper" (9:55) are less prone to sion is necessary. My quibble comes with this dating prob,em but still end with the nature of the divisions, 'in this case, diesels and the gasoline tractor respec- based on dates. Historians have long tively r certainly plausib!e endings - divided their discipline according to but enough said about dates. periods the Revolution, th( Age of Jack- son, the Progressive Era. However, these A more important criticism needs to be are political periodizations and tome seem made concerning Strip 6, "Eli Whitney Changes unsuitable for technological trends. To America:The Cotton Gin and Interchange- end the first set with the Civil War when) able Parts" (8:30),-but first a point of it specifically covers the process of clarification. I am not an expert in all industrialization including some 20th the many phases of the history of American century technologies is potently mislead- technology, indeed, most people are not; ing. I fear for the student exposed to this, however, makes the following all this without additional explication. The the more crucial. Contrary to the thought material itself speaks directly to this contained in recent scholarship, Eli point. 'Whitney made out as the "inventor" of interchangeable parts. In point of fact, After an introductory filmstrip, "The others had earlier conceived of the idea, Second American Revolution: Technology" and Whitney himself actually failed to (14:15) which includes European-antece- fulfill his first government arms contract dents, colonial technology, the "American on time. System," mass production,, and the problems of pollution and urban decay, among others, Because the set was produded in 1971, I the set moves on to more specific topics. clearly do not expect the producers or The second strip - although it inexpli- advisor to have been aware of works such- cably comes first in the brief accompany- as Merritt Roe Smith's recent Harper's ing instructors guide - concerns "The Ferry Armory and the New Technology,The Communications Breakthrough: Telegraph Challenge of Change (Ithaca, 1976). I do and telephone" (12:15). That technology believe, however, Robert S. Woodbury's cannot be precisely periodized is no where important article, "The Legend of Eli more evident than in this strip, over Whitney and Interchangeable Parts" Tech- half of which deals with Edison's tele- nology and Culture (1960): 235 -254 cast printer and stockticker, the transatlantic enough of a shadow on the myth, that this cable, and Bell's telephone,and its subse- oversimplication should not have been made. quent uses - events clearly outside the The reason for my concern? In Woodbury's set's end date, the Civil War. Strip 3, words, "Man Makes His Climate: Refrigeration" (14:00) succumbs to the same problem; not Why not let this-nice convenient only does it include information on the legend go on?Were it Whitney colonial ice trade and the early mechaniza- alone that concerns us, that tion of ice production, but also material might be well enough. But the on Pullman railroad car airconditioning, issue is larger than that. The Birdseye frozen foods, and the effect of history of our industrial growth the home refrigerator on today's house- is of first importance to the wife. My question is not whether the understanding of our American material is important, for it certainly is, heritage. That industrial but rather why go through the illusion of development cannot be properly setting the Civil War as'an end date for understood without careful con- the set, when the material included patently sideration of its technological

-14-74 basis. Therefore the true story Rockefeller and Standard Oil. The origins of the 'Birth of American Tech- of the automobile, Henry Ford's assembly nology' is of prime concern to line production of the Model T for the us. We should make certain that "masses," and the resultant expansion of baby is perfect and legitimate. suburbia are treated in Strip 4, "The. Automobile:Henry Ford Reshapes America," Another point in contention here is the (9:10). Obviously one cannot include continued emphasis on the "heroic" inven- everything, but here, especially if we tor. Although the 18th and 19th centuries ignore the end date, I feel constrained to did not have the facilities of today's point out the failure to consider Alfred corporate R.& D sectors or government Sloan's contributions to automobile pro- "Think.Tanks," invention seldom emerged duction and industry organization as well full-blown in the mind of any single inven- as an overemphasis on the automobile as tor. Rather, people like Whitney and later the early shaper of suburbia. For example, Edison were very dependent upon the work of consider the impact of public transporta- presiecessors, associates, and subordinates. tion on neighborhood development analyzed Invention is a process, not a happening. in Sam Bass Warner, Streetcar Suburbs:. The This is why I suggest the set lacks sophis- Process of Growth in Boston 1870-1900 tication and reinforces the single - cause (New York, 1969), the latter certainly answer syndrome of high school students within the time period of the set, the noted above. Again, the material empha- Civil War to World War I; Strips 5 and 6 sizes this fact by its inability to fit cover "Photography: Man Extends His the preordained time periods of the pro- Vision" (11:45) and "The American Art of gram's producers. Persuasion:Linotype, Rotary Press and Advertising" (11:35) respectively. Both As a note in passing, I would highly of these summaries seem quite adequate, recommend that those interested in this the latter raising some especially inter- subject area read both SMith and Woodbury. esting questions regarding. ethics and advertising's impact on values. Not wishing to belabor my point further, I will only briefly summarize the contents Of the three sets, the third, which of Sets II and III of the program. Others covers the time period from World War I to will perhaps find particular points of the present is the-most successful in my fact or emphasis with which to quibble, opinion. Perhaps this is becaUte it is I would only say that I find the same the least historical. By this I mean the problems of dating and sophistication modern period lend, itself to more open- throughout. ended, perhaps unanswerable, questions regarding the impact of technology. Strip After a general strip entitled, "Abun- 1, "Efficient America: The Importance of dant America:The Use and Misuse of 'Know-How" (11t20) is a survey of innova- Natural Resources" (9:30) which discusses tion, mechanization, and the desire for the facts of and attitudes toward resource efficiency. Although we are again treated exploitation, Set II moves on to consider to Eli Whitney as the inventor'of inter- specific "technologies." Strip 2, covers; changeable parts, the strip has some "Steel: A Process, an Empire, a Lifestyle" interesting.material on Frederick Taylor (9:45) emphasizing the importance of steel and scientific management. A second strip, to the American economy. "Oil: From "Synthetics: Engineering the Molecule" Underground Well to Corporate Trust," (11:30) covers the development of plastics (11:00), is the title of Strip 3, which from its scientific basis in molecular outlines the development of oil, from theory to their impact on war and medicine. Titusville in 1859 to the coming of the Transportation and communication in the automobile, emphasizing the role of J. D. form of air travel is the topic of Strip 3, "Flight: Overcoming Distance" (11:30). booklet accompanies each set; however, a "Radio and TelevisionCThe Power of the Air one paragraph summary of each strip's Waves" (12:40) picks up where the sections content is all that is included. One on photography and film and printing and gets neither a script of the tape nor a advertising left off in Set II. One might list of sources for the illustrative wish that these three strips had been material, both of which would be helpful better coordinated and related. Perhaps to the instructor. In addition, there the concern with traditional periodiza- are included several questions and exten- tion again got in the way of thematic sion activities for use after viewing. development. "The Computer" headlines the The questions are mixed in scope and seem 5th strip, subtitled, "Man Extends His to follow no pattern. Some-ask for mere Brain"(11:40). Making extensive use of factual regurgitation, while others ask specially done hand drawings, rather than quite provocative and far reaching ques- photographs, this strip creates a make- tions regarding technology's impact. believe scenario of the Universal Widgit Company, which raises the standard ques- In terms of the illustrative and audio tions of the computer's impact: time sav- materiel, I have some problems. The pro- ings and increased efficiency at the ex- ducers have made use of a variety of early pense of jobs and the human touch, ending prints, photographs, and drawings made to on the theme of man/machine interde- illustrate a particular point for which pendence. there was apparently no other readily

available material. This is standard - "The final strip, "Where Will Technology practice in such pre-packaged sets and the Take Us?" (11:40) provides a brief'his- quality of reproduction is quite good, but torical recap of the highlights of previous the repetition of slides from one set to strips and then offers some general con- 'another and even within sets is appalling. siderations regarding the impact of tech- One photograph of a modern highway clover- nology upon today's and tomorrow's leaf appears so often as to be hypnotic. society - ironically, as Americans try to In addition, the use of stereotyped solve the problems created by technology, accents, in the reading of accompanying other are looking to technology quotes, particularly from the south or for the answers to their problems. "Can supposed frontier, is "tacky" to say the we anticipate the problems of the future, least.. and if we can anticipate them, can we prevent them?" These final comments only serve,to highlight my original point of. concern.While Turning again from the specific to the there is much good material here, it must general, I would conclude with several be used very carefully, and the packaged comments relative tortechhi-al aspects of nature of the sets are not conducive to the program. Each of the three sets this. One should have a broad range of comes housed in its own box containing the background to avoid oversimplication and six filmstrips and accompanying cassette misconception; by itself the material will tapes. The cassettes have a signal which not stand alone. Handle with care! automatically advances the filmstrip pro7 jector, if so equipped, or indicating the --Stephen H. Cutcliffe proper :.ent for manual advance. A small HPT Program

-16- Workbook/cpf M*E*T*A*

MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS

RECENT PUBLICATIONS

DOORSTIN, DANIEL J. "POLITICAL TECHNOLOGY: REFLECTIOWS CH THE ccerrIMING AMERICAN EXPERIMENT."HARPER'S 256 (1534)i 43-50, MUCH 1978.

"Experimentalisa," in the forms of'political federalism and technological development, is the spirit of American civilisation. This diffuse essay discusses similarities between our technology, political documents and structures, and educational system. Crucial distinctions include the reversibility and disOlacixeness of political revolutions as compared to the irreversibilltrof -technological-innovations and their tendency to crests new roles for displaced devices. Generally, however, most aspects of our culture reflect concern for everyday consequences and for satisfying specific needs, an openness to the future, and a dissolution of ROFPMAN, KENNETH C. AND DALE N. JORGENSON. "ECONOMIC AND boundaries between traditional disciplines. Gleaned from TECHNOLOGICAL NODELS FOR EVALUATION OF ENERGY PoLICT.' his forthcoming book, The RepublicLETechnology: Refleseione RELL JOURNAL OT EcoP.CalcS 8 (2)' 444-466, AUTUMN 1977. on 2RE Future Community (July, Harper and low). A model for use in the evaluation of alternative COMMUTER, STANLEY R. 'DEVELOPMENTS IN THE PRILCGOPHY TECH - energy policies is detailed. An integration of process MOLOGY IN AMERICA."TECHNOLOGY AND CULTURE 19 (1): 93-99, analysis and econometrics maximises inputs and measurre- JANUARY 1978. ments of effects on the system. The econometric CPU - ponant of interindustry transactions includes data on Througt: Carpenter's article, those Outside (and inside) primary input, final demand for nine industry groups, the field ere invited to witness the first steps of an infant producer and censuses behavior. The process analysis discipline, the philosophy of technology, as it strides component charts energy flow, conversion efficiencies independent of the philosophy of science. The report takes from extraction of energy source through refining to the forms of minutes recording key debates and exchanges from transformation of energy forms, distribution, and several major symposia hold in 1976. The journalistic approach storage. The nodal also accomodates and assesses the taken here is appropriate and dramatic. impact of new energy sources and new technologies. An illustration of application of the model to a projection CASPER, MARRY M. "THE RHETORIC AND.REALITY OP CONGRESSIONAL of energy use through 1985 is provided. TECIDIOLOG1 AISESSNENT." BULLETIN OP THE ATONIC SCIEN- TISTS 34 (2)1 20-31, IIERRLIARY 1978. IMPACT OF SCIENCE ON SOCIETY, VOLUME 27, NO. 4, OCTOBER- =WEER, 1977. The impact of OTA on the politics of technology, tapas:11y it regard to the military, is examined. Casper This issue Wms a worldwide look at Engineering finds "a record of omission " controversial new programs Education today. The role that engineering education are consistently ignored. OTA has given no attention to can play in developing nations is emphasised, with the b1 Bomber, Liquid Metal Past Breeder Reactor, Trident several examples. .The comparative survey includes submarine, cruise missile program, )0( mobile missile, et al. the U.S.S.R. and China. Ths problem, obviously, is that "the culprit is the master." ILEIN, H. ARTHUR. "PETER bRUEGEL THE ELDER AS A GUIDE TO In reality, technology policy is decided by congressional SIXTEENTH CENTURY TECHHOU3GY.. SCIENTIFIC AMERICAN 238 col:Bitterse rrith:41 which "cosy triangles" develop between (3): 134-40, MARCH 1978. coasi !adored agencies, cad related industry where "mutually agreor upon goals" guide action. Carefully master of copious and clear detail,As directed by Congress, OTA is limited to presenting only showashown im this well -ill d article, many of his paint- pros and, cons of issues for which studies are contracted ing. de'ict aspects of sixteenth century technology. for by Congress. OTA's potential is great, however, but Through them, the historian gains insights not only into an organisational shakeup is nec aaaaa y. Poe the period's technical pro ,.but alsc into the artist's interpretation of the man-machine relationship. MALLEY, 2ICHARD 8.r VATTER, /MOLD O.' "TECHNOLOGIC. AND THE In the "Tower of Babel" Brussel depicts sixteenth cant'sy FUTURE AS HISTORY: A CRITICAL REVIEW OF FUTURISM." construction techniques. In two series --Ms Seven TECHNOIDGY AND CULlumE 19 (1) : 53-82, =MARY 1978. Deadly gme,and The Virtues-- vemyons, v.:apiece. and period scientific instruments, meticulously rendered, In this critical survey of futurism, Halley and Vatter appear'as neutral tools aiding the human subjects in concentrate on the main ideas of futurists regarding tech- their pursuit, of vice or saintliness. . nological change and its relation to culture. Whether. optimists or pessimists, hey believe futurists tend to .STIR: NCIEricE/TECINOLOM AND THE RUNAN,TIES 1 (1): MINTER 1978. see the direction of technological change as the deter - .minant of the world to come. Technology is quasi - Published by.Florlds Institute of Te.hnology, STTH lc; a new autonoaous, dragging along society and its cultural journal declined far "the eclectic and the interdiscipliary, baggage behind itr.society's main business has become for humanists who want to know more of ecience/technology, and adapting to technological change. Yet, paradoxically, scientists in d in "he husenities."Edited by Maroons the futurist hop. lies in the belief that this S. Lenhart, the editorial board reflects diverse interests affairs can Bombay be reversed -'that society will catch with embers including Lewit'Leary, Ashley Montsgu, Frederick a with technology and rein it in. This doctrinal con- Scheibe, Harcourt Brow. The journal will publish articles tradiction has been seised upon by some fore .dealing with the "psychological, sociological and aesthetic notably Daniel Ball, who now recognises "culture" as .relationships between the sciences and the humanities," but anotflar autonomous eorce. Approaches to the future research cenfined to one discipline is also accepted. The are diversifying, moving away frog complete reliance premier issue includes considerations of the future of science, on the sophisticated, yet naive, computer -based fore- onargyhicologo interface, science and technology policy, casting that filled the early volumes of Future'. psychology and art, Stein and aellman as revolutionaries, Gone alio are the aye when one could glibly and 'America as seen by Mayakoveki and Esenin. Articles are intelligibly refer to tho "technocracy" --the question generally polished and contributors include leaders in their of who holds power aver technology ham been reopeeed. fields, as well as 1 known colleagues. STIR will appear The framework of futurism, as we11 as its techniques, three times AS years oubserlptiaa is 86/year front ELT, needs constant review. This thorough paper deserves Humanities Department, Florida Institute of Technology, close attention.- Box 1130, Melbourne, Florida 32901. SCHWARTZ, JAMES N. 'WREN EISELEY, THE SCIENTIST AS LITERARY Directory" of ART..ST.GEORGIA REVIEW 31 (4)1 855-871. WINTER 1977; Communication Courses In his "evolutionary trilogy," The Immense Journey, The and Programs Invisible prramid, and IhIpitht Sampta, Henley integrates fact, metaphor, and myth-symbols into an'"archetypal journey" where science merges with sill. An emphasis on the importance of perceptivity and on min's unique ability to &gem --"to creatively project exterior perception upon interior by volition, unifying fact and bellef"-- raves:18,th.* limitations of empirical date. His narrative style evolves'from an inter- Sharon,Friedmaft, Lehigh University play between dream and reality in which science is seen U offering man only "immediate gratification, not a dynamic futurity." A balance of fact and imagination, literature Rae Goodell, M.I.T. and science, Is necessary for an understanding of nature's svolutionarpprocess, man's physical and spiritual develop- Lawrence Verbit, SUNY - Binghamton ment, and the effects.pf man ',growth on his habitat. (Binghamton, N.Y,, 1978) TAYLOR, LANCE: SARRIS, ALEXANDER H.; ASBOTT, PHILIP C. "FOOD SECURITY FOR THE WORLD'S POOR."TECHNOLOGY REVIEW 80 (4):, 44-54, FEBRUARY 1978. Increasing numbers of colleges and uni- Among the ideas that emerged from the World food Confer- ence, the concept of a world grain reserve has perhaps been versities are offering courses and programs embraced most widely. Managed by an independent world food security agency, a grain reserve of ten tolfifteen million concerned with the communication of science metric tons could do much toward meliorating the short - andltechnology to the public.' -This direc- term food situation. In time of acute famine,.the agency could dispatch needed provisions wzru speed and without tory is a basic guide tc educational activ- political chicanery. Just as important for food-poor ity in :s rapidly expanding field and nations, the existence of a buffer might promote price stabilization in years of alight crop shortfalls. The provide..: rata on 105 ;cc and 34 pro7 authors hasten to add that the proposed reserve is not a panacea. grams in 58 colleges and universities. Course information includes title, a short TECHNOLOGY END THE FUTURE or MAN. NUKANITAS 14 (I)s. ENTIRE ISSUE, FEBRUARY 1978. description, type of enrollmentgraduate or undergraduate and average number of otantial'ehaoges generated by technology in values, attitudes, and the surroundings affecting man are explored students, predominanmajors, frequency in this special issue.' The emergence of a planetary society of the.offering, and the instructor's name leads Porkies to conclude that "freedom" lies in humanity's ability to control technologies of violence. Agreeing with and address. Program, data includes in - Heidegger that_techaology le primarily an attitude, Sabatino considers an understanding of the meaning of technology to addition to a brief description, the year be fundamental in the development of humane technologisi. of founding, number of students.enrolled, Alindswald attempts to integrate the spiritual and artistic with the practical, action-oriented, push -botton world. degree offered, and the director's:name Caldwell voices the necessity of thorough technology assess- and address. The criteria for inclusion ment. The "demise of coherent communicatMon" is seen by Davis as a result of the "fragmentation" reflected in the are "those courses and programs that'appear media. Russell and Hehrabian discuss the affect of technological variables on work output and performance. Situa- to have a,significant component devoted to ting the technological phInomenon in the psycho-social frame- teaching science communication to the work of the human conditton is Evered's concern in the concluding article. A partially innotePod, selective biblio- general public, rather than to bUsiness, graphy covering the put ter yearn is provided. professional, or other specialized' audi-

WALDORP, N. "INDUSTRY IN SPACE, THE REALITY DRAWS NEAR." ences." Includes such areas as basic and CHEMICAL AMU ENGINEER= HEWS, FEBRUARY 20, 1978, applied science, engineering, health and PP. 26-31. medicine, and Agricultural research. Though still an absurdly risky investment for the Fivate sector, space industry almost certainly has a future. How moon it will come about and in what form Soft-bound, 8 x 10 format is loss predictable. Looking long-range, space proponent 5siard O'Neill likens the potential of space 52 (age4 - $4.95 prepaid to that of the mineral-rich, wide open spaces of the old American West. Pragmatic proponents cite the unique processing conditions outer spans can furnish: Order From: Science Communication-DireAory zero gravity, a perfect vacuum, freedon from seismic, Department of Chemistry acoustic, and convection disturbance.: supercold temperatures. Isolated from the earth, the specs State University of N. Y.'at factory might tackle projects too hazardous to be Binghamton attempted on the earth.Bailed by some proponents es a Third Industrial Revolution, the advent of space Binghamton, N.Y. 13901 industry is being hastened by American and European research efforts reviews:Ph:me. Pleasemake7Ackspayable to: Christine Royedon and Judith Misticballi Lehigh University Libraries Science Communication Directory OPEN FORUM

"Open Forum" is for readers with comments, criticism,''and contributions containing material either directly or indirectly usable in the classroom. This includes bibliography and audio-visuals and occasionally announcements of symposia or activities, which in turn might provide Useful curriculum ideas. Because of limited space and a fairly Zong Zfad-time, we are not always able to include everything that cones to hand. Please kefp your contributions coming and we will share as many that timing, space, and content allow. (Editor)

Carl MitchamOnstructor in philosophy and psychology at St. Catharine College, and an editor of the new annual series Research in Philosophy and Technology, has been awarded a grant from the National Science Foundation and the National Endowment for the HUmanities to produce an annual, annotated bibliography of the philosophy of technology.

This project continues Mitcham's previous work in this area, namely Bibliography of the Philosophy of Technology (Chicago: University of Chicago Press, 1973) and "Current Bibliography of the Philosophy of Technology: 1973-1974,"Researdh in Philosophy'and Technology vol. 1 (1977).

Future "current bibliographies" are now scheduled for imcceeding'iseues of Research in Philosophy and Technology. To facilitate their preparation Mitcham would like to request authors to send him copies of any work they feel should be included in this bibliography, remembering that the bibliography construes i:he term "philosophy of,tech- nolokly" in a rather wide sense. Readers are also encouraged to submit annotations, especially of foreign language works, and otherwise to contribute comments and suggestions.

All correspondence should be addressed to: Carl Mitcham, St. Catharine College, St. Catharine, KY 40061.

VIDEOTAPES PRODUCED BY THE CITIZEN AND SCIENCE PROJECT INDIANA UNIVERSITY The Poynter Center on the Public and American Institutions Bloomington, Indiana 47401

All tapes are approximately 59 minutes, 50 seconds long.Master tapes are in color; °copies (1/2" and cassette) are in color and black-and-white. Copier of all tapes can be obtained from Dora Fortado, Poynter Center, 410 N. Park Avenue.

i#732 - KAMEN I - Martin D. Kamen, Indiana Universiity Visiting Patten Foundation Profescor of Biochemistry (Spring 1975), Professor of Chemistry, University of California at Los Angeles, and co- discoverer of Carbon 14. ,Topic: the creative aspects of'scientific research.

#383 - KAMEN II - Martin D. Kamen. Topic: ScieLce as an art form and fur r discussion of CreptiVity in research; exploration,of Goethe's excursions into sv:lence. #892 - KAMEN III Martin D. Kamen. First half of tape is solo discussion by

Dr. Kamen of the relationship of science to the American political . structure; second half, is interview (with Marcel C. La Follette), including reminiscences about the Manhattan Project, E. O. Lawrence's lab-ae-BerkeleyTin-the,early 1940's, and the discovery of Carbon 14.

#229 - WOODCOCK I. - -John Woodcock, Assistant Pkofessor of English, Indiana University. Topic: "C. P. Snow's Two Cnitdres: Science, Literature, and the Human Condition;" excellent discussion of the relation of the two-cultures concept to the individual citizen:

#913 -.MULLINSJ - Nicholas C.\ Mullins, Associate Professor of Sociology, Indiana University. Topic: Current research in the sociology of science, especially on communication among scientists.

#702 -.MULLINS II - Nicholas Mullins. Topic: The scientific advisory system to government, including Dr. Mullins' diaCussion of his own current research in this field using the Science Citation Index as a research tool.

PANEL I - Walter Konetzka, Professor of Microbiology (IU), and David M. Smith,; Associate Professor of Religion (IU), participants; sad Marcel C. La Follette, moderator. Topic: lively discuseion and debate on the wisdom and the desirability of control of scientific research, internal and external.

:Humanities Perspectives on Technology \327 Maginnes Hall #9 Non - Profit Org. \LEHIGH UNIVERSITY U.S. POSTAGE Bethlehem, PA 18015 PAID BETHLEHEM, PA Permit. No. 230 = = - ===

urriculum Ntewsletter of the h University HPT Program'

Director: SteVen Louis Goldman Number 6 Editor: Stephen H. Cutcliffe June 1978

The following article is an extract from a longer address entitled, !'Humanities Education: An Organizational Goal for Schools.," which was delivered to "the Conference on English Education of the National Council of Teachers of English in March. It is reprinted here by ,,,2rmission of the author. Editor

Ironically, in an age. which is dominated, as far apart as every individual's experi- by science, most' humanities curricula have ence of hisown life." Spender continues, excluded science. Irving,H. Buchen writes 'When there is a question of discussing

\ of humanities programs'that,"Many exclude and explaining our experiences 'of the other the physical sciences or bewail the de- arts= -music or painting --we use words. If huManization of man by technology. "' Buchen architecture aspires to the condition of points to the great irony and inconsistency music, all human experience aspires to of this, continuing "Frequently, those who words."This statement, if it haWany cry the loudest against the evils of tech- validity at.a111, clearly places language

\ nocracy consult concordances put together at the vortex'Of all humanities education. by computers, cite articles reproduced by James Moffett goes a step further than Xerox, allude to manuscripts and out:740f- Spender in hislcOntention that "English,

' print books made available on microfilm . French,'andpathematics are symbol and play back Hopi burial olants on audio systems, into which thd phenomenal data

cassettes." The split between the humani- of empiricalaUbjeCts'are cast and by . ties and the sciences, noted in detail by means of which we think about them. Symbol C. P. Snow in his two cultures speech,\, systems are not pritharili about themselves; remains with us, and in'all'probability they are about other subjects. When a the humanist still does more to maintain student - 'learns' one of these systems, he the split than does the scientist. learns how to' operate it..The main point ireto think and talk akout other things by In this. regard, however, and of .particu- means of this sistem." This statement in lar importancehto the English teacher itself ".will provide difficulties" for many involved in humanities programs, is Stephen English teachers because it places language Spender's brilliant insight that "in the so importittly,at the center of things, and famous controversy about the two cultures most Fin-,h.tdachers are by training and one important point seems to have been preference ,teachers of literature more than oV'eilooked--that if there truly is a gap teachers of language. But if this state- between the.litetary and the scientific ., ment gives English teachers pause, culture, this cannot be bridged,by science Mbffett's following statement might 1eaVe but only by language. Language is the only theM in a state of utter disrepair; "The aeans of communication between specialities most natural assumption about teaching 4ily symbol sLcn :tact 4 employ oLcher, real LA caught that h./.1 is objec t;i." and analv, grosPePi inodc. ol flection, the reader will realize that connecting" of which Bruner speaks. than Moffett, in this statement,. brings students the humanities approach; and the broader right back to literature in the broadest and more inclusive the humanities program sense and writing, the two fundamental is, the better are the opportunities for areasiin which they will use the system. this to occur.'The Great Chain of Being,of,. However, the English teacher's first.duty the early philosophers, the interrelated- in the humanities context has -to do with tness of all things-in nature becomes in- /language, and this responsibility can be creasingly evident as one moves, ever more assumed reasonably by no one but the deeply into humanities studies. While one English member of the humanities team. If may regard arts and, sciences as being et this person abrogates this responsibility, different poles, it is-perhaps more it is doubtful that humanities education accurate and surely more intellectually can work, productive to consider Herbert Read'sWay of viewing these two areas of human concern: "In the end I do not distinguish Northrup Frye has isolated the funda- science and art, except as methods, and mental reason for students to read works I believe that the opposition created of literature in humanities programs: between them in the past has been due to "Real society," he writes, "the total body a, limited view of both activities. Art of what humanity has done and can do, is is the representation, science the revealed to us only by the -arts and eXpla.naLion--of the same reality." People sciences; nothing but. the imagination can whose perception'of differences obscures apprehend that reality as a whole, and or obliterates. their perceptiOn of, nothing but literature in a culture as similarities are likely to become stunted verbal as ours, can train the imagination in their growth toward recognizing, under-

to fight for the sanity and dignity of , standing,:and creating metaphors. _Anthrb.-' mankind."' These words, lofty and true as pologists, according to Hall, agree en they are, must be qualified; because no .three characteristics of culture, the literature can have the impact of which second of which is particUlarly cogent in Frye writes unless it is right for the the light of Read's statement: culture reader at the time that he/she encounters not innate, but learned; the various it. In line with this sentiment, one might facets of culture are interrelated- - recall John Dewey's admonition that, you touch a culture in one place and "Knowledge is humanistic in quality not everything else is affected; it is shared because, it is about human products in the and in effect defines, the boundaries of past, but because of what it does in different groups." liberating human intelligence and human sympathy."This is not to say that the Everything, points to unity, to coeness, past is unimportant but rather that man even in the faceof seeming diversity. must be at the center of all learning. Humanities education can bring students and teachers., one step closer to under- One measurement of human development is standing the oneness which undergirds a person's ability to deal withsymbols society and in so doing can stretch effectively and to understand the meta human perceptions to the point that one phoric meanings which are the undergird- day people may come to understand more ings of all great art, including literature. fully their universe and their role in it. Bruner tells us, "Metaphor joins dissimilar

/ experiancesby finding the Image orthe R. Baird Shuman symbol that unites them at some deeper Dept. of English emotional, level of meaning. Its effect Univ. of Illinois depends upon its capacity for getting past Urbana Champaign S) STS OUTSIDE THE CLASSROOM

A science, technology and society program 1. The Faculty Supper Series - In my .entails more than course offerings. It en- opinion, few activities sponsored by any tails engaging a wider range of faculty and STS progrem are as important as those that students than programming emanating from will encourage a feeling of intellectual individual disciplines ordinarily allows camaraderie among interested faculty. To and engaging them in ways, characteristic of this_end, we have a monthly supper for the cross-disciplinary nature of the inter- faculty and spouses/friends during the. action of science, technology and society. busy part of the Fall and Spring semesters. Furthermore, it is through extra-curricular The supper is preceded by a cocktail hour programming rather than courses that skep- and followed by a lecture or panel dis- tical or indifferent faculty (and students) cussion. This past year all of the can be exposed to the participating STS- lectures/discussions were by Lehie. faculty. faculty and to the issues with which /they Next year, with the series having won a are wrestling. Finally, it seems generally substantial regular following, we plan on the case that the success of an STS program. asking off-campus people to provide some- will be measured in large part by the sense of the presentations. Each attendee pays many faculty and administrators develop for his/her own supper. We underwrite the that, the program has changed the intellec- refreshmehts. To date, the lecturers have tual life of their campus in some signifi- performed for the thrill of it all. cant way, has introduced some new intellectual excitement precisely through its We had three suppers in the Fall term penetration of disciplinary barriers; this, and three in the Spring. The Fall lectures too, is primarily achieved through extra- we-e: (1) "The 'Chicken Little' Syndrome in curricular activities, not through courses. in short, every. STS program, however modest the History of Science" (Steven Goldman, in size and however young, should see Philosophy) in which it was argued by way reaching out to the general faculty as an of numerous historical illustrations that objective of primary importance, ranking scientists display an ontological bias, an not far behind dramatic course offerings. inclination to make claims about the struc- In this article, I would like to describe ture of reality, that is neither demanded the extra-curricular activities of Lehigh's by, nor altogether concordant with, their Humanities Perspectives on Technology Pro- data; (2) "Life at Medical Center: the gram during this past year. I do so for World as Womb in Science Fiction" (Edward two reasons. First, because we think that Gallagher, English) in which the positive our programwing has been good and we are and negative depictions of technology and willing to show it off a bit. Second, to nature as competing "wombs" for Mankind provoke you into sending us description& were traced through recent science fiction. of programming you have attempted, or to literature; (3) "Ring Around The Rosie, suggest changes in ours that you think Dance of Death in 1349" (Linda Heindel, would improve them. Future issues of the English and Ned Heindel, Chemistry), in Newsletter will serve as a forum for-your which a humanist and a scientist described-- responses.-- the response of primarily western European society to the onset of the Black Death in Rumiltatlell Perspectives on Technology, supported by dissemination the late Middle Ages. grant from tho Notional Endowment for the Humanities. is newsletter devoted to meiarial in the general area of technology. eticiety, And human otiose. We will publish short articles on the theoretical and, speculetivm 'aspects of curriculumdovelopment, in-depth course It is, I think, fair to say that these -- deecriptions, reviews of texte,and audio-visual aids.And current lectures and the attendant atmosphere went biblioyrephy (annotated). In addition, we would welcome articles on gucceeeful techniques far such taska as inetitutinCand evaluating over very well. Each program was fully Course or program. grouping faculty end student interact. overcoming subscribed (we "had limited seating for administrative reluctance. obtaio':11, visibility on campus. running.* lecture or film aeries. or edit' a newileiter. An "Open Forum" supper available to us),.and:each ended section exists for re/Airswith ,%.,.ations or comments regarding any with lengthy and vigorous exchanged-between curriculum need. Ot: goal iu Cr t ,o generate new courses and to provide an, informatio exchange x .1 field of, technology studios. audience and speaker(s) and among members` of Plea.e addrees:allcontributions au .., \respondence to: Dr. Stephan H. Cutcliffe, HPT Pro4rom, 216 Heainnts Sall O9, LEHIGH UNIVERSITY, the audience. The very first supper was Bethlehem. ?LAU'S. held at an off-campus restaurant that agreed

r- 3- 88 to give us exclusive use of the facility if trical Engineering) detailed the facts of we guaranteed a full house (which we did, world food resource and distribution and had). Agrctrt was unanimous that problems, the biology, psychology and this ambience, i.)s 'well as the meal, was far sociology of_hunger, and finally described superior to the on-campus institutional the use of computer-generated models for atmosphere of the subsequent suppers. We projecting the consequerces of various hope to resume locating the programs in an courses of action that might he taken to off-campus restaurant next year. 'cope with population pressures of food supplies. The subsequent discussion took For the Spring term we again had three a surprisingly intense philosophical turn suppers. The first was addressed by Judy as the roots of tacit consent to humane-

Mistichelli and Christine Roysdon (Refer- ' ness were challenged and defended. ence Librarians) whose topic was "From Coney Disney: Technology and Thrills". 2. The Andrew W. Mellon Lecture Series - Mss. Misticheili and Roysdon described the Through funds made available by the Andrew role of machinery in organizing amusement- W. Mellon Foundation, we were able to bring into centralized parks such as Coney several interesting people to campus and Island early in the centb.:17 and Disney Land to allow a large number of faculty and and Disney World more rect.:tidy, contrast- students to have close access to them. We ing the styles, the goals and the roles made it a principle of each of our invita- played by technology in these two types of tions that a Mellon lecturer was expected parks. This was an especially rich and to spend at least one full day at Lehigh provocative topic that had the audience meeting with students in and out of class, on its feet' until closing time,.expand- and with faculty at dinner and lunch, in ing, arguing and testing the speakers' addition to giving an evening public lec- theses. ture, followed by a cocktail party. In this, we took a firm position against The second supper was followed by a "flying visits" by big name speakers whose panel of four faculty members who had pre- presence all too often leaves a very tran- pared critiques of Amory Lovine' book Soft sient impression. Again, we tried to Paths. The panelists were Bruce choose people who would be provocative be- Dalgaard (Economics), Edward Levy (Mechan- cause of their ideas and not merely people ical Engineering), John McNamara (Economics) of fame and/or achievement. The two do and Roy Herrenkohl (Social Science). While not always go together, and we were lot Lovins' book is very "in" at the moment, uniformly successful. it is not an easy book for a neutral reader to digest and, on the basis of the argu- This year we had three Mellon Lecturers: ment and its supporting data alone, come French historian of technology and archi- away agreeing or disagreeing with it. Un- tecture Jean Gimpel, M.I.T. computer fortunately and unexpectedly, all of the scientist Joseph Weizenbaum and N.Y. Times panelists disagreed with Lovins' conclu- science editor Walter Sullivan. Mr. sions and/or with his manipulation of data. Gimpel, author of The Medieval Machine Thus, this program, which we thought would (among others) gave two public lectures on lead to ne most vigorous discussion period, successive evenings, the first on Medieval fizzled in the absence of aknowledgeable technology, the second on Medieval archi- supporter of Lovins' position. We should tecture. As there is a loose colloquium in not have taken it for granted that the the area of faculty from six local colleges panelists would disagree among themselves who are interested in matters Medieval, we and thereby open the way for broad audience invited this group to appear as co-sponsors participation. of Mr. Gimpel's appearance (with no cost- sharing obligations) in our publicity and The last program in the Supper Series to participate in a dinner for colloquium waa again a joint present:Ition, "The Many faculty with the speaker. Mr. Gimpel also Faces of Hunger". Josef Brozek (Psychology), had lunch with faculty from the Fine Arts Eunice Brozek and William Schiesser (Elec- and Architecture Department and addressed several classes in architecture and the entitled "Designs for Living" and con- history cf art. trasted the philosophies behind three nrom- inent contemporary attempts at applying Professor Weizenbaum,author of Computer technology to the design of personal liv- Power an4 Humga Reaspa, went through an ing environments for the middle-term analogous regimen. His public appearance, future. A spokesman for Paolo Soleri's however, was part of an experiment in notions of urban and personal design pre- programming on our part. Even on so rela- sented that position, giving an excellent tively small a campus as Lehigh's, it is overview (with hundreds of slides) of difficult not to find lectures conflicting Soleri's theoretical and practical projects. with other lectures, performances, exhibits A member of a Buckminster Fuller-inspired and games: On the night Professor research group, Earth Metabolic Design, Weizenbaum was to speak, Dr. Tristram discussed the Fullerian philosophy, and a Englehardt (Georgetown University) was also member of the New Alchemy Institute on to speak as part of a lecture series on Cape Cod gave a moving argument on behalf medical ethical problems. His subject was of that organization's promotion of small- the definition of selfhood and as this unit, essentially self-sufficient living related in a natural way to Professor on and with the earth. The degree of Weizenbaum's concern with the ahuman, and audience involvement with the value sup- perhaps ultimately anti-human, character of positions these groups respectively re- the pursuit of artificial intelligence, we flected was all by itself worth the price suggested that: instead of competing for an of admission. The program lasted three audience we combine the two programs. Each hours and was just moving into high gear of the speakers acquiesced and agreed to when it had to break up. This kind of a limit their talks to forty-five minutes project represents a very fertile oppor- each, with the result that the shared tunity for drawing faculty and students audience'was certainly larger than either from many different disciplines into an one would have had alone. Furthermore, the involved discussion of values without the contrast of the styles of the two men and overtones peculiar to discussions of the complementary (in part) .character of armaments, nuclear power and medical their ideas had an interesting and provoca- ethics. We learned that much more care tive flavor, especially as they emerged in in thinking out structural details of the active discussion period following the publicizing and scheduling such a long talks. program is necessary than we had anticipated. Given the large turnout and 'Finally, Mr. Sullivan had perhaps the enthusiastic audience participation, much most grueling schedule of all. He agreed more could probably have'been done with to stay for a full day after his evening the three speakers once we had them on public lecture, which was based on his book campus than we wound up doing with them. treating ,-:..ontinental drift; and we coordinated his :tcessibility closely with The second symposium was "Science in Lehigh's journalism and science- writing Music" and was divided into two parts. The afternoon session --which had opened . programs. In addition to dinner and lunch with invited faculty and addressing rele- with the premiere performance of a work vant classes (three of them), Mr. Sullivan for 'Cello and taped synthesizer sounds was subjected to a coffee hour towhich all bTa composer at Moravian, one of the ' interested persons were invited. other local colleges-- was given over (with one exception) to short papers from Mellon lecturers for next year include Lehigh faculty who had a deep interest in Nobel Laureate Rend. Dubos and Klaus- music, either personal or professional. .Two Heinrich Standke, Director of the United papers came from the mathematics department Nations Office of Science andTechnology. (one on the structure of tuning systems, the other on the concept'ial similarities' be- 3. ,,We sponsored and 'organized two tween the historical development of mathe- half-day symposia on themes that implicated matics and that of music in the West), one many departments. The first of these was from physics (offering a criterion based on information theory for distinguishing . MODERN SCIENCE AND HUMAN VALUES between mediocre and great compositions), one from classics (on the history of Greek A Humanities Course at Per State University music) and one from electrical engineering (on the.design of a projected digital music synthesizer with a live-performance capabil- In an era when rapid advances in science ity). One off-campus speaker closed the and technology are causing major changes in afternoon program with a talk on the knowledge and in human lifestyles, it be- mathematical theory of vibrating plates and comes increasingly important to examine how its relevance to the design of string instru- these increases in scientific capability ments. After a supper for participants and affect people's values and vice-versa. It their wives, there was an-evening program. is the values of individuals which ulti- This again began with a premiere performance mately give direction to the goals of our of a brass quintet and tape work by a com- technological age. These ideas have been poser at Rutgers University and was followed examined in "Modern Science and Humen Values, by a lecture on music and astronomy in the a course offered for many years by the Col- eighteenth century.by Dr. Wilbert Jerome, lege of the Liberal Arts, with several Chairman of the Music Department at Rutgers faculty each teaching one or more sections University-Camden and first oboist with the per year. Class size has been held under Philadelphia Orchestra. There can hardly 30 to encourage class discussion. Each class be a more natural vehicle than music for generally consists of students from a wide bringing faculty together, particularlywhen variety of disciplines - physical and:bio- amateur enthusiasts are given the oppor- logical science, engineering, social science, tunity (and encouragement) to present their and a few students from humanities. In the pet theses. This kind of a program seems a description below, I shall emphasize my natural for any campus. approach, based in part on the format de-) veloped by Warren Miller (Prof. Emeritus Of I will close by mentioning one other Chemistry and Humanities) over a ten-year program we sponsored that was very success- period. ful, a week-long science fiction film festival held during the last week of Goals classes late at night, offering students free films and a study break., The films - -To examine the impact of science on our were open to everyone but they were selected lives and on our values through a sequence because of their relevance to issues that of readings and discussions on issues drawn had been raised in the "Technology and from physics and chemistry, biology, a.:40 Human Values" course that was then drawing psychology. to a close (see February Newsletter #4). It is perhaps worth mentioning too that we -To reduce the vagueness that most people maintain close and formal contact with the have concerning values and to examine the student-run campus radio station which kinds and structure of values. regularly features items relevant to the social impact of science and technology. To see the similarities and importance of We provide the station with a subscription th major differences between the practice to the local newspaper and to Science and of pure science and.the applications of with a clipping service for N.Y. Times science (i.e. technology). items of interest. - -To realize that there are many types of That was our extra-curricular programming technology, e.g. engineering,', the practice for the year. What was yours? of medicine, and behavior colitrol, which are based on chemistry and physics, biology, and psychology as kinds of science. --Steven L. Goldman Lehigh University --To realize that the same types of ethical

-6- 86 issues and questions arise from these diverse Each student presented a 5 to 10 minute fields, e.g. "Who decides what research oral report. These were done in groups of should be done?" "Who decides what action 2 or 3, with each group leading 15 minutes should be taken?" "Who will benefit from of class discussion following the combined these actions?". "What are the reasons for presentation. the decisions?" "What information should be disseminated to the public?""How Assignments accurate are the data.and the interpretation of the data which are being used to Reading each paperback before class and support a particular course of action?" discussing it during class. Making an "What abuses of scientific information could oral report as indicated above. Two take occur or have occurred?" home written papers, generally of 3 to 6 pages. A written paper based on the oral --To discover that students from each dis- report, with explicit reference to the cipline can learn enough about the other topics covered orally by at least two disciplines to enable each of them to argue other reports. with each other and with the instructor On some topics and to agL on others. Assignments also include 20 "Daily Com- --To have each student develop their own mentaries.", Each commentary is generally point of view; and to realize that it is based on the reading for that day, although not reasonable to assume that the opinions a few of them have been on movies shown in and views of "authority figures" - e.g. class, and occasionally on a class discus- books, TV, world-famous scientists, and sion.. Each commentary is to contain 3 the class instructor - are always valid statements (and need not be longer than 1 without critical analysis. sentence): something in the reading that the student agrees with; something in the Spring Term Booklist (all in paperback) reading that the student disagrees with; a reason for the disagreement. The state- J. Bronowski, Science and Human Values ments may concern the most trivial footnote Ibsen, An Enemy of the People or something as important as the theme for Durrenmatt, The Physicists the entire book, or anything in-between. Marlowe, The Tragedy of Dr. Faustus The idea is to acquire ,a habit of mind of B.F. Skinner, Walden TWo being critical. The assignment is also one A. 0. Lewis, Of Men and Machines way of getting the students to read some- Fromm, The Revolution of Hope; Toward a thing of the book for that day. Humanized Technology. Eiseley, The Firmament of Time The grade for the course is based on Siu, The Tao of Science 20 points each for the two papers and the written varsion of the oral report, and Oral Reports 1 point for each "Daily Commentary."

Each student chooses a topic for an Class Operation report from among the following list (they have the option Of suggesting one of their The dominant mode of instruction in each own if they prefer):Atom bomb secrecy class meeting is class discussion. A few and Oppenheimer's security clearance; movies were shown, and occasionally I gave .Hardin's tragedy of the commons; the a short lecture on some specific topic. floridation of public:drinking water; Depending on the book under discussion, we genetic diseases - determination and con- might cover the highlights of the book trol; a possiblerelation to XYY chromo- sequentially; sometimes we responded pri- somes and a criminal tendency; sex pre- marily to questions aad comments from class selection; death as a process; I.Q.' test- members; sometimes we concentrated on the ing; invasion of privacy; 'research on theme of the book or on issues which should humans;.Milgram's experiments on obedieuce have been raised by the author. We also to authority; Project Camelot; adequacy of digressed often into current topics related sanity determination. to the story by the author. On the first day of class, we held a friend and even essential for human sur- "values auction" based on a game I learned vival, and with other authors viewing' from a staff member of the Bell Telephone machines as a deadly enemy, and perhaps research labs in Murray Hill, N.J. The destructive to man. I emphasized the need Bronowski book was used to set the stage for using computers, but that they are for the topics to be.covered, and to get only a tool operated by man. Too many the students to begin thinking critically people accept the results of a computer about certain issues and statements. output without critical analysis. This is especially true with computer models, e.g. I used Ibsen, DUrrenmatt, and Marlowe to those making nredictions of resource us- start the students thinking about the poten- age in the future tial responsibility of scientists for their own work, and about the dissemination of The remaining three books were used as informetion. It was pointed out that atom an attempt to show the students some alter- bomb physicists and genetic engineers have nate ways'of dealing with technology. The been accused (perhaps incor-ectly)-of making Siu book relates the different approach a Faustian bargain in the sense of seeking of the Eastern mystical tradition to the infinite knowledge without concern for the Western technological tradition. consequences. The students were allowed to choose virtually any topic for their final The Skinner book was used to help the written paper, but several of them chose students acquire a feel for a far:: of the one of my suggestions, namely the effect concepts, and jargon of behavtoral psychol- of automation on freedom (,thus, tying to- ogy in order to lay some groyodwork for gether Skinner and machines). later discussions of freedom as a 'value and for the psychology topics to be covered Changes and Improvements in the oral reports. The students see that behavioral control is more a technology The students 44,,,ra almost unanimous in than a science, and that there are serious thei recommendation that I continue using ethical issues which must be faced. Bronowski, Ibsen, Durrenmatt, Skinner, and Lewis in the future. They suggested that The first written paper was due about it would be more efficient to cover the this time, with students writing. on some Faustus legend in a lecture rather than aspect of who should control what scien- using the Marlowe edition. The votes xi tific (or technological) activ'ties should Fromm, Eiseley, and Siu were split, with be pursued by society. some students strongly in favor of one or more, and other students strongly opposed. At this point, 5 weeks of the 10 week I will continue with Eiseley, but may tam had been completed, and the students switch to The Immense Journey. The Siu began their oral renorts." ,This was the book did not satisfy me. I am looking f y priary vehicle for zbowing the students something which suggests that the differet that there are common issues among the characteristics of operation of the right, diverse disciplines and that the students and the left halves of the brain might be could communicate with each other. Some related to the different ways that the interesting arguments developed among the Eastern and Western cultures have approached students'over-how'last society should the study of science and the use of technol- adopt various technological innovations. ogy. I have not yet decided whether to con- (I was able to remain in the background tinue the Fromm book. Actually, we covered for most of 3 two hour class meetings.) many of his suggestions before we read the; book. But, in my opinion, Fromm says-them After the reports, we read .11ected well. paasagta in'the anthology edited by Arthur 0, Lewis (Associate Dean. :tberel Arts), --Philip M. Becker which is a 'collection c c 1._.1-1:ous excerpts Dept. of Materials relattri automation :;.hnology, Science & Engineering with sci, viewing machines as a Penn State University TECHNOLOGY, VALUES, AND SOCIETY

We recently received an update on the new Federated Learning Community in "Technology, Values, and Society" (TVS) being offered to students at Stony Brook (see Curriculum Newsletter #4, p.10) beginning in the Fall term Z978. The following is extracted from the program description.

The Federated Learning Community in TVS no secret that the disciplines have lost provides the opportunity for an in-depth contact with each other and, in some cases, understanding of a. problem of broad human even the ability to communicate. T'e Core significance from the perspectives of six Course attempts to relate and "re-assemble" differeLic interacting disciplines. The the disciplines. faculty in the TVS program are Professors Ruth Cowan (History), TheJore Goldfarb., The Program Seminar is anew kind of (Chemistry), Don Ihde (Philosophy), Jack course, the purpose of which is to assist Ludwig (English), Charles Perrow (Sociology) students in synthesizing the material of and John Truxal (Engineering). their other courses: The Program Seminar is a specific and concrete response to the, The TVS program is designed to increase fragmentation and lack of relation which the student's understanding of the role and students experience in large universities. meaning of technology in everyday life. The Consequently, there is in 'the Program Semi- program involves a study of the interaction nar no separate material or reading addi- between society and technology, the ways in tional to that of the material and reading which technological change has influenced of the three federated courses upon which social change and the ways in which social it is based; it is like a discussion ses- structure and social values have affected sion with three courses rather than cne as and modified technology and science. Study- its base. ing the relationship of technology and society in the past provides background for The Program Seminar is taught by a new an investigation of this relationship in kind of teacher, a Master Learner (Prof. the present and ir..the future. Technolog- Marshall Spector, Philosophy), assisted by ical effects on the environment and its a teaching fellow, Ms. Juliet Papadakos. modification of the quality of human ex- The Master Learner is a "master" in the perience be considered. The values sense that he is already accomplished in which govern choices will be explored; so one discipline; but he is a '?learner" in will the possible alternative solutions to the sense that he will'be going back to pressing national problems. classes to study a new interdisciplinary field which he has never studied before. The ' t of technology on basic values The Master Learner and teaching fellow will be el,:ained through philosophy and will attend all the classes as students literates The demands of technology upon with.the other students enrolled in the society, and upon the individual's conception program. They will draw upon previcus ex- of himself/herself will be explored fully, perience to assist students in learning along with those pressures and counter- how to learn and will bridge or aediate. pressures which create the context for between the ,pecialized knowledge of the human action, invention an values. faculty and the needs of the student.

The TVS program offers two Integrated For a student electing to "minor" in semesters, each composed of :'tree federated the TVS program, she/he will take during departmental courses and tut specifically the third semester the one-credit Core integrated activities, i.e. a one-credit COurse and an independent interdisciplinary Core Course and a variable credit Program study project with two of the participating Seminar. The Core Course is team-taught faculty members. by all six of the participating 'faculty. Specific attention is given there to the The specific courses in the. TVS program, nature and relation of disciplines as they which will be offered as a federated unit interact around the common theme. It is only once, include the following:

-9- &9 FALL 1978 COURSES

PHI 364 Philosophy & Technology - Professor Don Ihde (Philosophy)

The first part of the course will be a brief survey of long standing philosophical, religious and other cultural concepts which remain guiding concepts governing Western ideas of world or environment and of those whiz give rise to Western forms of technology.

The second part of the course will undertake a more detailed examination of certain essential features of the human experience of technology. Background readings in recent and contemporary works concerning technology will be related to contemporary experience.

The third part of the course will examine some of the extant predictiona concerning the future of technological civilization and relate these to the two previous parts of the course with a consideration of the various likely alternatives which appear for technology both in the discussions of current writings and through the course.

Reading List: (Tentative)

Heidegger, The Question Concerning Technology. , assigned readings in Being and Time. Mumford, Technics and Civilization. Lucretius, On Nature. The Bible, readings from Genesis. Florman, The Existential Pleasures of Engineering. Marcuse, One Dimensional Man.

HIS 136 - Technology in History Professor Ruth Cowan (iistory).

This course is concerned with the interaction between technology and society, with'the

mechanisms by which technological change has influenced social change and,"similarly, . the mechanisms by which social structure and social values have an impact on technology. These mechanisms are illustrated with historical examples ranging from '.he Middle Ages to the 20th Century; some of the examples discussed are the impact of the plow and the stirrup'en the form of the medieVal community; differences between French-and English attitudes toward technological change on the eve of the Industrial Revolution; organization of work before industrialization and after; the impact of industrialization on .1 family structure and roles; importance of war in technological chenge; iMpact of Changes ,\ in household technology on status of women.

Reading List:

The text for the course is Melvin Kranzberg and Carroll Pursell, Technology in Western Civilization, volume one.

ESI 190 - Man, Technology and Society' - Professor John Truxal (Engineering).

The course has three principri goals: student understanding of

(a) Current socio-teChnologiCal probleme'dannot be treated intelli.geotiy without . consideration -of the total system within which the problem-ariSes. Simplistic

-10- 0 solutions are inevitably wrong, and indeea may lead to results exactly opposite from those desired.

(b) Engineering thinking has a strong role in national decision-making, with the position of engineers in government and industry. Rational public'decisions he control of the development of technology require understanding of the viewpoint acid concepts of engineering analysis.

(c) Federal and local decisions are frequently based on cost-benefit analysis, benefit-risk analysis, Pareto optiviza Lon, and other decision models. Public impact on governmental decisions depends on understanding of these approaches aswell as the procedures by which federal decisions are made and implemented.

Reading List;

Technology: Handle With Care by Piel and Truxal tc supplement class discussion. In addition, other reading material on current problem studies will be distributed in class.

TVS 325 Core Course in Technology, Values, and Society - 1 credit Professors Cowan, Goldfarb, Ihde, Ludwig, Farrow, Spector, Truxal and Ms. Papadakos

This course aims to develop an overview of the problem addressed by the TVS program, and of the issues raised and the resources offered by the six participating disciplines. course will focus specifically on the nature of academic disciplines, how they re- lateto each other, and how the common theme is illumined by interdisciplinary study.

Registration for.this course is limited to those studentS enrolled in all three federated courses, i.e. PHI 364, HIS 136 and ESI 190.

TVS 301 Program Seminar in Technology, Values, and Society - 1-3 credits - Professor Marshall Spector (Philosophy) and Ms. Juliet Papadakos

This seminar will attempt to synthesize the material Of its three co-requisite courses, PHI 364, HIS 136 ane2 ESI 190. The agenda of the seminar will be determined by the material covered in those courses and by the problems, difficulties and interests of the students. The course aims to assist students in overcoming the fragmentation of knowledge and in developing their own critical and synthetic abilities:

Registration for this course is limited to those students enrolled in all three federated courses, i.e. PHI 364, HIS 136 and ESI 190.

Reading List:

The readings of the Program Seminar are the same as those,of its co-requisite courses. No material additional to those readings will be required.

SPRING 1979 COURSES.

CHE 230 - Chemistry in Technology and Environment - Frofessor Theodore Goldfarb (Chemistry An examination ofthe chemical aspects of the effects that modern tecanology has. on our environment. Some areas that will b;covered include: processes effecting air purity, processeea:j.fecting water purity, energy development (nuclear andfbssil fuels) , plastics- p,7oduction, use and disposal, and occupational health.

Students will have an opportunity to select other areas for study.

The technical chemical aspects of the processes examined will not be viewed in isolation. Considerable attention will be focused on the economic, social and political context in which problems related to the various technologies involved have developed and which affect the search for solutions to these problems.

Students will be encouraged to examine the underlying social values that affect the decisions made by scientists, technicians and politicians concerning environmental problems. The particular problem of the role played by social values in attempts to establish agencies to control and regulate technical activity will be studied.

A knowledge of chemistry equivalent to that expected of someone who has completed' an introductory college course (or a good high school course) will be assumed.

Reading List: (Tentative)

Environmental Chemistry: An Introduction by Lucy Pryde Cummings (1973).

In addition there will be other readings including recent newspaper clippings, journal articles and book excerpts distributed in class and assignments in books on reserve in the Chemistry Library such, as:

The Closing Circle by Barry Commoner. The Poverty of Power by Barry Commoner, The Social Responsibility of the Scientist, Martin Brown, ed. The Poisons Around Us by D. J. Spedding. Environment Pollution by L. Hodges. Chemistry and the Technological Backlash by J. L. Pyle. Chemistry in the Environment, Readings from Scientific American, Carole L. Hamilton, ed.

ENG 352 - Technology and Imagination - Professor Jack Ludwig (English)

The emphasis will be on the immediate contemporary situation but will work up to the present through a.historical review of the past. Science was something done by "odd" and "strange" people outside the consensus santium the accumulated wisdom of humankind. A succession of Either/Or's will be considered, starting with God/Devil; The Ancients (Homer, Aristotle)/The Moderns (individual scientists and scientific socie- tics); the Grinds/the Wits; the Sophistocated/the Eccentric; the 'Artistic/the Measurers; the Sensitive/the Crass; the Consetvers/tbc Destroyers: the Human/the Computerized- Automated-Mechanical. Every crisis involved a choice. In the early L'i..7cntieth-century the view of tecnnoiogy as grubby and ugly alld,d1"aPrOUS and "outside" continued whai. by now was a tradition of separation and isolation managed by those "inside ", the artistic, the religious, the sophistocated; the "'uman."The contemporary view is much more complicated. -12-

92 The course will begin with some readings from the late 16th Centuryand 17th Century --Marlowe, Johnson, Moliere--then go on to the scientist as -Yacky projector inthe works of Svif,t. Science was less to be feared than ridiculed in the 18th Century. The atti,udes to-are technology and its presence as industrialization andmechaniza- dor_ in the 19th Century will be approached through Blake, Dickens,Carlyle, Zola, Arnold, etc, We'll look fol- frigns of new questioning, refusals to be trapped by the Either/Ws, reflections on the complexity of technology in the modern w:.,rld(as refracted in Shaw's Major Biixbara), new attitudes to technology in the1960's f4ild 1970's (following the anti-anti-technology line of McLuhan); technology in the Third World; technology, and the. media explosion--computer-geneqted films, multi-track tapes, strobes and hard rock, electronic happenings, op _rt, popart;technology and the romantiL view of drugs and chemicals; technology as a source of language and metaphor rooted in the immediate now. Students will read Eliot, Huxley, Orwell, then go on to Vonnegut, Pynchon, Achebe, Borges, etc.

Reading, List:

Selections from: Rabelais, Marlowe, Shaw, Major Barbara. Donne, etc. (mJmeographed). Huxley, Brave New World. Ben Johnson, The Alchemist. Orwell, Z984. Moliere, Doctor in Spite of Himself. McLuhan, Selections. Swift, Book III Gulliver's Travels. Pynchon, Crying of Lot Porty-Nine.

Selections from , two selections from V.

Battle of the Books. , Gravity's Rainbow. Blake, Selections, Vonnegut, Selections. Dickens, Hard Times. Ache be, Arrow of God.. Carlyle, Past and Present, Berryman, Selections. (Selections). Borges, Selections. Arnold, Culture and Anarchy, (Selections).

SOC 236 - Social Change - Professor Charles Perrow (Sociology)

The course might be titled "Thinking about.Technology."The purpose is to develop more realistic, subtle and complex views nn this explosivesubject. Most agree that some technological change is grid, some bad, butbeyond that, what causes it to happen? One view is that it is inevitable; modern man strives to learn and control, and we primatily need checks and assessments of impact to, shape the process for good rather than evil. Another is that many options are possible, but only some taken because of the interests of dominant elites in society, who choose, create and direct change in their own interests. A third is that both of the above are true in certain areas but others, accident, change, and unintended consequences bestexplain the selection of technologies and their impact. The three views correspond to some dominant world views--the first emphasizes human nature, the secondpolitical power, the third, the disorder of social systems.

We will examine these questions by looking at (a) the origins of the factory system and large corporations in the U.S. in the late 19th Century;(b) the development of ameliorative responses to industrialism such as social welfare programs;(c) the blossoming of the science and technology issue after World War II;(d) and specific technological threats and opportunities of the 1960's and 1970's (nuclear power, space

-13- exploration, SST, medical technology, popular culture--e.g. the media and record industries--transportation and so on). The purpose will be to explore the three viewsand see where each works best.

Readiag List:

Some possible books are:

Teich, Technology and Man's Future. Thrall and Starr, Technology, Power and Social Change. Greenberg, The Politics of Pure Science. Kranzberg and Pursell, Selections from 2.2hnology in Western Civilization- Marcuse, One Dimensional Man. Braverman, Labor and !lonopoly Capital.

TVS 326 - Core Course in Technology, Values, and Society Professors Cowan, Goldfarb, Ihde, Ludwig, Perrow, Spector, Truxal and Ms. Juliet Papadakos

This course is a continuation of TVS 325 and shares the same aim.

Registration for this course is normally limited to those students who have completed PHI 364, HIS 136, ESI 190; and who are enrolled for CHE 230, EGL 352 and SOC 236.

TVS 302 - Program Seminar in Technology, Values and Society Professor Marshall Spector and Ms. Juliet Papadakos.

The format, readings and requirements of this seminar will be-the same as TVS 301, described above, but deVeloped in this instance from the three. co-requisite courses of the Spring semester, viz, CHE 230, EGL 352, and SOC 236.

FALL 1979 COURSES

TVS 327 - Core ;e in Technology, Values, and Society Professors Cowan, Goldfarb, Ihde, Ludwig, Perrow, Spector, Truxal and Ms. Papadakos.

This course is the concluding one-credit unit of the three-Semester Core Course. Requirements and co-requisites as above."

TVS 487 - Independent Interdisciplinary Study project Professors Cowan, Goldfarb, Ihde, Ludwig, Perrow and Truxal.

This culminating activity of the TVS program offers the student the opporti city to do an interdisciplinary independent study project under the direction of two professors.The project, while drawing upon the interdisciplinary base of the program is more focused within the single-discipline of the project director than is work done in the Core Course or the Program Seminar. Field components to these projects may be approved.

The SUNY federated TVS program is certainly an ambitious project but seems to have been weZZ thought out. The participating faculty have met weekly during the Spring 2978 semester to plan approach and content. We Zook forward to reporting on the results, not only-of the individual disciplinary courses but in particular the Core and Seminar Courses which will probably be the most difficult to execute, but also the most excit-fmg. Editor -14- 9 Bruce O. Watkins and Roy Meader The chapter entitled "Shapers of the, Present" is, on the other hand, a disaster. Technology and Human Values: After decrying the fact that technologists Collision and Solution and scientists, have not participated in, government (what about Hoover and Carter?), Ann Arhor, Ann Arbor Science Publishers, the chapter serves up anincredible hash of 1978. 174 pages; paperbound; index. historical comments, drawn from a vague Jest (everything before the twentieth century) from homo habilis tphOmo boobus Here is a little book, written in collab- americanus with chronology, culture and oration by a professor of engineering and a context totally-confused, facts wrong -4the,. professor of E glish, moderate in both size Phoenicians did not invent their alphabet and point of'view, Which (one might think) for example-7- and interpretations super- ought to be useful in courses on Technology ficial.'Historians are chided for not And Human Values. I regret,to report that, giving enough attention to technological in:my opinion, its usefulness will be rather history; the_author:Ideserve rebuke for; limited. not utilizing effectively what historiC1 work in this area has in fact been done

1 I am not denying its many virtues. No exception can be taken to its theses: tech- However, the most important fault which nology is here to stay; it is shamelessly vitiates the usefulness of the book as 4 used by those who criticize it; though it textbook can been seen throughout the has Caused many problems, many of_the prob- entire book, not merely in one or two lems attributed to it ere really the fault unfortunate sections, such as,history. !That of uther,agencies; governments need tech- fault is surprising, given the professional,

nology but rarely consult technologists; , orientation of the authors; that is, aj some problems Are amenable to "technologi- nearly chaOtic lack of organization which cal solutions"; others are not; and so on. operates at all levels. The.bpok lacks method and system, and so its format ug- In most cases '(with the exception of the gests that it wad. generated by tables of chapter on history, to which I return) it random numbers operating on 3x5pards has the facts Straight, and weighs pros and Not only is the result confusion, but cons dispassionately. The authors are good humanities students are denied/an oppor- at short capsule summaries: these are best tunity to see the technological mindjat illustrated inithe chapters on Technologi- work, rationally assedising the material

cal Solutions, ',and Sourced of Valnes,but . and\hringingefficient solutions to, Prob- Lic is true of the chapters`. on War, Over- lemS.i Likewise, engineerinehtdents are 'pOpulation, and Energy as well. not shown how a writer of English prose--

( \ can illumine his material hy,an intelli- I could wish that the section :en Sources gent arrangement of logically connected of'Values whicbt summarized va Ions philo- ideas. /Maris communication served.by the

sophical systemi had consistently related 1 excessiVe resort to quotations froM all their characteristic tenets to'the particu- over, which seem to have been extracted' lar issue of t Chnology. I would likewise from some book of quotations and salted like to see a discussion of "technological in here and there as alcind, of intellec- i values" (efficiency, economy, durability,' t ;al condiMent, rathe than\chosen as dafety, etc.) set beside the discussion of effectiVe illustratip s, orlcompelling "scientific values" (truth, verifiability; expositions of the'anthor's\line of etc.). I do not find a cPncept of "tech- thpught. nology",as the eneral set, of which'scienCe and engineer:4 are subsets, convincing or -4Douglas Feayer/ useful (pt2,10)..1 But these are minor Dept. of Classics. blemiShes,, Lehigh.University

-15- 95 MANKIND, ETHICS, TECHNOLOGY AND THE ARTS

RECENT PUBLICATIONS

HJALTE, KRISTER, EARL LIDGREN, AND INGUiAR STAHL. ENVIRONMENTAL POLICY AND WELFARE ECONOMICS.TRANS. BY CURT WELLS. LONDON: CAMBRIDGE UNIVERSITY PRESS, 1977. 111 P.

Tbs application of tbroriet and tools 'If welfare economics to the problem of allocation cf aaviromental resources for human needs is explored in this concise study. An analytical frr---ork is developed and applied to a range of environmental pr. 7, i.e. recreation, water resources, recycling, sewage, inrItsei..1e1 waste. PrOtection agencies, institutional system, and international implications are discussed in regard to the decision/policy-making process.Short bibllogr2phy.

HUMMEL, CARL,, LYNN IWITT, AND 6:06S LOOMISL 'PERCEPTIONS OP THE ENERGY CRISIS: WHO IS BLAMED AND HOW DOCgITIZENS REACT TO ENVIFONNENT-LIFESTYLE_TDAD-017S7'EHVIROMENT : AND BEHAVIOR 10 (1): 27-93, MARCH 1978.1 social change measurement hes proved elusive, technology This extensive roport Of a germ or the! residents of assessment at present cannot be an Mclusiveiy rational, Fort Collins, Colormdo examines attitudes, Perceptions and formal, technical activity., Nor should it be, gays the author. behavior toward energy and environmental problems. Of TA's can enjoy a higher fuection, as incentives to act, even () special interest is the focus on "trade-offs" indicated in as art forma. "Like art as !al, TA's could be the new behavidr- Social costs and benefits are distant while vitalizers, new direction - givers through tredsformed myths perieontl rewards are imeadiate, for example, driving a car MI astute of social reality." is ple durable but reduces energy reserves and cot/tributes 'SOCIAL ENVIRONMENTS OF UNIVERSITY STUDENT to pollution. Data provided on correlations between MOOS, RUEOLf h. demogaphice end attitudes /behavior, predictors of voluntary LIVING GROUfSs APC7dITECTURK. AND ORGANIZATIoNAL CORRELAIFS." hels,",,much more. Era of unequivocal support for environmental ENVIRONMENT AND BEHAVIOR 10 (1): 109-126, MARCH 1976. Liege: is over. Moos investigates thz social climate correlates of KAGAN:ANDREW. "LASERIUMsNEW LIGHT ON AN ANCIENT VISION." dormitory architectural design vemiables, organizational ARTS MAGAZINE 52 (7): 126-131, MASON 1978. structure,:adel campus location. P.,'.aelts of tests administered to 87 student living groups are mtailed. Findings include Maa has attempted an art of pure projected light :since less correlaticn between size and social climate than indicated medieval times. Ivan Dryer's Laaerium work.", which combine in previoUs research; strong relatiOnship between provision of laser-generated light And music, have an uncanny appee'to snick bad or study areas and social cohesiveneas/fdendship the emotions and make abstract art enjoyable to the multi-:. development; more involvement and emtoional support in lees tudes. Dryer's Spectra Physics projection unit, with tape centrally located living groups; leas involvement and-more duke, "potentiometer.dials and joy-stocks" is ,}";.played" academip competitio'' in dormitories w1.211 a large proportion by the "laserist." Light la projected into a large of @tulle rooms. planetarium dome. Several of the developed shows are described. MORISCk, R. S. "MISGIVINGS ABOUT LIFE-EMTENOING TECHNOLOCiES.' DAEDALUS 107 (2)s 211e726, SPRING 1978. MARX, Leer. "REFLECTIONS OF THE NEO-ROMANTIC.CRITIQUE CF SCIENCE." DAEDALUS 107 (2): 61.74,-SPRING 1978. Research on aging is a relatively new interest in the biological community: ShoUld this interest continue to grow, Widespread criticism of science is a relatively Morison believes, there is a distinct possibility that those recent development in the U. S. Emerson was among the now living soy have their lives extended by several dec:des. first Americans to join European intellectuals in Bemuse advances in medicine have increased the percent:ege criticizing science and technology's championing of of people who reach old age,-society can'already anticipate the quantifiable over the affective, social, and the strains that a population living a decade or so'longer imaginative aspects of, life.iAs in the nineteenth woul lace on resources./ A greatly increased lifespan; century, a spectrum e opinion ranging from haspitable on tbL other hand, promises serious social and personal to hostile can be found amongltwentieth century Writers.. dislocations that the author believes we would prefer fur Among the latter group, Marx believes that Theodore to experience. The.grester proportimiate.populetior 6 Roszak has made the most systematic effort to formulate older age classes could slow the proceed of social t..ove- a coherent:Ideology expressing the 1960's dissidents' tion and.evolution. Worse, Morisonforesees payaologice_ Antagonism' toward science. For Roszak, scientific distress gui.lt, depression, a decline'of buoyant-youthful reductionism has resulted in "the single vision," a, one - dimensional, utilitarian, impoverished viewpoint. The "psychology of objectivity" has dictated that ot!,er OTWAY, HARRY J., DAG!1AR MAURER, AND FERRY THOMAS. "NUCLEAR FUTURES modes of/perception be ignored or disqualified. The POWER, THE QUESTION OF PUBLIC ACCEOTANCE.° weakness inIRoszak'aergumentiNerx feels, is that his 10 (2): 109 -116, APRIL 1978. opinions about science are based on an underlying belief that theories of knowledge are prim movers of Aa many nations experience intense public opposition history!. Such a single-factde soda :4-historical to nuclear power, these conflicts create problems for explanlitiM he finds wanting, policy maker'. The,process of risk has been expanded to emommodata the consideration of public 4IICHAEL, D. W. 'TECHNOLOGY ASSESSMENT IN AN EMERGING WORLD." preferences. but thin information hen proved difficult TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE 11 (3): 189 -95, to mature satisfactorily. The i,tention of this study MARCH 1978. was to test A methodology that might be, used to. understand whet teeters distinguish groups "'toe and ''against" Three major pressure 'have led to the gioWt4 of technology nuclear power, Mins an attitude modal that inaudes assessment: i gravingcadency to re-evaluate the priority of , belief (knowledge) component and en evaluative (affect) science and technology _a_epcial anterptieeLJedaellinii component. Some of the cosplex findings of the test era surprising. Par example, they suggest that people realization lhat the s rvival of society depends on the adop- , held beliefs about the benefits of nuclear power ende- tion'of a heliStic per pecti4e, and increasing demands'for , citizen participation in planning. Society is in an emergent pendant of :beliefs zbout risks, and [het those concerned state;Jha Aireetion, f social evolution, even single factors about sociopolitical risks :debt not worry about environ- likrbirch rates, beeproved impossible toredict. because mantel risks. 16 96 2.5

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MICROCOPY RESOLUTION TEST CHART NATIONAL BUREAU OF STANDARDS STANDARD REFERENCE MATERIAL 1010a (ANSI and ISO TEST CHART No. 2) A CCRRECTION . lUtSPM4ES PRATT,JOSIP# A.!opowris 0111 It Mr* DIVIROlagir 11128.8U1e-PEAR11111 MIMICS IN TRS GULF COAsT =YINING NEGICW," pUsIttgSsiosTORTREvIEW12 Ms 1-29,SPRING1878. . Professor immanue, esthene has written to A look at the :sweaty -five year effort.6l control pollu- me ..."Las chagr:zed to find myself ex- policy i tion on. the Texas Cult Coast reveals thi prablems the pl-__Josophical calling in Makere and eaforcsre.muat face in an atmosphere whereacononic pelled fro growth is the primary value. -These distinct trapemerge: your review of Te-....:Lain the August 1977 1101-1914, wereetreined meth with no regard forPollution; incidentally,stel some . 1914- 1940i'Mew prodUetion:techniguse APT Newsle:ter.!' PIU41";1940"29i00:',cirtgcal ollutionleads to,,governaset controlivoniidustrY. the significent'tiesis which emerge fromtWetudy'arivthe move-from-regional to Aationel pollstiOn -,,May-r-take this op.ortunity to expressmy conirolegenciesi eedJthe shift in'leadership from Professer Hesthetie, .Private *Public institmtiona., Sincere apologies

. who is presently. .1.:.7ofesilor-of-Philosophy .MEW YORK,E. P. auTTON. sHARPE,' ROGER c:, ET AZ.' PIND----- A/1, at .RUtgerT Univerzty, for astatemenZ 1977. Toth , . and untrue.' Althhugh informal in Una, this historicireurvay of that. was pinhellAroviaee a,comprahessive meCouit,ofthe development ofthaieachaniCal'amumemont*miCithorigien in bagatelle todees'areadae....tetsiled --Douglas Feaver 411 the latettineisiath'emitUry:to :.diagrmes,eadreapIanatiancOf such iiplements Dept. of Classics "bDORCIW' and "free play"mrhprovided... Lavishlyillustrated interactions of Lehigh University with ColorlhistOgraphebyjames eachine,,46:14layer:are,eccentrited. The:iuteor0: noognisas hise4h.involbemant In a romanticfantasy:; hands and sysi in ADDRES-7 CORRECTION CA feel mysiltmerging:.with :the Machine, Playing -4erfect take a deep breath.!'. pinball le like Making leei:it demands the.cOmplate con- rf the ade:7'ess for the cantratiohend totaleacitional involvementof the Player, Inadverte=z.... Nothing else will do."Include. an ashaustive, chronological Si=,atin game relg8 e:1Pd by Adele "list of games and manUfactnrers. Leslie in lc The com- SINSREIKERa:R. L. "THS PAISUMPTICalS OF SCIENCE."isloas plete addreE'l an-IL: SPRING

Can there be'"torbidden" or"incippitune" knowledge, ]:R1.4214,mou3atilay the posscosiow.of which would :le missal tohuman voltam? he feels :o Sinshaimir cites three 'types of research which , -sec., '' be of dubious merit: 1) impaired means ofisotope fzac- (vs might; 16 W tionition2) contacting extraterrestrial beings be deetroyed.by A highercivilisation) and :3 the investigs-. Nei 10011 tion.of the'sging ptocess. Sutter not to know Ll the first piece,. Sinsheirereuggeets, then to try toprevent applica- tiona of new knowledge later. We apologize fo: .-Aven that WEINBERG, ALUIN N. ca maim NABS." me-3 have cause:.... AMERICAN SCIENTIST 66 (2):', 153 -158, NARCH-APRIL1978.

7 , ,On the Subject on sun's futurs'energysources, there is growing polarization. ..Two distinctlyopposite groups have coalesced: 'energy "redicele," notablyConnoBer The AAAS Off ice has and Levine, for whom a smell,dacentralised,solar-based' iirecory of Pro- system is essential, end energy"conservatives" who ' recently pub1.1.1-,._ favor a course dependent.on nuclearenergy and Other and Values.in Weinberg!s purpose in this paper grams' and Course: ."hard" technologies. Copies are avail- is to analyse some of the philosophicand scienLific Science and.TeOrraio issues underlying the controversy and tosuggest a able free of chez.mm fro= \ moderate position. Both camps aim for the most efficient use of energy, but differ inthe lifestyle tradeoff. they accordance with dcetiaccoptabie., The solar group, id .;_ation Office their favored energy source, desires adiffuse, &teen- Sc= ,trelired, de-electrifiedsociety. As Weinberg recognizes, siAs nuclear poverfosites are more in keeping with ourcurrent wettleimnt patterns, but present real andrumored hazards. "76 24assac asetts, Ave., N.W. Id,the future, we suet beopeA to the use of both sources. iashing=. 1. C. 20036 MUTE, GEORGE R. AND MARGARET S. N. GRAHAM. "HOW TO SPOT ATECKNoLOGICAL WINNER."HARVARD BUSINESS REVIEW 56 (2): 146-152, MARCH - APRIL, 1978.

High level Managers must accept therespo-..aibility for assessing the merit of apotentiallyradical tech- based nological innovation. A framework for evaluation, on retrospective study ofthe transistor and tho sub - sOniclat engine, is presented.'1Mchnological poteicy and business:advantage arebaied oh"ineentivemerit, embodiment merit, operational Merit,:end Market merit:" Ths4ssessment method is alsO'.appliedto current compurerizecIcar and the developing technologies-.-the .,supersonic jet.. .

--Christina Royadon and Judith Histichalli LehighUniversity Libraries

-17- A POET'S HOMAG7 DARWIN EINSTEIN AT. THE 2E'RE STATE

It was -...erwin-who sptun me loose At the top dowt the evolu .onlary track the tit ..).fthe builded worLd fromsizian t-o cell I saw :Fru From whi.s tt worm pictume pasted there .NOrn,by the wise sf evtly geysered aeon in yomtr whitesweatshit: brain tennis shoes and white :on slacks, the giea&..e wolr its .r between far snow-c=7,ped mountain of the mind islands flank by the captains of industry Train the e-.1o11onE. ,Tlecies backward. the -es and tails flapping in the Suddenly -there lay all .estrataed layers In the midst of their grasping, triUmpir:;;-, Neatlyfaet.in 'Y.1..; mind. eyes realit7 stares from your face Unfoldi= them tic-,axes -A. my days the curved light of distant stars Though emery way I;ael: the earlier me broug= to focus in your lucid pupi1E- Is bloacedby nom-, T:71e.-! -zreature. called What 'e.ights! What depths , by my aama it hmndred million galactic brain cells Thipug:.t =it with every yo zior±fied by using. str=mmest :2hat =the 'lzpuic.d..into out genes. lightning-rod tip of the buiLded mags Imag& bur were is no end vv.:71d, To th-,-t--vocabary fIr -nxzht us to spell; Empire State of the mind. And.E..L.:7=ve beel i write all over William H. Cohen The language -,7oL found in our St. Augustine, Flo-ida ,.Aever- gene.

William H. Cohen St. 14-;:ustine, Florida

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MOM

11.21 die; Aanzmer will live my life, Moictly as I have lived, Auedit will know as I know; INut it will not know of me, Of a past beyond its birth; Asgill not know he is ins,

I_mdal not know that I lime again, tHhim:

\ 'iDelonas LehighUniversity OPEN FORUM

COMMUNICATIONS COURSE

Communicatic, U:L,versity of Hawaii, hasreceived Sa_c.ah Sander.:1-t.. Kia,_Department develc7pmenc and implementation of asemester a $A,GZO demonstmctiomgrant from NEH for the Alterative Perspeotives.".The team-taught caunae in"CommImi,-,--o-irn Policy and Planning: EichardA. Sanderson, EducationalComnu-. couse tc be held inthe Fall 1978 (with Professors Studies) has as its general purposes - -. nicc_LanT and Techney, andFloyd Matson, American of alternat:_ve perspectives incommunication policy, planning, (1) :c develop awanemess through technology and attempt develammont; (2) tc marine waysin which we exoress ourselves needs; (3) to explcre cross-culturalquestions'in.which-communice- to satisty our pe.:cen-Ted involved in tion prthlems and nes canbe, more- understood; (4) to consider issues examine influence of newcommunication tech- formuLmmion of a L..-cmmc.-.Acationethic; of free flow of information;and nologies cm tradi-.--/F media; (6) to inves:igate-concepts country plann. Hawaii, Australia, and Canada. (7) t.7. giv-otmine samma injecturediscussion czaurse ram_includes formal meetings threehours weekly Tie prepared- especially for the'course.. Students --17- a guided study :-.z,,r.tiglet sesstmt.s_:lacilitar= small groups they expandtopics participvLe in ass.-r-,,,Tec. projectsin whiny individually or in by appLyingprinciplesand ideas discussed through reeer=chand through theC.r own creativity and cultural environment. to a TITActical exams- at- 'of their own comnmnication this course description andthose requesting this sight-page Cibliotraphy accompanies made of the course. infomma=ion will be plac.,cd on amailing for copies of the evaluations Humanities, at The Universityof Materal available from National Insm:Lcute for the Chicapr, 5845 Ellis Avem;a,Chiiago, Ill=mais 60637.

* * * * *

-3CHNOLOGY MUSEUMS SPECIALINTEREST GROUP

of Technology (SHOT) The museum committee ofthe Society for the History establishmem_ of a technology museumspecial interest is working toward 1.±.e exchange of infor- The purposE of the groupw:c11 be to facilitate the group. to promote the, studyof mation of particularinterest to technology museums, and the use of museum artifacts as primary sourcesof historical information SHOT meetings, exhibits as teaching materials, toorganize sessions at future echibit reviews and articles on and to stimulate thepublication of museum will be held during the.1978 museum subjects. The organizational meeting 18-21. For further annual conference, inPittsburgh;. Pennsylvania, October Technology, Old information, please write toTed Penn, Researcher in Sturbridge Village, Sturbridge,MA 01566.

-19- c. A recent addition to the listof active scholars who would bewilling to visit campuses for lectures,colloquia, etc. and their topics includes:

Gordon N, Fleming Professor of Physics The Pennsylvania State University 104 Dave" Laboratory University Park, PA16802

Phone: 814 -865 -5832

The Philosophical Problems andImplications of Ccn:emporary Science

The Nature and Development of Scienceand Its Dependence on the Cultural Matrix and Philosophical Atmosphere inWhich It Occurs

Anyone wishing to contact ProfessorFleming should do so directly.

Humanities Perspectives onTechnology Non-Profit Org.

327 Maginnes Hail #9 . U.S. .POSTAGE LEHIGH UNIVERSITY PAID Bethlehem, PA 18015 BETHLEHEM, PA Per' it No. 230 Director: Steven Louis Gc 'mar. Nu.. 7 Editor: Stephen H. Cur.L____ffe Se. :oer

ing 1191:

le ACT C: TECHNOLOGY

For the last three years th ou17. society and our culture. Engineering and Applied Science: main purpose to indicate how _.-.is University has required ofall can be both positive andnegaci_ye a course with the titleof thi, irr e)c.:end the field of this influence riot which is given once a week for only to our own country but t.7The wo to has no homewotk, except the rea, as a whole. bcoks, and whose performance is _s di a two hour mid-term and athree The twelve lectures were The course can he taken for twc three or four sequences. first he )un. but a third credit can be obtai: i::dicated to the student be cc writing a critical 15-page . of the teacher, inasmuch at in chosen from a list given out by contrary to all the course: the School, would have a 1: of tor. The Course is attended by ith mately 225 Engineering Freshmer opinion besides r, content t. an_ lathe- students from the College and c my degreesin Civil Engine sions of the University. matical Physics and my exp research and teaching on t 3n: Aents. r- own The two books chosen as reql d- as well as in universities rc _on ing are Bronowski's The Ascent n and consulting office, and education and my experience t:t under Comnoner's paperback. Science . a democratic government, my uld one side', The Faculty advised the ins r That but be opinionated and, at time

. to t the main purpose of the course 1 De thus, I was eager to make this -I:Jsion to introduce the students,whc students in order to generat same curriculum durit:g thefir:: years whenever possible. of their attendance, to the vs.: ow specialties in engineering so as t lake The second sequence was ica_ 1 to a them able to choose more conscious: their brief review of the content c_ the arious specialty in the first two years. a fact, engineering specialties, limiting them to the main branches of engineering civil, as the choseninstructor, I decided :o extend the scope of th.e coursewide_ in mechanical, electrical, chemic :l, industrial, Thfs sequence order not only to expLain in somed-zzail metallurgical arid mining). lectures on what civil, mechanicaL, electricaland was illustrated by two'or thre± special topics given by outsic= lecturers. other engineeiing specLalistsdo, but to indicate the influence of engineering on 10iThe next sequence concerned it3elf with the practical problems of engineering employ- enthusiasm for course which "answers their ment, -including the searchfor:a lob, the a lot of quests which were on the varier7 of jobs iro offices and in thefield minds frouLthe =tent they entered obtainable in -private LIndusto and in vari- schools" This statement is confirmed by who have expressed ous governments, bcoa .-oothe United States a few senior si%ents regrets at not havin; and abroad. The head the Columbia to the teacher Employment Office assi4med this seqUence had the course a=ring their freshman yee: by answering questionm room the students. The students' indicated,-once am. Thefin-1 sequence !emit with tt.e problems for all, 'late .ma of the decision:.of tie .of confaict ofloyai-imy in em40;;.:4,:.troing emp197- school to reqta..- the course,,durino: the mint, mmntioning extgrlesflYP5 recent litera- first year rathtzo than to ,postpone to ture o: the subjeci, ci the -the senior yew_ as some members profession. To my smaxement students fgetaty had_sugfsted. From the indicated-their-complete igm. ace of of'the teacher, who has taught' in last two mentioned flo-lnit Mr, gave the schnol tt.r thirmy-eight years, -tilt teacher a standing ovuttsoo mme ind of been by far the most rewarding coy- his ethics lecture. :sem.::_on-zzhis to although at the same time the moss dispel the tumor that pcelpgsat day engineer- cult he has eve:: taught.' The rem::: ...2a ing students are. not interested inethics the students to the lectureshis st problems and that they Vi--X-ro7 theirprofessiou positive with about 90% of the at aid? purely as a way of malci-g-inner-. group obviously listeningcarefu' at

taking notes (taere is no textbor . fc: During the 1976 presentatica of the Course). At the end of each lec--7re 'course, the first four :_ectures werededi- large number of students establi a di cated to a historical -reviewof the develop- logue with the eacher indicatin :oth ment of engineering, b. t this review.WaS qrsement anciegagreement with ideas they aboltahed in the following presentations iofexpressint treat interest in Idtat after aiwritten questionnaire hadindicated heat d. The senior students who _::,rtendmi a complete laCk ofinterest in past history voluntarily the clasSindicated:-at in no among the students. other course had they ever investigated the problems amd ideas presentec 1mthis The large studen body makes it practi- course and remarked ontheirimmortance cally impossible to establish adialogue for their future professional life. with the students, wtlile lackof funds and of time make it inpammible tosplithe Asmall numher of students indicated group into sectionsnorder to d souse their lack of interest in the sequence on problems and ideas wrath a limitenumber the engineering specialties"since they of students.' The Large studentbody-also had already decided what kind ofengineer presents difficulty in thecorrection of they wanted to be."On the other hand, a exams. These are corrected by gradersand small number of students indicatedtheir spot checked by the instructor. appreciation of the coursensince ithad- allowed them to find outmere about other Nothwithstanding t"-ese difficulties,,the specialties and convinced them tochange great majority of the students report mmomeemv their initially chosen speciilty." Humeolciee perspectives srebstelsgui4Upporeed,bp ts dissemination grant from the National 2ndowseutfbmr theHumanities. is a newsletter It is obvious that a course ofthis devoted co-material to the general:ammo of technology,society, and and influenced by the back- buses Values. Ve will .publish shorts articles os the theoretical nature is deeply speculative Upsets ofcUrriculimr development,' in-depthcourse ground of the instructor, and that it can deecriptioos, :retrieve of tests an4audio-visual aide,sad Currant bibliographp,(anaetated).! In &delicate., _we Weld salami articles os. take as many aspects as'there areaprroaches evaluating a suCceeefUl techniques for such tashm as instituting sod It is also obvious that one course or program,arousing facultymaad student interait, oiercullng to the subject. admiaietrative reluctince, obtaintmviisibility'on campum.ihiuleS could dedicate to the' presentation ofideas lecture Or' film cities,or editiampe'newsletter. de "00.n.Porum" -*vertigo Galata for readers.. withiemmetliee or**mote, regarding any on ethics and conflictsof loyalty an entire, to:IA.1p generate Ow courses find is curriculum need. ..Our:B*8/.11s is done at Columbia studles, course, something which provida,an inforSatioe exchangs,:la-the ;field of technology Plisses address:illcoatributines mud coirispondanci tot', Dr. Stephen by means of another course, which iselec- ,L ICY (1.-Cutcliffei UPI Program, .216 Nagiones Hall P9, tive and attendee, by'ten to twentystudents. ,Nethlehei, Pk 16015.

2 The nuMMer of courses of ===o rature :oademiciam, but also, an eng:meer with prac- How being.taugt in the U. S. has Tnown. by :ical expailence in the market place. leaps and founds during the LEE- 'ew years. easy it is to locate peoplewith such back- I believe that each oneof Cher a ;rounds, who, in addition, are good teachersi in the pre- ;great need. but I do not feel =a= onecan _s one of the unsolved problems establian E set pattern for smc::. :curses, zantation of courses on "Engineering and _It is t as well that, for -)r:=, courses ,ociety." in schc:.is of engineering be_:.-7.nfrom a truth

. very pe:sonal point.of view, 7=-7ided be followed and the relations between- engineeming in school and eng::..2e,ering in --Mario G. Salvadori real life is made clear. Thi_ n=oviso James Renwick Professor seems to require that the tea:.*.errof Iluz:a Emeritus of Civil Engineering a course be at the sametime LE serious Columbia University

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NOT A GENRE BUT A MOVEMENT:

SCIENCE FICTION AS A POD: ROMANTIC PHENOMENON

11. theory a bit, --. At the Science Fiction Research Absocia- one wants to get into aesthetic one can look Upon this dulce etutile as the _ tion's 1978 conference, it was just one sentence in Robert. SchOles'safter-th-! descriptor of a hylomorphic entity--the sort, banquet talk that did it, one sentencethat of thing that Aristotle explained - -aid then brought me to the "answer"'I have been seek- runinto a nasty question: If literature is ing, as a critic:of literature and a reader dulce et utile in a hylomorphic sense, then of science fiction,. ever since Iheard which part is the "matter" and which the science fiction called a "genre" andfelt "form"?I am not about to offer a definite uncomfortable about the wrongness of that answer, but I suspect strongly thatscience' classification. Scholes got it right: fiction is a hylomorphic linguistic entity the utile of which is the Aristotelian ."Science fiction is a movement." " "matter" and the dulce of which is the"form." Later on, Darko Suvin (moderatorof the This suspicion wouldexplain in part ;lie two discussion of "the literary significanceof, ways (Suvin's and Scholes's) thatscience science fiCtion as a genre" among Ursula fiction is a movement. Le Guin, Gene Wolfe,-Robert Scholes,and -Eric Rabkin) repeated that sentencebut One cannot doubt that there is a social there added the adjective "social."The modifi- aspect to this movement, the way that of, say, cation may or may not be related toSuvin's are distinguishable social aspects Marxist critical stance, but following some Neo-Darwinism and reconstructed-,Freud as of its implications before taking upthe literary movements'. Literary works we subject that Scholes introduced seems a designate as "Naturalist" are obviously . worthwhile digression. related to the effects of Darwin's theories on large numbers of people. Similarly, Long, long ago,'in an Empire far,far PFieudian" ideas have left their mark on imaginative works of the fink half.of this ,away, a poet calledHorace wrote a letter. Painting that is "abstract to some friendly patronsand declared that century. literature, to be literature, =1st bedulce expressionist" and, for another-example, O'Neill's drama are parts of a social move - et utile:must be,pleasing,enjoyable, infor- went that we 'call for brevity,despite over- fun, entertaining, and must be useful; . mative, edUcational orinspirational. If simplification, "Freudian."

.3.03 As our-culture: system evolves tatothat Genertl Has Determined . ." and even a which is post-litemate, fewer and fewer popular song "sung" by a baby sealabout, the readers have suft=ient experience of the, to be slaughtered as analogous to literature of thefnast to.be able to enjoy Romantic movement which emphasized indi- (and thereby be marivated to read) contemr vidual human worth in literally radical porary works rich_in allusions tothe litera- ways. Science fiction, however, . ture of the pa3t. makes fewer demand an-readers' memoriesof One Of the obstacles we encounter when fiction as a other works and, :ice its"matter" is the we try to think of science "Science aggregate of infomme:ion about what is movement is a purely verbal one. happening now (mom: and more produces are fiction" is a noun denoting at the present labeled "unsafe fcr yoUngchildren" time some form.of prose that is not factual "hazardous to your ealth"; we al: 177e but imaginative, modified by another noun aware of threats 27:u:c,lear catastr7ane, used an an adjective to evoke connotations environmental de=rJJoration, and the misuse 'of sterile but threatening laboratories, of machines that zcald bring our species to knowledge for its own sake, and a host of extinction), its tilematic content is famil- technological images; it is considerably iar and accedsibLe even to"illiterate" easier to regard "romanticise"ts a move- mentAsiimply because the word fits. "Scienc readers. The in=erolay between this"matter" and the "form" that is literary - imaginative fiction" does not fit, nor does it allow a tidy'trantformation into an "tam" in lan- as opposed to eamos:itcry-factualgives to science fictior a vitality thatfew percep- guage that is clear. This seems to be another one of the problems with English: tive readers CZ ignore. we have no word that means anyktnd of Thus, the sc:ial aspect of the movement verbal artwork (other languages do, but we lamely and called "science fiction" is all aroundus: are forced to translate them inaccurately into "poem," even when'we do my uoticingith.,brownish'sky that extends Similarly, we from Pittsburg= to Chicago while I was not mean verse of anykind). flying' o the :anference in Iowa is, I ) have no word that suffices to communicate 'think.in Suvin's sense, anindication of the movement of which science fiction science fiction as a social Movement.'If (literally: a novel, a romance, a short-. The best I can it mere, not a movement, my responsecould story) is an indicator. "science fiction literature," have been "hey, a funny-colored:sky" inr come up with is cumbersome, redundant, and not stead of "my God, what poll.vn." Or, a term that is tbre broadly, science ficti as a social quite' accurate.

movement 1.&the matrix out ofwhich re- . tycling centers, community compostheaps, It is not accurate because it does not "romanticism" do, the trend-toward'"natural" fOods,and the suggest, as "romantic" and kind-Of cultural concern about fossil fuel(the bad effects a manifestation of a certain of internal combustion engines aswell as sensibility.that is the dominant one during a It seems to me the recognition that,petrolium is afinite particular historical ere. resource) all arise. that science fiction (the =went, both literary and other) is the dominant one right: The nom.. rIf Stanislaw Lem were not considered' ' We are afraid of nuclear war. The potentiality of it is quite real,-and it by most a writer-of science fiction, his Futurological Congress, would seem to bet is difficult to say,which has the greater intuitive-emotional'impact:, knowledge of "novel" that is well within the contemporary literary-critical point atomic destruction and the deadlyeffects mainstream. 'From a related of radiation, or science fictionlike of view, Lem's works are more closely "mainstream" author) William Miller, Jr.'sASAinicagfor to Franz Kafka's (a Robert-A.'Heinlein Liebowitz and Judith Merril's"TtiWOnly than they are to those by (who will probably never escape the"science a Mother" whichdramatize/that intellectual fiction" label, no matter what he writes). knowledge. As we consider science fiction Thus, somehow, we must free ourselvesfrom. as a social movement, wecan see cultural 'priienomeaa lakeNaminal The Surgeon the associations that traditionallycling. (Suvin, Scholes, to,410 words "science fiction"--aspociations Already, serious scholars that would make of it a literLry genre--in and Robkin among them) aredoing this, and order to, understand how it is, in fact, a one happy result isthe distinction between- "movement" as Robert Scholes has declared "fan" and "critic."No longer is It neces- ever-truly,was) to defend all it to be sary (if it science fiction againstOle onslaughts of 1 . . One.Simple way.of freeing.ogrselves, at thdie who consider it to be merely"escape. least a bit, is to consider exactly what we reading." Some of it is"escapist, some myself, simply fun arsaying or writing when we designate-a .of tit is, for those like group of literary works as belongingAto a to readsdespite-painfullyobvious literary flaws--but thisisort of science fiction we ,Aenre." I have been influencedbylNorthrop formal perfec- Frye's Anatomy of Criticism, so itis -do not read because of its fiction is natural for. me to state that there are four tions; nonetheess, some science read and literary genres: the lyric, the drama, prOde literature and can--even must--be of embodying fiction, and the not°quite-translatable epos. studied for its own special way major problem (The most obvious example pf egos is the- -literary excellence. .The Only science fiction .ipic-rsomething that originally was recited with literary criticism of in motion and by a bard to a present, listeningaudience- - is that; as a movement, it. is the.social movement from but it seems,that today's analogue of the we are a part of It is'not nearly so easy epic is the cinematic film, for it, too,is it arises. criticize presented to an audience that is right there to.criticize science fiction as to in.,the theater where the pictures are pro-.° works which have already, after'a century or "Romantic" or "Vic- jected and the sounds emitted.) Once we more, been considered grant this modern variant of eposstatus' as. or "Neoclassical." a kind or genre ofliterature, we see. that Because science fiction ishappening now., what we call science fiction isonly:very literary loosely a "kind" of literature because it At is difficult to treat as a Nonetheless, we actually,eMbraces,v11 four traditional phenomenon or movement. critical terms like / "kinds" or genres. can no longer misuse "genre" to describe it, and areleft--as We Ray Bradbury's'"Christus Apollo" is as 'are left by most contemporary"mundane" literature--to seek out likenessesand to much a. lyric as (though in aliterary-sense in what is inferior to) many of Whitman's poems. Kurt guess at trends and to engage criticism. Many .Vonnegut, Jr.'s."Fortitude" is'drama--as a really ad hoc literary, included) shudder at the it is written, a,screenplay forcinema'or persons (myself Ellison's introduCtions television, but equally viable, et§,a1play to notion that Harlan anthologies are be performed before:a liveaudienCe. Once to hispammaRE Visions Wordsworth?! prefaces to one admitscinema into the genre'of epos, true analogues of But there is sdme one does not have tobe reminded of films the Lyrical Ballads. something .(especially, of the past year and a half) analogy there, andlt Ocists.as fiction to explore. that are cinematic'acience fiction.Finally, for critics of science sub-genres of there are the most traditiodal of Words-7 romance, novella, Less traumatic is the pairing science fiction -- novel, Guin'a essay, "Is an4 short story- -that belong in the proper, worth's prefaces with Le In that commentary on genre.of prose fiction. .Ifscience fiction Gender Necessary?" (primarily) The Leftvgand ofDarkness,Lshe distributes itself across thelines of obviously it is it- reviews the genesis ofthe novel and explains genre - differentiation, thR4"thought experiments" of If one goes along. that it is, like self more than a genre. scientists, an- "experiment" with Scholes and calls it amovement, one physicists and other . the abstract understand it better (for one thing,. in literature.that 'fleshes out can identification redefine notion of H. sapiens' habitual there is no longer a need to Her.hypothesis is; basi° "genre" to make all kinds of sciencefiction of sex with gender. cally, "What if people werenot:perT6Inently fit 'aide) and as a consequencedeal with Her-hovel'answers these it critically in a consistent way. sex- identified? late-twentieth-century readers exactly what questions r, more precisely, it' provides us be. 'with'a concrete verbal made thing whichplaces Horace demanded that literature-must

before u and draws us into aliterarjl or . "Le Guin's imaginative world, the'workings of which are As one of the panelists in the Ethics" meeting at the SERA conference noted the tests of her hypothesis. (but failed to include with his paperthe locate the. context That literature - -at leastthe majority of pages of notes, so I eannet already works.in the genre of prose fictiowv-islike- of .the following), Ursula Le Guin has wise a series of "thought experiments" is_ told us:. self-evident. What if a young woman were_ I talk about the gods, I an an orphaned-,'neglected by her relatives, committed But.I am an artist; her oWn,stIndards ofintegrity, andin love atheist. too, and therefore a liar. Dis- .with'with a man whose married statebecomes known trust everything I say. ram $to her on,phe'Very dayof her widding to him? . . . The The "answer" or 'test" is, of course, Jane telling the truth. novelist says in words what Eyre, Or: What if individual persons were

. cannot be said in words-. demeaned as'the result oftheir being caught and inhuman -"Indus- in a socially mechanistic probably, trial Revolution"? _Charles Dickens' works What cannot be said in words is, know. and providgsote what 'it is most important for us to test out that hypothesis level. or rather strong thematie statements aboutthe Right now, our survival--at some It may be necessary, inhumanity that.tare to, be excused (by those 'another--is at stake. desirable, for us.to "progress." I as it is certainly 'in power) in the name of fiction -mention Dickens because his works arkvery listen when the authors of science oriented, just asmach literature, while they are giving us. much thematically interesting narratives to read, arealso science fiction of the' present time isdomi- the very_ "telling the truth." It may be necessary nated by themes-of warning against 150 years probable results of life in a'technological for the simple reason that, in or so,literary critics and serious readers culture. will be able (will be alive!) tounderstand (1 mean the move- science fiction ad-AgeunderstanarRomanticism: Since "science. fiction" anesocial movement ment) is going of right now, thesespecula- as a historical literary It seems that arises.from and reflects theconflict tions are of necessity open-ended. attribute culpably ignorant to dismissscience fiction of values which is the identifying literature as a freak genre. ,1 It is a move- of our time4 mapt,,both literary and social; we are,with a part of It(remember --Rosemarie Arbtr or without_' our: Dept; ofEnglish Alpw. some people, during July1969, did not Lehigh University bother to watdeNeil:Asmistrongstep from a spaCe vehicle's ladder ontothe surface of a world .4 quarter ofwmillion miles away). Until we admit, its existenceas a movement, we sh'all continue to think ofscience fictiOh merely as a sub-literary fad, andshall fail to recognize its value asthe vehicle for important - -one must BAY,eVen,viial]..y.,important--themes.aa well as its significande as ajervasiVe influence Wthe varietiesof literature which our preient . cultureis pro- dUcing. To recognize science fiction as a movement in ,many, ways similartotheromantic WorkbOok/cpf .0fie'8.'*(ats 'ast. helpue:to understand how ,Spe'cific science fictpnworks .are for m. 1). pzmiutm nazi AUG out,Lnid

FUNCTION OF SCIENCE.

During the 1930s, theCami'ridge crystal- belonged to and helped to organize dozens lOgrabher John Desmond.Bernal (1901-1971) _of political groups, played an important played a crucial iole in the revolutionary roleAn,the establishment of UNESCO, and _scientific breakthroughs resulting 'from the' servedas Presdient of the British Asso- application of physics and chemistry to.the ciation of Scientific Workers and the World 'understanding of biology. He helped to lay - Federation of Scientific Workers. And he _ the foundations of molecular biology, set did all of thiswhile carryingout first- .tile basis for modern'prOtein'crystallog-- rate scientific research. As the histo- raphy, and pioneered virus research. Later, rian and philosopher of science, Stephen- he deVelope8 original theoretical approaches Toulmin, has written, "though it was the for Understanding the physical and,chemical poets of. the Pbpular Front era (Audi: A, bases for the origin of living matter. Spender, Day Lewis) who took the public . eye. the real focus of radical thouEbt in At the damet4,'Berial acted'as'the t*Britain of the time, was among the cutting edge ofan English Movementthe scientists of CaMbridge, and the man at Social Relations of Science (SRS) movement -- the center of it all was J. D. Bernal."

which has profoundly influenced,our-under- . standing"of,the contemporary-and"historical- Bernal's relevanCe fortoday'saciende/ relatioishetween science, technology, and technology / society concerns stems from his

society... In the context of economic and o . attempts to create what he called (as. early, as 1938).a "science ofseidnee."-Forty political crises of the 1930s and l940s, - Bernal and such scientific colleaguesas yeard ago, Bernal recognized that "science .J.B.S. Haldane, Hyian Levy, P.M.S.Blackett;. as a factor inmodern society'is uncon- .Joseph Needham,,Ju1ian Huxley,eand Lancelot trolled; whait does and does-not do :is HogbenAttempted to develop', chiefly along' left largely to chance add the operation . Marxist lines, a ifstematic analysis of of ill-understood facto'.', «e .are to science and society that wouldprovide prevent it. becoming tiv=:::1,a and answers to the vital 'questions.of the day. destructive of the've tion it has built,up, we mat .ast tc In their view, a Marxist-analysis re- 4 understand how science and inter- vealed the unity of the sciences, theclose' We need'to Creatta a ticrn-Ce of connection betweelfscience and teehnology, science. This means taking our Own activity , and their further'Unity with social prog-, and the social environment with which it , ress. It demonstrated the social add :reacts,as amew field.of study."artainly; economic.origins of scientific progress the experienCes of the past four decades_ and, the limits placed on science in a have only sharpened the urgency of this capitalist society. It argued for a ration- statement. al planning of the scientific\enterprise and proved the-necessity of socialism for the Bernal's- "science of science" rested on further advance of science. It showed that two major inquiries. First, an historical scientists'could not isolate themselves in basis for the relation of science to society' j the 'laboratory but 'must engage in" political would have to be established - - "an aspect or.-' action. history, wrote Bernal, "whicfi.hao as yet scarcely been touched."The work of Bernal himself acted as the model for Benjamin Farrington'(Scienee in Antiquity, scientist. He-wrote scores 1936; Science and Politics in the Ancient . such an,angaged of.bdoks, articles; reviews, and letters - World, 1939; Greek Science,-Its Meaning For to- the - editor tohelp!spread SRS- views. He Us, 1944), V. Gordon Childe (Man Makes Him- lectured to professional societies*stirred self, 19304 What Happened in History, 1942) `up political rallies (C. P.Snow-Once J. G. CiaWther (British Scientists/of the called him "the moat hypnotizing talker" Nineteenth Century, l935) and J.B.S. at Caibridge), and spoke on the radio. He -Haldane (TheMarxistPhilosophy and the _ - Britain, analyzed .Sciences, 1938) all supported this goal. thereof) of science in science, In fact, according to one contemporary the teaching and application of capitalism and commentator, they revealed the"revolution- and compared science under ary- importance" of the history of science socialism. Then he went on to set forth in which by demonstrating that "science has always what science-night be-the ways been institutionally tied up with social, research and its finance could be reorgan-. be im- economic, and'political events, whose ized, how science education might their part irrationalities have retarded-and frustrated proved, how scientists must play and on. A the possibilities of its unrestricted use to transform society, and on chapter foi human welfare." short list of just some of the titles will give further indicationof the Bernal's own writings in the history of enormous scope of-the work: "The Existing in Oicience came much later in hi0 career.:Stich Organization of Scientific Research "Science works as Science and Industry in the Nine- Britain"; "Science in Education"; teenth Century.(1953, 1970), and themajor and War"; "InternationalScience"; "The of Science in History (1954, 1957, 1965,1971), Finance of Science"; "The Strategy Social and. The Extension of Man: A History of Scientl:ic ledvance"; "Science and Physics Before 1900 (1972) epitomized the, Ttansformation". Marxist interpretation and contributed to a science," Many renewed interest in the pieviouslymoribund In today's world of "big and pro- externalist approach to the history of of Bernal's concerns, arguments, science. Though Bernal and other SRS posals in The Social Function seem common- writers-were criticized by some for twisting place. Yet, we must rememberthat he was historical data to fit a dogmatic Marxist one of thefirst to pottray accurately the society and to formula, they nevertheless provided.an new position of.science in Bernal atmosphere in which sounder sdholaishipalong- rest his arguments on hard data. convincingly demonstrated, for example,that externalist lines has emerged. The beautiful and already classic multi-volume work on "the scale of expenditure On science is probably less than one-tenth ofwhat4ould Science and Civilization in Chinamow being in any.civi turned out by Joseph Needham (a-charter be reasonable and desirable member of the SR' movement) is onlythe most lized cmintry."He not only-prOPosed'in.-- but argued prominent current example. creased funding in many areas, Oat more attention must bepaid to pre- form. He six was in exploringthe seconc/basis for senting scince ins popular pointed. to lancelot Hogben's best-selling ,a "science ofscience"--an analysis of the Mathematics gerthe'Millions(1936) and Science.for the Citizen (1938) asperfect related to his most important success.,Hard facts on examples of how science could be without thestatus of scientific research and "common-needs and aspirations" teaching had to be collected, analyzed,and sacrificing either accuracy or meaning;. presented in a coherent fashion.'Specific surround7 questions had to -be answered:'"How many Much of the public controversy Bernal's_ scientific workers are there?- How arethey img The Social Function concerned science.". For financed?What do they do? How is their ideas on the' "planning of funding workcoordinated-and directed?How is it Bernal, piecemeal "reforms" of the would ,linked with the satisfaction ofhuMan needs of science or training of scientists -what was needed was a com- and the removal of human evils?" Bernal not-be enough- whole began this second task in his monumental prehensive reorganization of the He argued that work of 1939, The'Social Functionof Science. scientific enterprise. pure and applied sciencemust be in close it either was to be The Social Function remains oneof the And conscious.contact, Thus, he would establish. most comprehensive analysesof the actual fully developed. "pure" (or workings of science anCits connectionwith- academies devotedniAinly to social and economic development everpro-' preferably, "sophisticated ") science, technical laboratorieS_concernedChiefly ducsq. In it, Bernal-briefly sketchedthe_ hist6ry of)science, described the contem- With the solution of preCtical.probleis, and institutes to link-the two --to assist - porary organization'andefficiency (or lack in the translation of theory into practice. The increasing dependence of the modern Bernal viewed science as "a circulation of researcher on state support also made it understandable that scientists tended to . information and activity, as the passing down of ideas from theoretical to exPeri-. conform to status quo values and attitudes. mental scientists, and further, through,' transformation by technicians into produc- However, the events of the thirties--the tion and new human activity. Conversely,_ economic crisis, the development of social- the difficulties of social life and tech- ism in the U.S.S.R. and the rise of fascism nical.productiOn give rise to problems-which in Germany, the preparations for war-- in their turn stimulate the experimehtal forced many scientists to question their and theoretical scientists to new discov- traditional role in society. Especially in eries." France and England, Bernal noted, scientists saw that it was "no longerpossible...to The basic .unit of Bernal's projected remain outside: In taking political action, scheme of organization was the "co-opera- in demanding "th'at science should take its tive researdhAlaboratorY."Here would be due place in the creation of a free and combined democratic control from below humane world," they' enhanced, and not with intelligent direction at the top., A diminished, their role"as°scientists. Laboratory Council would assure that each Bernal's own book certainly worked to rein- scientist would see his own, work and needs force the view that the "work of science does not end in the laboratory." 0 in relation'to others in the laboratory, .that mutual suggestionsandconetructive criticisms would be offered, and"that "the The Social Fraction of Science, whose whole is infused with a greater spirit of contente'have oily been barely touched p-Ivat,for much debate fruitful activity." upon above, becarao = in the 1940s. As it summarized and cli- In The Social Function of 'Science), Bernal maxed a,decade of thinking and writing on served also developed, amplified, and illustrated- the social relations of science, it ... in more-detail many of his previous ideas as both a Bible for SRSadvocates and the on the special role of the acientistin chief target for a newly aroused anti- bringing about desirable,changes.in.both. Marxist, anti-SRS group of scientists. science and society. For Bernal,'it was the scientist's particular duty to counter- On the one hand was the option that indict- act "mystical enthusiasms-and anti-rational Bernal offered "as far-reaching an and rela- tendencies which are otherwise at the com-7 ment of the existing mechanisms Bacon's mand'of all reactionary forces." tions of science as was Roger attack on the scholasticism of theMiddle ,Bernal.nOted that since' the mid-nineteenth Ages" which could not "but have an effect of science, and so century, "the idea of purescience" had on the future management C. P. Snow limited the scientist'sresponsibility "to on the future ofsociety." represented carrying out his.own Work,,and leaving the wrote at the tiae that the book results, to an ideal economic system, ideal . "the testament of one of the few men of becauSe natural and open to the free play Genius of our time." of economic forces. This is the attitude Which still lies at the back of many.scien- On the other side was the Oxford biolo- tists' and laymen's ideas of science, little gist, John R. Baker, who defined "Bernal- though.it fits the state of the present-day- ism" as "the doctrine of those who profess that the only proper objects of scientific world." research are to feed people and protect Reinforcing this apolitical tendency;" them from the elements, that research Bernal.apserted, was the "scientific.bent,'1: workers should be organized in gangsand the interest in satiafyirig curiosity for told what to discover, and that the pur- its own sake, and the "narrowness ofvision!' ,suit of knoWledge for its 'own sake has the crossword induced by an overly specializededucation.: same value as the solution of . . 10 g -9- "the puzzles." Michael Polanyi, then aphysical producing, what he called in 1964, greatest change in the positionof the chemist at the Universityof Manchester, scientist of twenty-five yeais agoand to- asked Bernal: "How can science, if it has the greater self-consciousness of to submit to adjustmentof its social day: science and its position in society,and a function, maintainits essence, the spirit greater awareness of itssocial function." of free inquiry?"

Even ae Polanyi was writingthese --Robert E. Filner words, the social functionof science was Dept. of History in fact being adjusted tomeet the demands San Diego State University of of world war. The direct participation scientists in governmentincreased dra- Bernal's SRS colleague, matidally. Bibliography J.B.S. Haldane, served as atrusted advisor Chiefs, working with the to the Service mentioned such secret Other books by Bernal not Army, Navy, and Air Force on Flesh and the preparaiions and above include The World, the. projects as anti-invasion An Enquiry into the Futureof the Bernal himself worked Devil: midget submarines. Three Enemies of the RationalSoul (1929),. with the Ministry of HomeSecurity and the Science for Peace andSocialism (1949), Air Ministry evaluatingbomb damage. Later, The Freedom of Necessity(1949), Marx and he became the ScientificAdvisor to the Science (1952), World WithoutWar (1958), Chief of Combined Operationsand helped and The Prospect of Peace(1969). the D-day landing in1944 by providing detailed beach maps of Normandy. Bernal's There is as yet no fulllength biography pe'rsonal experiences in helping toforge of Bernal. Society and Science, editedby the new linksbetween; science and govern- Maurice Goldsmith andAlan MacKay (New ment made his post-warwritings on the York, 1964), was,published tocommemorate subject even more vital. the twenty-fifth anniversaryof The Social moving Bernal would have Function of Science; it contains a kfinal evaluation of P. Snow and a failed to appreciate portrait of Bernal by C. to point out that he Unaccount- advance in retrospective essayby-Bernal. the potential for scientific included in the first He gave uncritical ably, Bernal was not capitalist counfries. Scientific taken toward volumes of the Dictionary of support to the approach Biography, nor has am essayappeared in oronitation and research inthe Soviet Biographical Memoirs ofFellowsof the He applied the conceptsof dielec- Union. Royal Society. tical materialism toomechanically to history and to science. Bernal in the wider context of the SOcial Relations of Science movement is MereAMpOttint, however,.-Bernal and treated in articles byRobert E. Filner ,his colleagues in, 'theSocia]_Relations of ("The Roots of political Activismin Science movement stimulatedwidespread- British Science," Bulletinoxiatft Atomic discussions on thecontemporary. and his- Scientists, XXXII(1976),.25-29; "The tOrical'relationshipa:of science and and for Sotialltelitions of Science Movement society. He laid outlstrongarguments andSociety, XLI directionof. science J.B.S. Haldane,",Science the organization:end (1977), 303-316)'and Paul GaryVexskey :ideas were taken; before such ("Nature and Politics between theWars," politicel-reSpen- and for thesocialana 462-470; "British the.scientist before the crisis Nature, CCXXIV (1969), 'sibilityof Politics, later, Vietnam' Scientists and 'Outsider' of the atomic,bomb and, 1931-1945," Science Studies, I(1971), brought many;U.S.sCientistStethe same (conclusieneernal played a majorrole,in 67-83).

) : FOLKLORE? turn off.the wall. switch and go back to her Pearson's or Everybody's,happy in the satisfaction that she had We take a lot of scientificknowledge stopped not only a costly but a dan- Nothing could ever and technological equipmentfor granted. / gerous leakage. This perfectly obvious factassumed new life clear this up for her." for me recently when JimFrakes called my attention to James Thurber's"The Car We Had Somewhere, sometime, someone had to use to Push" (The ThurberCarnival, pp. 182-89). what we now take for granted for thefirst In this essay you'll find thefollowing pastime, and adaptation to the new thing was no sage onThurber's mother and grandmother:' doubt not alwaysemooth. I find thatThurber's story humanizes technologicalchange in a de-'. "My mother, for instance, thought-- lightful way, and I have a feelingthat our or,rather, knew--that it was danger- own families are filledwith such true or ous ';, drive an automobilewithout apocryphal stories which really teach us gasoline: it fried the valves, or something about the impact oftechnology on' something. 'Now don't you dare drive our lives. all over town without gasoline!'she would say to us when we startedoff. I've learned, for instance, that my:own Gasoline, oil, and water were much great,-grandmother - whom I could onlydimly the same to her, a fact thatmade her associate with a face in a GahanWilson car- life both confusing and perilous. .toon, the sleepy scent of awarm wool shawl, Her greatest dread, however, wasthe and the taste of thin rice pudding --tor:- Victrola--we had a very early one, meuted her household for years bysurrepti- back in the 'Come Josephine in My tiously pulling.the plugs on theelectric Flying Machine' days. She had an clocks because they were such a wasteof idea that the Victrola might blow electricity. Now there's an ancestor you can Iv. It alarmed her, rather than re-, Ieve! And then I had a great-unclewho got assured her, to'explain thatthe out of bed one night to usethe outhouse and phonograph was run neither bygasoline was never seen again,Which.only.goes to prove, nor by electricity. She could only the family wags concluded, thatif my'great- suppose that it waspropelled by aunt had an indoor bathroom shewould still some newfangled anduntested appara- have a husband. Come to think of it, I have to let go at any tus which Was likely one who rides, cuddles,andloves our minute, making us all the,victinisand ever- present vacuumcleaner like a family pet, martyrs of the wild-eyedEdison's, and another:child who, not tobe left out, dangerous experiments. The telephone "plays" the vacuum cleaner at the sametime she was cdmparatively'at peacewith, his older brothers practice theirMore.usual except, of course, during storms, musical instruments. Anybody who had seen when for some reason orother she Woody Allen fight with ahairdryer in Play always took the receiver offthe hook It Again, Sam, or Peter Sellersgrapple with and let it hang. She came naturally an institutional vacuumcleaner in Return by her confused and groundlessfears, of the Pink.Pauther knows thekind of Man-- the latter for her own mother lived ma137c ne mal-adaptationI'm talking about. years of her lifein the horrible Such "folklore" reminds usin a tensionless suspicion that electricity was way thatzechnologyAffects real people, dripping invisibly all overthe house. people we know, which is notas cliche-ish out of empty It leaked, she contended, as it sounds. sockets if the wall switchhad been She would go around screwing --Edward J. Gallagher left on. Dept. of English in bulbs, and if theylighted up, Lehigh University she would hastily andfearfully * * * * * * * * * * interested in research and bibliographicalproject, the HPT Program is As part of an ongoing citations for material involv- other examples of humorousfolklore, or leads, resources, and If you can help, please send yourcontribution to ing technology +aa expressedin foZkZore. Maginnes gall #9 Lehighpiversity, Bethlehem, PA Z80Z5. `Dr. Stephen Cutcliffe, 327 111 TOWARDS A THEORY OF THE HUMANIT=S:II

of twenty-four Last November, the Universityof Southern concerns and sensibilities with regard to California was host to a majornational con- prominent humanist academics the role of ference, supported by the. NationalEndowment the nature of the humanities, higher educa- Rockefeller Founda- the humanities in contemporary for the Humanities and the theory of tion, whose theme was the natureof the human- tion and the possible routes to a relation to the humanities homologous withthe theoret- ities today and especially their and social In the February issue of this ical foundations of the physical the sciences. An overview of these concerns Newsletter, I reported on my reaction tothe sciences. valuable for of fifty par- strikes me as.particularly conference and on the reaction coor- ticipants who had replied to aquestionnaire people involved in inter-disciplinary dinations of humanities, scienceand engi- that I had circulated to allinvitees. One neering faculty, that is, forpeople at work of the questions asked was"What would you in the field of science,technology and soci- 'have discussed,had you been invited to read For this reason I now presentthem. a paper at thisconferencenand I said in ety. my report that Iwould soon collate and I have loosely grouped thereplies around summarize the responses tothat question. three broad foci of concern, andI have in I now make good on thatpromise, although the words of the lack of spate requires that Ibrutally con- some ,-;4Les rephrased respondents so that each responseshould dense those responses that ran toseveral 'seem to./be the abstractfor4paper to be pages. Taken as a whole, the'projected topics proVide avaluable insight into the presented.

Higher Education I. The Role of the Humanities in roles of the humanities C. ALTIERI, University ofWashington - The distinctive delineated. This then with respect to, the logoi ofAct and.Quality need to be and/or authority that allows a statement to be made,regarding the sort of truth the humanities can offer to us.

for the Humanities - How thehumanities can bring EL COTT, Kansas Committee discvssions of their characteristic knowledge tobear on non-academic public important issues facingthe' citizenry-today. (The "rhetorical, violence" for humanists. played by many of the USCconference speakers confirms the need conditions of national to learn to relatemhatit is that they know to-Current life.) professional orienta- T. O. HALL, JR., Virginia.Commonwealth University - The from'the human in the human- tion of faculty andstudents today distances them bridged for the humanities toexist in the ities. This distance needs to be university. the role of the C. E. HUBER, Pacific-LutheranUniversity - The nature and humanities in higher education needs tobe defined. This definition should task illuminate the categoriesessential to humanistic judgement, the moral society and individuals_ of humanistic teachingand the benefits to science, of humanistic scholarship.

112

-12- E. STRENSKI, Mohegan Community College,Norwich, Connecticut - A strategic justification for the teaching of literature isrequired in a community college setting in which the humanities arebesieged by competing vocational of and technical interests. Sucks. justification should involve the status language, and of symbol systems generally, as meansand as ends of human endeavor. (The playful indulginCe in nihilism in the conferenceand the refusal to indulge in honest argument withcolleagues shows that there is a crisis of confidence among humanists that needs to beresolved.)

I. STRENSKI, Connecticut College - The actualsocial setting of thehubiadities today needs to be delineated. This then requires that we ask how the humanist scholar must adapt to this setting. Sdholard now speak as ifthe humanities were scholarship and not!anactivity embedded in real world fact and value This. Olympiin.posture is in faCt a betrayalof the human. . structures.

B. E. WA1LACKER, University ofCalifornia, Davis '.- The humanist contributes. to the enhancementof life through an increasedunderitanding of the True, the Good and the Beautiful: The contemporary surrender to. relativistic ethics and situational,aesthetics implies the abdication of ahumanist's duty with respect to Goodness and Beauty.

II. The Humanities in Relation to the Sciences

P. CLARK, University of Illinois -There are common elements that link the humanities across time and national andcultural boundaries'. With these in hand, we can better address the questionof what science has to do with humanism. 11 method is H. L. DREYFUS, University ofCalifornia, Berkeley. - The' hermeneutic first defined. It is then argued that an essentialdifferenceexists between humanistic fields in which interpretationplays an essential role and the fields of the natural sciences in which itdoes not.

A. C. NORBERG, University of .California,Berkeley - How does the human dimension of_science relate the sciences to thehumanistic disciplines? ,Now have the sciences and the humanitiesaffected.one another? Does the current relationship within the university between thehumanities'and the sciences and engineering reflect what we believe to be the formsof their historical interaction?

autonomous enter=. L. V. RYAN, Stanford University -The humanities constitute prises of mind and imagination.. If, with this in view, we delineate the disciplinary boundaries of thellumanitieswithin the university,. we can:(i) add non-traditional and cross-disciplinaryperspectives on these enterprises; (ii) avoid combinations with disciplines,whose distinct.conceins could co-opt" or overwhelm thehumanistic enterprises.. there has been 'E. C. STEWART, Universityof Southern California - Historically, and the objectivism of the a conflict betweenthe humanism of the'humanities by an analyilis of the humanitiesthat sciences. This conflict is-illuminated shows them resting on linguisticphenomena and not on conceptual structures.' III. Towards a IeRTITI of the Humanities common W. F. BLIZEK, University ofNebraska, Omaha - The humanities possess features that suggest a whole within Whichparticular humanisticdisciplines can be located. considerations D. J. BURTON, University ofCalifornia, Santa Cruz - Humanistic enable --history, ambiguity, context of science,possibilities of imagination-- models of the formulation of a critique ofthe naive, simplistic, linear These functional and instrumental rationality thatgive rise to technocracy. rationality, action and same consierationslet us see the limits of intention, diversity let us create: criticize and articulateviews of order and freedom, and equality. lost sig- 'H. S. DECKER, University of Houston-- Whyhas the study of history nificance for students in the last fifteenyears? If parallel studies were that would done for other humanisticdisciplines, we might discover trends of the allow some Synthesizer to articulategeneralizations about the state formulate a meaningful humanities today. This would then make it'possible to theory of the humanities fortoday. approachingthe R. IL DEMING, State Universityof New York, Fredonia - In formulation of a theory of thehumanities, we need to consider four things (IA) the quality often,overlookad by humanists: (i)rmedia other than print; of the, students, of humanist.involvement inpolicy decisions; (iii) the nature demise of humanist of the humanities and not justof the.prOfessors; (iv) the criticism in 'our time. of modern E. C. FROST, California StateUniversity, Fresno - A.discussion myth, humanistic theories that evolve outof a consideration a- the use of political archetypal thought, icorologyand their aesthetic, social.and holistically, not in the mannerof implications. These are to be approached structural and lihguisticcriticism.

of. Pittsburgh - Humanisticconcerns illuminate a whole A. GRUNBAUM, University, illuanated: 'range of enterprises:41ot normallyseen as being specifically so science. This-.calls science policy, law,Our.understandiqa of the history of of methods of-hUmaniatic for th&formulation of aglobal conception of value. and scholarship outside of Itsself-conception. the humanities J. KORG, University ofWashington The common` grounds on which connections within society. rest certainly includeaesthetics,,'representation, humanities Does thiscimplr acontradiction between the currently flourishing world-(theinstructor as actor) and thecurrently lan- Of the entertainment guishing humanities of theacademy?

Southern California - "Humanism" isdefined so as - G. A. LARUE, University of myth, archaeology to entail an anthropocentriccontext within which religion, andhistory can be explored. humanities possible? The A. PEREZ, IndianaStaiejrniVersity - Is-i theory of the experience:the unique, humanities spedktothe:"mystidal remainder" 'of human Organid wholes. First the adventitious and theanarchic; also, how these form is possible in 'spiteof it has to beestablished' that a theory of,thiaremainder theory of its organizationinto its being atraisTacientific remainder. "Then' a wholes: could be attempted._ of its S. RENDALL, University,of Oregon -The idea of the humanities and .theory need to be explored from the perspectiveof their ideological stw would be and function. A Marxist analysis of the humanities so located illuminating. workable notions W. F. SOHLICH, Universityof Oregon - Men who have developed of huten culture'and human praxis, - -amongthem, Foucault, Gadamer, Habermas, key Marxists-7 have contributedsignificantly to our understanding of science, predominant culture? culture and hermeniUtics. What is it that. shapes our What moral chOices-if any doprofessional humanists make?Such questions are central to anytheory of the humanitiesand the aforementioned critics give us the werewithal to treatthem. theory of the C. WA\LTON, University of Nevada,Las Vegas - A well-nonceived that humanities would seize upon what ittis that we know ofMan and relate action. Such to means of possible personaland social maturation leading to both action wouldinclude investigation of the arts and sciences as facets Thus the of the flourishing of thehuman and of the survival of Man. and hunanities are not objectsof contemplation but ways of developing .1iberating attitudes for coping withprevailing conditions of life. Thus function as a human being we should ask: (i) which arts-today are needed to in society and how arethese.grnunded in what we know of Man;(ii) how :!),,IF3 the theory behind this relate toparticular arts and sciences as actua-,-y practiced today.

--Steven L. Golaelan Dept. of Philosophy Lehigh University

********************

ABSTRACT

"The History of Science in Undergraduate (2) "Magic, and Medicine, An Introduc- by Lois N EdUcation -- Three Approaches" edited by tion to'the HistOry of Medicine" Arthur Donovan. Scan 2, no. 2: 36-41; Magner, Department of History, Purdue 47907. April 1978. University,' West Lafayette, Indiana

A symposium on teachingthe history of (3). "The Lure of Social and Human science was held at the annualmeetim of Dimensione1 yStanislana,..1.,Dundon, pee History of .ScienceSociety in Dal_as, Department of l'hilosophy, California San Luis xas, December29, 1977. The three Polytechnit State University speakers described hbw theysuccessfully Obisop, California 93401. introduced undergraduate courses intheir Reprints of Donovan's report may be own institutions,and distributed detailed outlines and bibli..13raphies. Donovan's obtained by, sending a self-addressed report includes longabstracts of =he three stamped envelope to: talks: Stephen G. Brush (1) "Madness or Salvation:A Course Institute for Physical Science in the History of GeneticRecombination" by Sheldon J. Kopperl, Schoolof.Health and Technology Sciences, Grand Valley StateCollege, University of Maryland' College Park, MD20742, Allendale, Michigan 49401. , 115

-15- &VMS in Humanity and hTecnalogx David a'general interest in philosophy of tech- LOvekia'and Donald P. Verenei editors, nology, not just for scholars and certainly Sauk Valley College lixon, Illinois not just for philosophers, but: for everyone (1978). Cost: $3..0 provoked by contemporary problems from whoSe cause and solution technology cannot be The time of philos ceconology is separated. It is only necessary to empha- hard upon us, and wit reason. With size that the term."problematic" refers to the successful comple f the Viking a state of mind --to a"software" problem, probes of Mars came lization that the not a "hardware" problem-- and to emphasize leading "life-scienti an the nation as well the reflective character of that could not define what they meant by,"life" state of mind, in order to establish the with sufficient precision to answer the legitimacy of the association of philosophy question "Is there life on Mars?" unambigu- with technology. ously. In the context, of medical-ethical crises afflicting quite average citizens With these brief comments for background, with distressing frequency, we discover that I would like to claim that a philosophy. of we have no precise notions of what we mean technology course, perhaps as a follow -up to by, "human life", of a "good" life, of "mean- an introductory survey course in technology ingful" or "productive" life, or of when the and human values, is appropriate and within

_onset and,termination of human life occur. . the grasp of any institution, certainly any As acadeMics and professional intellectuals institution with courses in the area of respond to problems posed by the exploits - science, technology and society. The Lovekin- tiora technologies by identifying culprits Verene collection of essays would be a very within-thetechnological process(whatever attractive text'for such a course, in spite that is), it becomes clear that we have.no of being the proceedings of a conferenCe; very, clear notion of-what we mean by "tecir heldet'Sauk Valley,College in the Spring of nology"., particularly as it, relates either 1977. The value of the essays. lies in.their to science or to the social-political- ,being provocatiVe, in the inevitability that economic matrix in which it is apparently they;millraise,up in the minds of all stu- located. dentedramatic new dimensions'of the dynamics of technology inhuman affairs generally and Well, the art historians and the anthro- Western culture,iii-particular. Granted,:the pologists have been working productively .collection is not unique inthieregard. What for yaara with vaguenotions of "style" and marks it out is its brevity and-;the range-of__ "culture", respectively, so,that lack of issues raised by its six papers. It is ;mediae definitions, is not necessarily a hardly a secret that the average college cause f3r despair. It'is, hewever, a point .stddenvlinds readings in philotophy;li burden of entryfor reflective analysis, for the to be borne only sheo unavoidable. reflection that is oftewcalled philosophidal, essays are philosophical without the rhetoriCa4,, as in "philOsOphy of art", "philosdphy. of trappings commanlycharacteristie of,writingt II science , philosophy of law. In a sense, in'philosophy-anhis too,-mikes the collec: the awareness that some activity in which we tionworth.looking into,. at least bianYone have been intensely engaged is problematic 'contemplating a first-Course in phildsophy:. represents a eoning of age, atlaturationeor 'of technology., at,least the possibility of a maturation. An activity becomes philosophically problem- ,The six.paperccollected here are by Edward: atic when we find that we cannot readily, Ballard ( "World and Culture"),:LioneI RubinoffH and satisfactorily respond to,critieal ( "The Metaphysics of.Teichnology'an&the''Crisit challenges that the activity, be. justified of Rationality"), Donald Verene ( "Technique in terms of value questions raised by its and the Direttions.:OUthe-Huian:Spititt endS and means, tnd/or that the structdre Laughter and'Desire"li.langdon:Winner ("The of the activity be delineatedin.terms of a Political'PhilOsophrOVAlternativeTechoolo ':set of principles governing the conduct of HittoricalloOtivan&Present'ProSpecti "), e 'It is clear enough, then, Henry W. Johnstone ( "The Categorietu'ofTrave at the time is right for the emergence of and David Lovekin-Megefierate TravelOhe . S. RENDALL, Uniwrsity of Oregon -The idea of the humanities and of its theory need to be explored from the perspectiveof their ideological status located would be and function. A Marxist analysis'of the humanities so illuminating. notions W. 7', SOHLICH, University of Oregon -Men who have developed workable of human culture and human praxic --amongthem, Foucault, Gadamer, Habernias, key Marxists-- have contributedsignificantly to our understanding of science, culture and heimneutics.What is it that shapes ourpredominant culture? What moral choices if any doprofessional humanists make?Such questions are central to anytheory of the huManities and theaforementioned critics give us the werewithal to treatthem. of the C. WALTON, University of Nevada,Lis Vegas -, A well - -conceived' theory humanities would seize upon what it isthat we know of Man and relate that Such to means of possible personaland social maturation leading to action. both action would include investigationof the arts and sciences as facets of the flourishing of the human andof the survival of Man. Thus the humanities are' not objects ofcontemplation but ways of developing and liberating attitudes for coping withprevailing conditions of life. Thus fUnction as a human being we should ask: (i) which arts today are needed to in society and how are thesegrounded in what we know of Man;.(ii). how does the theory behind this relate toparticular arts and sciences asactually practiced today.

--Steven L. Goloiman :Dept. of Philosophy Lehigh University

*#******************,

ABSTRACT

"The History of Science in Undergraduate (2) "Magic and-Medicine; An Introduc- "Education -- Three Approaches" edited by tion'to the History of Medicine".by lois N. ArthUr Donovan. Scan 2, no. 2: 36-41; Magner, Department of History,, Purdue 47907. April 1978. University, West Lafayette,Indiana

7 A symposium on_teaching thehistory of (3). "The Lure of Social and Human science was held at the annualmeeting of Dimensions" by Stanislaus J. Dundon, the HistoryTof Science.Society inDallas, Department of Philosophy, California' Texas, DeceMber 29, 1977. The three Polytechnic State University, San Luis speakers described how they successfully Obisop, California 93401. inirciduced undergraduate-courses in their 'own institutions, and distributeddetailed Reprints of bonovan's report may be outlines anhibliographies: Donovan's obtained by sending a self-addressed report.inCludea\long abstracts of the three' stamped envelope to: talks:

A Cource Stephen G. Brush ,(1) I'Madness or S lvation: in the HistoryOf:Cenebic\Becombination" Institute for.Physical Science by ,Sheldon J. Kopper', SChoolof,Health. !And Technology Sciences, Grand Valley StateCollege, University of Maryland Allendale, Michigan 49401. College Park,, MD20742 7 'Essays in Humanity and Technoloy, David a general interest'in philosophyof tech- 'Lovekin and Donald P. Verene, editors, nology, not just for scholars and certainly Sauk Valley College,Dixon, Illinois mot just for philosophers, but foreveryone (1978). Cost: $3.00. provoked by contemporary'problems from whose' cause and solution technology cannotbe The time of philosophy of technology is separated. It is only necessary to empha- hard upon up, and with good reason. With size that the term "problematic" refers to the.successful'completion of the Viking A state of Mind - -to A "software" problem, ,Probes of-Mars came the realization that the not a "hardWare" problem -- and to emphasize leading "life - scientists" in the nation as well the reflictiVe characterof that could not 'define whattheymeant by "life" state of mind, in order to establish the with sufficient precision to answer the legitimacy of the association of philosophy question "'Is there life on Mars?" unambigu- with technology., ously. In the context of 'medical-ethical crises afflicting quite average citizens With these brief comments for background, withdistressing frequency, we discover,that I would like to claim that a philosophy of we have 0 precise notionsofwhat we mean. technology course, perhaps as a follow-up to , by."human life", of a "good" life, of'"mean- an introductory survey course intechnology ingful" or-"productive"life, or of When the and human values, is appropriate and within onset and termination Of human life occur. the grasp of any institution, certainly any As: academics and professional intellectuali institution with courses in the area of respond. to. problems posed by. the exOloita- science, technology and. society. The Lovekin- tion of -technologies by dein:ifying culprits Verene collection of essays would be a very within thetechnological process(whatever attractive text for such a course, in spite that is) , it becomes.. clear that .we hiveno of being the proceedings of a conference, very clear notion of what we' mean by "tech:- held at Sauk Valley College in theSpring of

nology" particularly as ittrelates either 1977. The value of the essays- lies in their toscienceor to'. the socialpoiitical- being provocative, in the inevitability that economic matrix in which it is apparently they will raise up in the minds of all stu located: dents dramatic new dimensions of the, dynamics of technology in, human affairs generally and Well,. the art historiansandthe anthro- Western culture in particular. Granted,,the pologists have been. working. productively collection is not unique in this regard. What '..1 for years with vague notions of -"style" and . marks it, out,isits brevity and the range of "culture ", respectively, that lack of issues raised by its six papers: 'It 'is :preciso.definitions. is -not:, necessarily hardlY secret that the average college causefor.ideSpair. Er_point. .; student .finds readingi in philosophy A,burden of entry ,:fo.r''reflectiveanalysis,for the to be borne.only when unavoidable. These reeEleetion..that often-e.alled.'philOsenhical; essays are :philosophical without the rhetorica efir:In "PhilesOphy. of Art"-'-:':"Ohilotiophy of trappings' coin:only, characteristic of writings

science", "philosophy of: . :In. a -:sense, in philosephy and this, too, .makes the collec- ;.the< awareness thatsomeactivity,in which'we tion worth looking into, at least by anyone --haveheenintenSely-.,'engagedle.ptoblentiatic Contemplating\ a first course in.philosophy , . ;:represents.'a coming of of technology: atjeaSt: the ,pOesibility,, of a ;'maturation. An becomesphilosophically Problem- The six papers collected here are by Edit= Atte:.when,viei;`fiiicithatwecannot :readily.. Ballard("World,and Culture"), Lionel Rubinoff,- and Satisfactorily; Irespend.to critical: ("The Mett-physica of Technology and the Crisis challenges.' that theactivity i.be,:jUatified of Rationality"), Donald Verene ("Technique interms.,:ok Value:queetions :raised byits and the Directions of the'Human Spirit: dada andmeans,and/or:*.that -theatrUcture. Laughter and Desire"), Lingdon Winner ("The , . . ,..-Okthe)ectivity. be.:delinSted terms of ,a Political Philosophy of Alternative Technology. ,Set-ef'principles.goVerningtIcie.::oadtict of HistoricalRoots- andPresent Prospects"), IA,'cleat; enOngh, Henry W. .Tohnstone ("The Categories of Travel" :that::the time right for ;Ithe:.:ezierkenceof. - and David Lovekin ("Degenerate Travel: The "appropriate" and "alternative" are not World of the Tourist in TechnologicalSociety "). likely to clear'up in practice, that nine- In recommending this book, I apply acriterion teenth century idealism is not transposable in the selection of texts that canhardly be to the late twentieth century-- the instruc- unique, to me. I often look for a book the tor can make explicit the political and the reading of which will provoke argumentand religious character of much of contemporary raise different sides tocontroversies, as opposition to "high" technology, two cases opposed to a book that, willreinforce the in point being the religious, foundations of aide that I personally support. Thus, there the work of Francis Schumacher and Paolo is much in these essays with which Idis- Soleri. agree, but they will, Iam'confident, generate discussions of a broad naturewithin Lionel Rubinoff comes closest to a tra- which What I "profess" on these matters can ditional philosophical essay, arguing that in a natural way find its place. a focus upon the functionalrationality Ballard's essay is a particularlygood one, that solves problems is an irresponsible I think, in that it forcefullydefends the flight from the creative rationality that 'thesis that there is an ineluctablysub- generates values in the process, articulat- jective dimension to what wemean by ing ends and authenticating means. There world",:as in "the world in which welive", is a simplistic contrast here of Promethean "the external world", et cetera. Theri is Man, "properly" employing science and tech- a continuing interestin mythology and in nology in the service of human advancement Man, bending religious (especially mystical)symbolism, .o human' goals, and Faustian and Ballard provides a frameworkfor ex- human activities to abstracescientific ploring this as well as contributing some and technological ends, but again the issues to valuable insights of his own. are all raised here for an instructor enrich in his/her own way. This is also Henry Johnstone's paper is alsoparticu- the case with Donald Verene's elaborate larly good, because itJsauthentically argument on behalf of the tension between palosophicalwhileaddressing what seems technology and the sensuous dimension of to bean eminentlynon-philosophical topic: human existence: imagination, laughter and travel. ,Johnstone, and Lovekinafterjlim, desire. Verene draws Jacques Ellul, Giambattista Vico and the Marquis de Sade explores the categorial structureof the experience of-travelling, inthe protess into a plausibly common cause and in the, . 'displaying an example of the reflective process startles the reader intoexamining analysis of experiences and statesof mind, the depths of technolOgy's penetration into that is, didOlaying the doing'of philosophy. the details of our lives. and without doing it in theoften forbidding For the size and the price, this collec- way:that technical4hilosor+yis done. This display readily becomes the L,Isisof'a tion of essays ought not to be ignored as a that is trans- potentially effective teaching tool in a . scheme for refleCtive analysis posable to other issues inthe area of tech- course that is likely to become increasingly common in the next few years, and justifiably nology and human experienceof the world. so: anon-ztechnieal, no prerequisites first It is Langdon Winner's essay,though I would. course in philosophy of technology. a healthy sign of the tithes that theconfer- argue with manyspecific claims, makes the ence at which these papers were delivered very valuablepoint'that the clathor for conference in the appropriate technology isessentially a was followed by a second political movement in spiteofseeming to Spring of 1978. The wipers of that second offer itself as a call forbetter engineer- conference are also to be published by Sauk' Valley College. ing. Besides exploringWinner's theses --for example, that alternativetechnology --Steven L. Goldman Dept. of Philosophy grOups are revivals ofnineteenth century utopian idealism, that theamhiguity,of Lehigh University .7 In the 13 years that Pirkl has taught .' this course, his students have designed such make-believe products as wheelless'' The following article appeared in the Syra- velocipedes (small vehicles), footmobiles,, cuse University Alumni News magazineand minimal boats .(using the leait amount of is' herein reprinted with the permission of material to kei0 afloat), elasticarts (pow- the author and the Alumni News.Perhaps ered by plastic tubing) and humane mouse- this will help you keep your cool in the traps (that capture the unsuspecting early semester heat of the things. Editor critters without. killing them). The course focuses on "problems in consumer areas where no product solution has ever been "When people ask 'What will they think offered," Pirkl explained. of next?' we're the ones people are talking about," mused James J. Pirkl, professor of. Industrial designers have three main industrial design at SU's College of,Visual concerns, Pirkl said: how the product and Performing. Arts. What have they thought looks, how it functions and how it suits jof.this time? Anew, more efficient, easier- the consumer. Creativity alone is not 'to- use, "humane" snow shovel. enough for a new product design, he said.

'Twenty-,two students in Pirkl's product, There's a growing trend towards products design development course tried out new that betterconsider utility to tbe'con- Shovels onthe quad one snowy March after- sumer, Pirkl said. "Industrial design of noon. Passing students stopped to observe tomorrow will be more sympathetic to the as the designers demonstrated their class needs of the consumer," Pirkl foresees. assignment to-design'and construct,a snow "Because the consuming public is fed-up

shovel that could be used easily and . with inhumane products, today it's good' effibiently by.eVeryone. business (for manufaCtureis) tocome up'. with products that aren't hostile to their The challenge was to'improve the conven- users.".Designersof humane products --. tional snow shovel, which doesn't meet the which Prikl trains his students to be -- special needs of certain people. The will be higI1.y sought in the future," he Shovels were designed with these people in said. . mind: the elderly, with back trOuble or --Jean Mielke arthritis; car owners, who have to shovel under their cars;' and hired shbvellers who want to get' the job done fast.

One student-designed shovel enables you to lift the sac* without bending over. Another-has aylvqting scoop so you don't have to twist your back.' Another pushes the snow like a plow, then helps liftthe heaily snow for you.:

'"The-Oremd80 of this projeCtvas that the existing snow:shovel is hostile to a rz. large segment *oftfie.conSUming pUblic," explained Pirkl. All producterhave"poten- tisl."hugs" that can irritate people, he 00 said. "We. try to-,forsee all the'bugs and then try to design out'the bugs,"The product :des4n:Couise relates the product to the'user. -By designing with"humane performance" in mind,.the student designers hopwto-"eliminate:atipeqts of snow7shoyeliing thathug"people." -0 M*E*T*All

MANISIND,ETHICS, TECHNOLOGY, AND THE ARTS

BECERT PUBLICATIONS

BRUM, mum. "LITERATURE AND MACHIMISIM. BEWANEE REVIEW 86 (2), 217-44, SPRING 1978,-

While many writers from the early nineteenth century to the present have been receptive to the literary pe.sibilities of machines, technologicslprogress, and urbanisation, those . who move from e perception of the machine itself to a cod- eideration of its effect on civilisation develop metaphors and gyibols'that suggest the negative, monotonous, °einem, or destruCtivi.Writers dealing.with "machinisme" see that to accept theisechini with affirmation parallels the irre- sponoibility of the scientist who ignores the consequences the nature and form potentials of their meteriels,,art trans-. . Scientiett have of his work.- Even science fiction fails to affirm technology. forma technology* into symbolic,expression. Machines are often villains or symbols of evil designed So freed themselves from the language of .schines and are thinking in metaphotic images. New forms evolving will to"adap- contrast with pastoral tradition. The development of anti - tiots,,lot triumphent." Superb; don't miss -this one. Could technological and antimaterialist literature constitutes be extremely effective ag en introduction eg4nterdisciplinary, "true Mcogress." thought. . `. 0 "TECHNOLOGY'S MINOR MOMENTS; THE HIDDEN FLORHAM, swam C. JOURNAL OP BENEPITSOF NOT auccuram.* MAPPER'S, JUNE 1978, P. 16-19. NISSAN. EZRA J: "WHATEVER HAPPENED 20 PROGRESS?" ECONOMIC ISSUES 1212). 40S-25, Jum 1978. A look et.fhe'factore which determine the success or The idea of pontos., which encompasses the forces of failure of new technologles:provides russurance that there the rotary engine knowledge and wealth, has been instltutionaliged by the is no technological imperative. "Established Enlightenment," composed of members of the '.'and the process "fluidics" succubed.because ot a changing middle class intellkgentsil, the profes4ional classes, the environment or the rapid evolution ot'a,compoting technology. the:fate of lany'innovations is keyed to the ego-related'be- scientific and academic community. 'While the credits of progress are undeniable, it runs counter to human needs of havior of corporste'executives. Once produced, failurecare often thereeultof ill-conceived notions of the wants and physical activity,'aecurity, love,'trust, selfrespect. Progress "saps the spititual sustenance of needs of the publiC. For exempts: electronic facsimile group belonging. transmission (long - distance xerography) has not been a big man. TO illustrate, Mahan briefly discusses the social seller because our sense of "urgency" beeovereetimat'ed. costs of the automobile and other traniport,techno/ogies. Our civilisation willnot be saved by the young because they Han still has the rains: too-are "maximizers," plunderers with "unchecked gluttony" in regard to self-indulgence." A mooe away.from the growth POE, SIV CEDERING.' "THE COMPUTER TERMINAL." PARTISAN REVIEW path is not politically, feasible because of convegtional, 45 (2)4 23-31, 1978., . rationalisation. enirenched interests, and international This short atory concerns a woman writer who composes on distrait. .

Tha'computer stores, reorganise: para- . .e computer terminal. THE NODER14140VEL AND THE Orr. HODERNFICTION STUDIES 24 (1), graphs, and guards privacy, him,It also begins to interact imaginatively by reminding its human operator of her dream, ENTIRE ISSUE, SPRING 1978. and the psychological problems of her family.members. It .Among the. ten studios comprising this specieliseue are then advances to predicting future events. Instinctively,' the writer attempts to restore her mental stability through an investigation of the changing function of the city in' traditional household chores and walks with the dog.The literature, an anslysisuf the city in modern Jewish novels tactics, are unsuccessful, and remaining highlydisturbed, of Emfka, Roth, and Amos Os; a atudy of Howell's characteri- she finally "deletes"-all of bar compositions. zation in A Modern, Immense, a consideration of Crane's vision of the "hysteria" of city reality in HWeeieohe. "THE rurum OT ART AND MASS CULTURE." FUTURES Chicago of Saul Ballow. 'The issue concludes with a check- NC HALE, JOHN. list.of studies'of the modern novel and the city. 10 (3), 178-90, JUNE 1978.

The 'advent of mass culture has bean linked to technologies WOODCOCK, JOHN, "LITERATURE AND SCIENCE SINCE HUXLEY." INTER- of communication, i.e. radio, television. cinema. Although DISCIPLINARY SCIENCEREVIEWS3, NO. le 31-45, 1978. - there are few historical precedents from which co,extrapolate 'changes in art and the future directions of mass culture, some Suiveying recent responses to the "two culti,rea" debate, Mechanical reproduction has de -natant- society can be argued. Woodcock looks at critical, narrative, andfictional ments. allied the artifact so that art is no longer"in the frame." In Literature g Science Huxley farad distinctions between'the It sages toward combines, happenings, and lifestyles. Communi- to of muse fields in areas of function, psychology, language, and most cation and information technologies alter the concept obviously in their regpectiva in tttttt s in private and public culture,from vertical levels to horlsontalinteraction, and experience. Critical consideistions discussed include works. by broaden the concept of art until it includes even the work hroomiski, Snow; Skinner, Goodman. and Goulding. Among.the . experience. fictional approaches, which focus on the use. of 'science /technology and its social impact, are novels and science figtion MEEKER, JOSEPH W. "TEE MOMENT ALLIANCE, NEWCONNECTIONS AMONG by Bellow, Vonnegut, Asimov, Brunner, Clarke., LeGuin,.and. ANT, scum!. AND TEChNOLOGY." TECHNOLOGYAND CULTURE 19 Pynchon. Watson and Hailer have produfed journalistic narra- (2), 187-98, APRIL 1978. tives which serve as cultural impact, ttttt sante forscientific

, events. foots and essayists are also discussed: Extensively. There are indications that science andar, t, sap d for . documented. (Reprints. of 'this article are available from the about to be reunited with technology four centuries, an author at the following address:Dept. of English, Salentine. Mew ways of thinking include the realization guiding them. Hall, Indiana University, Blodaington, Ind. 47401). that conquering Naturis self-destructive, arecognition of of analytic ,- the non-reliability of objectivity, the discovery --Judith Histichelli The reunion will occur be- and synthetic brain-I:telephotos. Lehigh University Lihrary cause it is'neaded. Artists and engineers need to understand

121. A recent addition to the list of activescholars who would be willing to'visit campuses for lectures,_ colloquia, etc. and theirtopics include:

Wallace B..4Eberhard Asiociate Professor. School of-lirnalismand Maas Comunicationm The University of Georgia Athens, GA. 50602

,Mass Media and Coverage of Science

New Technology and Changing Mass Media

'Technology, and. CommUnicatiOn Policy

:The Future of Mass Media

Anyone wishing to make. arrangementswith. Professor Eberhard should direCtly.

HUMAilties Perspectivesnri Technology . Non-Piofit'Org. 327-Maginws Hall #9 U. S.'POSTAGE b8HICk UNIVERSITY PAID' BeththeM, PA-18015 BETHLEHEM, Permit No 230

122 I S II

Number 8 Director: Steven Louis Goldman November 1978 Editor: Stephen H. Cutcliffe

LIGHT AND VISION: AN INTERACTIVE COURSE IN

SCIENCE, TECHNOLOGY, LITERATURE ANDTHE ARTS AT WPI

Introduction litera- Placing the development of modern science life sciences, history of science and and technology-within the larger frame of ture--secured funding from the GeneralElectric intellectual and esthetic change-has been a Foundation to develop appropriate project major responsibility of WPI education since topics. Over the next two years, this group, which came to.be known as the "Group for Inte- 1970. In the spring of that year the WPI grative Studies,"'provided a smallnumber of faculty voted to abolish itS.conventional . engineering and science program (which based students with topics for their interactive graduation on the accumulation of course degree requirement. Though the variety Of credits in specific areas) and in its place project topics developed was encouraging,the adopted the WPI rlan, which grants theBS GIS soon discovered that its slant towards attracted degree upon the demonstration Of competence philosophy, esthetics, and history as measured in four degreerequirements. a small clientele;most.students understand- Two of these requirements--a major project ably were attracted to more pragmaic-and and a competency examination- -are in the topical concerns like technology assessment, and student's major field. The third degree hazards and consumer safety analysis, requirement. is a thematically-relatedindi- ecological and environmental planning. vidually-selected sequence of five humanities courses followed by a cumulativeindependent Furthermore, many students thought them- study., The last requirement, perhapsthe selves incapable of'performing the cross- most innovative, is a majorinteractive proj- disciplinary integrations which were the ect, involving the student indefining, re- focus of the GIS project. To encourage searching, and reporting on a topic which greater student participation, in1973. demonstrates, how science and technology several faculty in the GIS proposed using. interact with the culture which both creates the remainder of the GE funds for' summer them and is in turn shaped by their impact. development of a course which would introduce students to methods of analyzing how In order to encourage students tochoose changes in scientific concepts occur within Such a interactive projects relating thehumanities cultural and intellectual contexts. course would prepare'students to engage sub- to technology, in theearly 1970's a varied sequently in the more advanced work of the group of faculty--twofrom chemistry, and After some reflection, one each frommechanical engineering, physics, interactive project. 123 the topic chosen was "Light andVision" be - The final plan for the course (which was .4ause of thersinge,-immediacy andinherent first offered in spring 1974) clustered the interest ofniaterial available for study.In material around three major periods of addition to studies of the history of optics transition: 1) from Egyptian and Babylonian . myths to Greek philosophy and science, and..phypiolOgY4"topics'frommyihology, .-"religion, philosophy, art, literature, and 2) from late medieval art, religion, and language all lent_ihemselves to illustrating technology to Newton and the effect of his the interactions among different points6f work on light on poets and scientists, and view in the study of the majortheme. 3) from late nineteenth century physiology And impressionism to modern biology and To intro- A full month's summer si'pport in1973 physic's and cubist and OP art. duce students"to ways of thinking across enabled. eight faculty (from _historyof disciplines, we have relied more heavily each science, mechanical engineering, physics,. year on a formal discussionof Kuhn's ideatit chemistry, life sciencer and literature, interactive the Worcester Art about paradigms and on examples of plus a staff member fro and Museum) to develop the :structure and content thinking like Wylie Sypher's Literature Technology: The Alien Vision and essays by of the course. Breaking down the disciplinary barriers of thefaculty Was an important Gerald Holton. and'often exhausting task. That summer saw Content of Light and Vision the resolution of _a major issuedividing the group along disciplinary lines:how should begins by contemporary ideas on light andvision be The first section of the course treating the.nature of myth, specificallythe presented in the-, course? As the modern cul- Babylon- mination ofhistorys,progressivewinnowings, role of the sun in Hebrew, Egyptian, These examples or as concepts asculturally. and .historically ian, and Amerindian myths. bound as their predecessors nowseemed to be? illustrate how mythic thinking unites towork what Though some members-in the group werepre-" gether in a single text or art . later cultures treat as separate, even con- disposed to the:former approach, consensus for the latter was achieved imtheibelief tradicting modes of thought--scientific observation, narrative action, andartistic that a presentation which assumedthe correct Placed in contrast to these nega:of modetn. concepts wouldmake earlier representation. myths are Greek theories aboutlight, which ideas too often_appeares,dead-ends.and though hardly empirical rely moreheavily curious fossils. Furthermore, this approach of the natural would -fail inii::Major2goal of the Course: and exclusively on observation Yet the "deallegorization"(Holton's making studenWaWare. of-howlarger.intel- world. idealism term) of Greek science is far fromcomplete; lectual .. constructs "(e.g.--, Greek evidence vs.modern.empiricism). affect the kinds.of though in Timaeus Plato turns for the about light and vision mainly toobservation questions science asks,,andthus.delimit "Allegory of :Janda:Of results,foUnd and. thetheories of the physical world, in the the Cave" he partakes fullyof mythic thought. derived.. .By. alwaysreminding the students that scientific ideas aboUt.light andvision. Also in Greek ideas students first en- congrueni:withthe .larger.intellectUal. are of philosophical assumptions of the time and place.producing counter the significance preconceptions as guiding'principles to ..them,., we hoped to focUs awarenessupon.the . . . In the contrast be- .-cUltral" paradigms. whit': shapescientific scientificthought. u and idealizing ',thought4indte implant a usefulscepticism tween materialistic Atomists ''abotitthejmmutable:correctnesa of modern Pythagroeans we find the specific contrast between intromissive.and extromissiveexpla- .... nations for the origin ofvisual energy.

. , . . . The Atomists, believing thatall reality gskTethoo lost,supported ,by diesealnetion *for the:: EluaginikLes isa newsletter ultimately reduces to atoms in thevoid, ,pant from the :National. indovesat society,and dewtrd,t0?.riieriai 4s the generalarse of :technology locate thepower of seeing in thematerial buss °raltria. Ye will shortotticlibi:.on.chs thiotetical and igaitulativii,espeate': of :.;.4...pertoin,-::',.,r,isiapolokfg; couran world, external to the viewer,while the -dishtiptiOes,!;--tevievi,oftesti enel'"indlo=visUd and current biblleigtaPW(eniotatid).' In' addttion",.:.: we would.isteaske'artiatel oa Pythagoreans, who regard ultimatereality 042'1401;1s .instittetiOlend evaluating; a olleas014.,i111010 as conceptual, arguethat light must origi- :mainsSiiiibil07,"6")*IegiustUnnins nate within the mind and emergethrough the ;;s4sio.exisik.ftt gin eyes, radar-like, to scanthe outer world. This section enables 'us toidentify certain , thefield saditaiSondance i Stiphen enduring theniata (Holtonagain) which are pi iu ddress .11 ... 21041.0i,* 09,;tmckomstur, 1401qt.;'':. VT threated through the history of thought . .. . and aboub light, and also to note that thanks the new modes-of "seeing"'in Picasso Braque, the liberation of form andcolor Ito the nature of language theseoriginal from mimetic demands in-painters likeAlbers, mythical and allegorical modes of concep- modern turlizing light subsequently are never and finally the indebtedness-of_ert to science in movements like OP andkinetic art. ,completely purged. A series of SCIENTIFIC AMERICANabstracts The second section of the coursebegins (from PERCEPTION, ed. Held and Richards) psychology' with latmedieval art, with its flat, non- presents-the contemporary debate in in which perspective surfaces (resulting notfrom between empiricists and Gestaltists, technical incompetence but more likelyfrom the mind/matter debate harkens clear. back to Pythago- the medieval Christian belief in theinsig- the opposing ideas of Atomists and nificance of the m#terial world) and then reans. examines the transition to Renaissance perspective att. The perfection of the Course Organization geometry of perspective art is linked not is formidable__ only to Renaissance science andmathematics The curriculum sketched here especially when but also to the increasing secularization for any undergraduate course, of society, the decline of medieval."other- none of the students arein the liberal arts worldliness," and the consequent relocation and none may be assumed to haveprior back- of ultimate reality in the materialworld. 'grounds in the humanities. However, WPI 't students take only three courseseach seven- least four ...Ideas about optics then movefrom late week term (each course meeting at concentrating on fewer medieval science and technology toNeviton's times a week) so that than usual OPTICKS (1704), which serves toestablish activities per term deMands more The "Light and -the.modern scientific methed..(or myth)of involvement in each course. theory derived from experiment, nothypothe- Vision" .course. employs a format especially three fifty-minute lec- sis. :NewtOn's work'is scrutinized as an useful to its aims: conference exemplar of.this method and his vestigesof tures and'one hour-and-fifty-minute each week. The.three lectures allow sufficient mythic thinking - -the predominance of the of materia music, the time for conventional presentations number seven, the analogiesto while the conference fervent-religious conclusion--are weighed by a variety of lecturers, provides an extended weeklyopportunity for 7 in the;balance. 'Finally,OPTICKB;serves as faculty=and_students to explore the linkages thOitarting point fota seriesof presen- piecemeal in the tations on how non- scientistsresponded to between Material presented text,'with Blake,'Keats lectures. The faculty teaching the course a major scientific approaches to the Goethe, Turner and the eighteenth-century have tried a variety of conference, always using it to getthe stu- :poets marshalled in M.H.Nicolson's NEWTON of connections DEMAND THE MUSE serving as evidence. dents thinking about the kinds between different conventionalcompartments The third series of presentationsattempts of academic knowledge. shifts in more recent to pgrallel three major students concepts of light and vision: froM repre- Most recently, the twentyfour into four grpups, sentational art to impressionism,cubism, and in the course were divided for organizing OP art; from "common-sense"Newtonian physics with each group responsible late in the course. Each con - to the fractured and morearbitrary physics one conference link together someof of Einstein and quantum physics;and from the ference group sought to in different ways in .nineteenth century beginnings ofphysiology the themes which emerged For example, and psychology to the fruitionin this century the three preViouslectures. of medieval art of the contributiOns of thelife sciences to after faculty presentations understanding light and vision. Following the and technology, Renaissance artand perspec- observation often noted, we try to suggestthe tive, ond Renaissance scienceand:MatheMatice=, which relationship between the breakdownof repre- the students conducted a conferende such as per- sentational art and Newtonianmechanics in covered topics not lectured on Leonardo's the late nineteenth century, andthe.simul- spective and projective geometry, contributions to art and science, and the teneous emergence of cubismand modern physics importance of the camera obscure as an :`an the twentieth. -Lecturers inphysics and Hhiatoryof science present theimportance artist's tool and as an early mechanical 7 model of the eye.' (The otherthree confer- of Einstein's ideaa .about.'. light-,:..andthe:: to enCee, at the beginding and end of thecourse; urious centrality 141.110'60.134t':0-"tren of Pro7 are'faculty-directed introductionsan&con4.: e lusions'to the course, and a 'guidedtour esijor'at t1WWOrCesterAttMOseUmeXamints, through relevant material at the nearby the other a non - Technical discipline) and Worcester Art Museum.) three to five guest lecturers--known full well'from their experience in the summer of In addition to conference participation, 1973 what kinds of difficulties confront students are evaluated in two hour exams college academics when they attempt to step (essay and factual questions) and a final outside their own fields and scrutinize termpaper. This final paper (which is the 'interactions between significantly different majOr determinant of the grade) is intended disciplines. We cannot expect constant bril as a mini-project which at its best will liance from undergraduates when the faculty Present students-with the kinds of research itself--and indeed what printed research in problems and modes of analysis demanded in the area there is--rarely displays a steady the interactive dgree requirement..-Students illumination. However we have been fortu- may use any topic which draws upon technical nate in the choice of the topic. No matter and non-technical'material relevant to the how remote from the experience of under- course, and are encouraged to seleCt-a topic graduate engineering students some of the conceptual linki we try to forge may be, the which may be further developed in either or both the interactive andhumanities immediacy 'of daily experiencing light and vision provides the stimulusfor.continued degree requirements. Examples of recent investigation of the themes of the course. topics include: impact of modern technology (e.g. holography) on art, optical illusions and art, subliminal perception and advertis- The course attempts fundamentally not to ing, Seurat, and science, art and science in "cover" a body of material but to help teach Greek or Egyptian architecture, and the geom- a way of thinking about how creativity in etry Of perspective art. and out of science operates; suet-a conceptual rather than factual orientation always The. absence of tailor-made anthologies is raises major pedagogical problems. But if always a problem fbr interdisciplinary the undergraduates cannot digest all of the courses, and "Light and Vision" is no excep- material covered or respond fully to all of tion.* Consequently we have relied heavily the linkages pursued, their term papers upon reserve material for the-reading accom- usually disclose a significant interest in panying lectures. In. addition students at least one broad area relating science -purchase two useflleneral books: R.L. and/or technology to philosophy or history Gregory's EYE ANDjiRAIN and PERCEPTION: or the arts. We further stress the integra- MECHANISM AND MODELS # edited by R. Held and tion of different points of view by having W. Richards. BOth books, while. concerned faculty lecture on areas of interest outside primarily.with the optics and physics of their disciplines: chemists on myth and light and vision, Contain chapters or essays art, a mechanical engineer on the history of on art and.thehis\tory of science. Other science, an English professor" on physics.. useful books, not reviously mentioned, Thus, students in "Light and Vision" emerge Are Vasco Ronchi's THE`,NATURE OF LIGHT, from the course with more than a history of William Homer's SE:RAT\AND THE SCIENCE OF ideas about light. They have also partici- PAINTING, GyorgyKepes l 6 THE NATURE AND pated in the challenging attempt of faculty ART OF MOTION, .Toni White's' THE BIRTH 'AND and classmates to go beyond conventional REBIRTH OF PICTORI.L SPACE, and Morris disciplines in order to see how scientists. Kline's MATHEMATICS IN WESTERN CULTURE. and artists examine light in different bUt 1 often complementary ways. Conclusion \ --Lance Schachterle, English . .- , J Student evaluations,andthe quality and Stephen Weininger, Cheiistry diversity of topic8 inthe term paper6 indi- John Boyd, Mechanical Engineering .catea significant;degree of student interest Worcester Polytechnic Institute in and enthusiasm fbr "Li ht andVision." Once word got .around campus that the course Professors Schachterle, Weininger, and Boyd\ was genuinelyinteractive,1, and:not,in the life sciences as ihetitle)might Suggest, would be partiCularly eager to hear from any- !!Light and Vision" has:At4d4Yattracted a one who is interested in learningMore about Clientele of llytei4-studentaeach Spring this course. You may write to them at their departments, WPI, Worcester, Mass. OZ609-- since 1974. The fa ulty'at the course- -two principal lecturers (one .f Om a technical and (6/7-753-Z4ZZ). Editor' .4 prompted by The following article by Craig Walton of theUniversity of Nevada, Las Vegas, was his participation in the 1977 USCHumanities Conference. Both Professor Walton and the HPT Newsletter would welcome readers' comments onhis thoughts. Editor

4$ BEGINNINGS OF A THEORY OF THEHUMANITIES.**

The notion of working toward a theory of arts of cultivating needed human capacities the humanities involves at least three parts for life are generally what they are because --why do it, what did it mean if it ever did of what man is, irrespective of local differ- mean anything to our predecessors, and what ences as to expression or interpretationof could it mean today? Briefly, the motivation detail. It maybe that only certain soils for doing such a labor today As that virtu- can grow wheat, but all men.arecapable of, ally all segments and strata of our society say, memory, so that there mightbe a best agree that our times are undergoing profound way to cultivate memory for human purposes. stresses from which some significantly dif- It may be that man will not be able to adapt ferent sorts of cultures will be emerging in to the forthcoming-planetaryconditions of succeeding generations. Some feel man's scarcity and space, but such a conclusion best achievements will be soon destroyed or cannot be drawn a priori. The issue of a will cease to be regenerated due to massive theory of the humanities is only., and not populatione, authoritarian systems and ironically, practical --that is, are there regimented societies to be required as arts or discoverable human capacitiesfor adaptations to new conditions regarding'food, development of natural potentialities by water, space and energy. A few others feel which men can live sanely and peacefully hope at the prospect of new forms of social under existing conditions? If so, what are and personal integrity never before seen; they and how are they discovered and devel- most feel uneasy and indecisive,frequently oped? One answer to the 'why do it?' opting for those imminent solutions seeming- question is that if it can be done at all, ly helpful to them, such as short-range it will be most profoundly needed in all planning or satisfactions. A theory of the future human undertakings just because the humanities, if well conceived, would by arts in question would be,prior toand hypothesis seize upon what it is that we generative of all other abilities todevelop now know of man and relate that tothe means or,perfect.more particular and specialized of possible personal and social maturation arts toward human and naturally- required so that such a theory would generateaction purposes. A second answer is that if the and investigation in every art and science notion being discussed has any meaning at made'by man, toward his possible survival all, it is in reference to arts ofhuman and flourishing. It would not merely func- becoming never innate'or automatic but also tion as the basis of all other studies done never impossible a priori,. Rather, they by man, but most crucially would relate to are by hypothesis possibleif developed well ,each other the several arts and sciences per- and impossible if developed poorly or not at taining to becoming fully human. It would all. Simply, they must be done or they will therefore also relate those arts and sciences not be done, and their theory explainswhy, to all others not dealing with humanbeing, this is the case. as (in this sense) subordinate(because more particular) arts and sciences. As such, it Turning to what the huManities did mean, would serve, not so much as an object to con- when consciously discussed and undertaken, template as a way to develOp and liberate the we might here simply list thestudia humani- aptitudes of people to cope with the condi- tads as conceived from ancient Greece to tions of life toward some feasible global set the renaissance, as a review and chrono- of relationships between commonwealths.Such logical record. But the modern period has labor for purposes a global network implicitlywould be limited so emphasized division of by the local resources and conditionsof life of intensive inquiries that we would be as in each case, but if there is a notionof the Socrates's clown, who turned the needed and humanities it would mean that some discernable single plate into the useless and many imaginations but pieces of a plate by dropping it --we would songs capture children's simultaneously instruct them about the world "make many out of one"'because what began into which they are growing, in a waythey, as a search for the paideia ofpeople toward feel before more abstracted or conceptual maturation and commonwealth would have be- can. treatments of the same issues couldmake any come the adMinistrative and arbitrarysub-. If correctly done, these divisions of the professions and. disciplines sense .to them. muses' arts'both guide and, by their truth- presently in place, whether-or not anyone thereby becomed anything in particular. This fulness,. release the children's feelings is not to condemn academic departments or toward1iorkable outcomes. professional specializations, but to show that one cannot answer the question at bar Some years after mOusikg is begun, Plato by pointing to what are or have been exist- provides for gymnastikg as a parallel art - though ing social or intellectual subdivisions as perhaps translated as physical culture, a response, however well they may befunc- reference is not tb-muscle-building but to ,tioning. Today we seem to assume that since learning the proper nutrition and exercise, those specialiaaing activities each go some- the ways,of eating and playing which develop what separate ways, then the undergraduates and then maintain overall physicalwell-being. or the generil'population will put man,them- Later Plato discusses arithmetic, geometry, the selves, and society back together again and astronomy. and dialectic, each building on ',do it well'since each 'of us inhis/her first two but now cultivating the mind's specialty did well his or her part in the natural curiosity, to detect those situations where investigation is required or where story. One original aspect of what we now call the humanities or the.. liberal arts and ignorance is Wmful. These activities are to- sciences, then, was not fields of learning meant progressiVely to build the power but arts of making a person fully andactively reflect in order that, by way of discursive or what. we callratiocination or calculation - human. The notion of "liberal" might just as reasoning we may come to be able to intuit, Well have been rendered as"liberating", in to grasp the whole of somethingin its com- two senses: first,'that' without these arts a plex unity.' Whehve Yecall that the social_. person will soon becomea creatureof unexamined habits, of custom and'family or 'social stratification in the Republic was utilized something usage, of unexamined or evenlocally-reinforced as a mirror or metaphor to see 'impluses or appetites irrespective oftheir else, namely the structure and integration' ("justice") of the "parts" of the self, we truth or their consequences. But also, sec- the progression.. ondly, these 'arts were sought as liberating may at least note that he saw in the .sense that they wers seen asletting moudik2-gyinastileg-arithmetic-geometry- astionomy=dialectic to be in principle per- out, into full play and active lifeofa self among other selves, of thosehuman capacities tinent to all men. needed for achievement of good outcomesbut not able to come Out ifunaided-by specific Three observations should be easily cultivating.arts. warranted: first, the liberal arts or humane studies were supposed to be all and In his Republic, Plato began thetask with only those needed for anyone to become able mousikg -- difficult to translate, butperhaps to function wholly and actively as ahuman '"emotional stability" could suffice:that is, secondly, they were seen as before children can.underteke much*of a physi-. in society; cally-developmental regimen, they canalready prior to and irrespective of subsequent particular career studies; and thirdly, they imagine and appreciate stories inwhich emo- make up were concerned with developing agood qual- . tional confliCts crises and outcomes the action and therefore in which oneis able ity,of ability .to do certain things, which quality was only achieveable through cultiva- to learn...Which-actionsshould be felt as 'desire - tion and then had to be maintained throughout able and which'shouldbefeltas'harthful,' 'As One!'s'Own:impulses and emotionalresponses' begin. life by use at or alcove a certain standard. 'They were needed as habits, based in human to cote:forth, they:Will not 'RillAnd tug One at all:directionsiont will be felt in nature but not naturally flowering. The artifice of proper Cultivation was to be some context, in some waywhich gives orienta,- Htionbhe:feeling to some situationand the explicitly undertaken. As acquired and maintained- they made up one's "second nature" ;question of outcomes.Fables, histories, and call "moral education" must be involved as a civilized person. : I stress these three observations because they.cut across the here, beginning-with Infancy, but extending 2300 year history of the humanities. Vigorous throughout adult life and the "passages" debate might be needed to reach a working involved in its possible flourishing. hypothesis today as to which and how many Second, it would need to bring to light such arts there may be and in what order they as much or more about the relationships are to be nurtured. But that debate would .not between the liberal arts as about each of vitiate these observatiOns --it is not neces-7'-, those arts considered separately. Our sary_for our present purposes, in a sort of present ptactice of discussing or studying prolegomenon or propadeutic to a'possible some quality or quantity of some inherited future theory of the humanities, to commit studies may avoid threatening a prevailing ourselves in advance to seven or five or three, academic territoriality. But such a scat- or to any, exact order a priori(or ad tered or "elective" process produces other verecundiam!). What is necessary is that kinds of crises of authority such as demoral7 we consider whether any historical example ization and cynicism among young and old. _ of such arts was sufficiently.well- founded That is, if we are in fact doing just about in man's nature to at least suggegt to us' what has to be done and can be done already, where to begin critique. The question is and if people feel as "copeless" and beset partially scientific.-zwhat are:the most as so many do, then there cannot be whole general skills known to be widely needed and active humane in the present world: and also, developable under normal circum- But we are not doing well what we do, and ail a public issue of stances?Nutrition and physical condition- we have not undertaken ing of the cardiovascular system should major proportions just what it would be immediately receive wide acceptance. Emotional that we ought to do in this. regard and why stability may require more discussion, but or how to begin to go about it at linitingtases can be clearly set --for have willy-nilly pursued a laissez-faire example we could but will not teach our attitude as if some integration and coordi- children to enjoy intentional harming, or nation of the soul and the city would to hate 'playing fair'.' I hesitatefrom therefore emerge, though never the conscious further example& just in order to keep the object of Anyone's-)r any community's arena of discussion as open as possible; thoughts and discussions. We heed to dis- of enough has been said here to sketch versions cuss and bring forward the questions of what the liberal arts or humane studies sequence, relative dependency, and general- Third, therefore, were once thought to be. Current knowledge ity of each of the others. and language usage might lead mi to locate we must not confuse school systems or and describe the needed arts quite differ- theory of education with.our present ently, without thereby rejecting the project; problem, for two reasons: (a) many, of it need not be seen as a matter of'going thotie arts children acquire willcdme to back to Plato' or any of our predecessors them outside of formal school systems, e.g. in home, media or community; and (b) in this work. But it is crucially important that we discover why severalof tht. the more complex arts of human becoming .beat thinkers in the history of western cannot be developed until adolescent and civilizations gave their contemporariesthe adult life. It is not possible to develop versions they did give, and to what extent one institution, such as what we nowcall (if at all) are those versions, once cri- "educational"Amstitutions, to nurture -tiqued and reconstructed in our ownidiom, all the needed arts in question, irrespec- useful to ua as points of departure.for tive of home, worship, work, and community. needed discussion and theory-construction. Moreover, we increasingly suspectthat Thus, this section of my remarks is meant vital human transitions_ and hence artsof. only toprovoke and focus suchdiscUssion. living Sanely together may have to be studied and cultivated up until the time First, our theory would need to specify of death. Surely we are not likely to which arts,are needed, and how eachis sustain much longer the belief that the grounded in what we_knoVi,.of ourcapacity needed arts could be acquired in one's to become sane and civil. What we now minority and then, at twenty-one, be ' sliffiCiently mature and intact as to re- One final note:.we frequently encounter quire thenceforth only normal upkeepand a sharp "theory vs.practice" distinction, maintenance. Plato suggested that the by which it is commonly believed that .paideia of the philosopher-king,.andby practice is fragMentary or chaotic in some implication then of any person insofar as relevant way and theory is unitary or his noetic capacities. are concerned,could abstract such as to make it inherently not begin until.age thirty;Aristotle set unlike the situations to which it presumes the same age for those wanting to begin to apply in the humanities. This objection the study of humanpraciiCe. Whatever we is most vocal regarding our present concern 'think of their views, our theory.must at, for humane studies or the liberal .arts - 'least consider that human maturation may not as if to say that a theorywould be the only require certain liberal arts basicto same as a prescriptive rule systemviolating all particular achievement, but may require individual freedom of practice and the some of them only .in middle, oronly in later uniqueness of each.self. Briefly, the life,-or others to be revised and adapted as objection is founded in ignorance due to one's being changes. Fourth and finally,such confusion. :A theory of the humanities a theory would have tomake clear its own would no more thteaten individual.freedoM 'relationship to theories of the several than a theory of metabolism would prevent < Atheory and particular arts and sciencessafely one from eating what he"wants". treated as. departmentalized disciplines. of the humanities would investigate, bring complex unity, That is, our theory must make plain howit to light,.and display in their differs in kind from a theory'Whose sub- those arts needed by people for the-whole ject matter might either be learned or and active functioning of their being in To the extent :ignored as the individual chooses or as the world and in. history. his talents may `incline him.A, theory of that the theory was true to what man is the humanities would pertain to allpeople and. how he can deVelop, knowledge of it would liberate and enable him to grow prior to and irrespective of Whichcareers growth,or under- or special aptitudes theymight have. By well, rather than hinder his its very definition our theorycould not be standing of action., Because"those arts are inherently practices of a certain kind, .optional to anyone, sai. balanced on a par . kind basis in competition with.someother their theory is precisely about that of practice rather than some. subject-matter (theory. For the same-reasons our theory could not assumesome one:institutional lacking in or not rooted in any consequences (if, indeed, there are any'such ths.,ories). embodiment or social manifestation, but xather would underlie and generate sequences and 'varieties:of institutionsrekarding --Craig Walton various,aspects of its scope. It would Department of Philosophy underlie and inform the courts,legislation, University of Nevada/ 'commerce, schools, family,worship, recrea- LasVegas tion, media, and medicine.

133 organized Discussions following from a 1977 confer- masses of cases and examples are and ence on "Toward a Theory of theHumanities" and shaped; warnings are provided; raise a nutberaf issues about the dilemmas questions are raised. of the humanities, the problem of theory, and the relation of these probleMs to con- Such a treatment of the nature of theory crete issues in science, technology,and illuminates the character of form, content,. social change. The purpose of this article and process in theorizing which are covered ,is to provide in short compass our thoughts over in more empiricist and accumulationist on the place of theory in thehumanities and notions of theory, which accompany the usual the relevance of theoretical understanding notions of science. This perspective shows both for Lireconstruction of the humanities that the problems of understanding and en- and fora more humanistic social practice gagement are common to both the sciences and with regard to science and technology. This the humanities and suggests that a more pro- presentation immediately raises, the ques- found orientation toward processes of thought tions of why the humanities require recon- and criticism are necessary. This realization, struction and what forms enlightened social in turn, suggests a conception of the humani- practices might take. ties which is missed in many versions of humanistic activity, and to which we shall return. THE ANTI-THEORETICAL BIAS OF THEHUMANITIES A distinction is necessary here betWeen It is with good reason thatmany human-' theory in the humanities. and theory of the ists define themselves in other than theo- humanities. There are a number of theories retical terms. To accept the requirements in the humanities, such as those of texts, of theoretical discourse appears to entail interpretation, history, etc. It is arguable modes of rationalist thought which are that these are sufficiently articulated as commonly associated with thedevelopment theoretical perspectives or that the issues of. the,sciences, hence antithetical,to the among competing theories are sufficiently huManistic enterprise. This anti-theoreti- addressed. However, in the traditionsof. cal bias has manifested itself inopposition humanistic discourse, these theories are to abstract notions, evenlike "human logically unavoidable, and humanists weaken sciences." Its thrust is toward an empha- their insights by ignoring the theoretiCal sis on human performance in.essentially :contexts and issues in their work. HOwever, of unique situations. The difficulty of this our-concern in this paper is in theory approach is that it leads to an abstract- the humanities, a set of foundational ideas ness of its own, a romanticisolation which about the nature and activities of the human- leaves the humanities without a centerand ities which.can be used to inform specific, without connection to other formsof human problems, such as our ambivalences about endeavor. The existence of this problem science and technology. requires taking up the problemof theory in a way which,. avoids itsrationalistic

and scientistic entanglements. . TOWARD A THEORY OF THE HUMANITIES'

PROBLEM OF THEORY AND THE HUMANITIES Developing a theory of the humanities requires some sense of the structural rela- The goal of theory is theachievement of tionships between various forms of human. order, clarity, and coherencebeyond mere being and the conditions and undertakings which define them. This is obviously a appearance. There can, of course, be great disagreements about the kinds, forms,and major task which far exceeds the limits of degrees of order claimed invarious theories. a short article. Nevertheless,. we wish to .sketch one possible set of'relationships But in the elucidation ofconnections and foundations of appearances, there is the which may serve to illustrate the sorts of. process of forming andin-forming the world. issues which must be dealt with if the -foundations'of the humanities are'to be In the establishment ofregularities, com- theoretically clarified. inonalities, and patternsofsignificance, of Three forms of human being appearcentral: have reacted to the rapid development implications analysis, expression, and relation. We can science and technology, their for society, and the widespread concernfor orient ourselves toward theworld analytically humanistic attention to these conditions by as we do in science,expressively as in artis- a combination of romanticrejection, tic performance, andrelationally as we do in "adding on" of value considerations to a our dealings sociallywith others. However, calculus of technical decision-making, and we need to recognizethat there is no one -to- generalized complaint. The approach to one correspondencebetween these forms and theory of the humanities developed here, existing disciplines or objectdomains (for Science, for example, is acommunity using the forms of analysis, expression, 'theory). and relation mentioned above, enables a of relations and a form ofexpression as well different and more direct involvement by as a mode of analysis. Similarly, we estab- the humanities with the'problems.of science lish relations not only withother persons and technology. The approach of the humani- but with nature and ourselves. Forms of ties, we argue, implies a focus on the pure expression, such as the wayin which grounds of actions and conditions rather art is typically understood, canalso be than on consequences per-se. It implies illuminated by forms of analyticunderstand- attention to the cultural context in which ing as well as by patterns ofrelation. science and technology have developed,the religious and philosophical presuppositions Each of these forms presuppose anunder- underlying them, and the aesthetics of re- standing of what it is to'be humaninthe lationships in a technologized world. As address the ambiguities'of sense that they such, theory of the humanities concernsit- conditions and undertakings. In the absence self with the specifically human conditions of such an understanding--moreproperly, and paradoxes associated withunderstanding self understanding-4 natural scieneeof and with decisions, but it is not necessar- society and human experiencewould be suf- ily directly concerned with immediatepolicy ficient. It is in the engagement of indi- involvement, as in technology assessment,' Viduals and groups with both theirconditions environmental analysis, or social impact and the understanding of theirconditions Such theory necessarily relies through analysis, expression, andrelation studies. articulate possibilities which makes action and thought logically upon criticism to as they are-realized and List in social Being human therefore,as the possible. Critique fundamental subject of the humanities,' in- processes and human understanding. is thus the appropriate mode ofinquiry in volves the criticalself-consCious repre- But such critique must be sentation of conditions andpossibilities. the humanities. more than the negative,destructive dialectic It is the story of how huthanbeings can do, Of complaint and rejection with which we are or might. deal with theperplexities of their It must be oriented toward experience. As we have-suggestedabove, a all familiar. the illumination of pivotaltransformation theoretical approaCh to thisundertaking is points in the history of traditions. It essential insofar. as, human beings attempt- must concern itself with bothsuccesses and to establish order, identity,and direction failures in the response to options and -in their lives: Our manifest inability to the:theo- constraints. But most importantly, it should do this. completely suggests that illuminate human possibilities, both asthey ,retical enterprise must be acontinual' covered over in historic- reflection, and were realized and process of examination, sitUations and as they can be drawnout in -reformulation. our attention'tncentemporaryexperiences. Thus, ip_the application of the theoryof The notorious lack of progressin hUmanis-\\ the humanities there is adialectic Of tic study derives in:part fromthe non7cumu- `criticism and creativity, of recognizing latiVe character ofCritical inquirybut it proposals. The alsoderiVes,from the hUmehists' own unwill limitations'and making new . challenge and explore second half of. this dialectic now. seeks ingneaa orAnability to virtuslly'hon-existent in the humanities therelationShip between their own workand eliept\insofar as we- understand-creativity the human, settingfrom,Which it derives. as the subjective andarbitrary activity Theory of the humanities can SCIENCE, TECHNOLOGY,. AND THE.HUMANITIES ,performers give substancesnd contentto:the situational constraints altd visionary alternativeswhich qPorthe most part humanistic.scholars 132 iipear in human performance.' The:focus on which tend to become technocratic. They can critique alone does 'nit inform the processes achieve this critique by pointing out the of design in which we all can and do engage. myths and metaphOrs which' define our worlds, AS such, it does not connect means and ends, including views about the 'place of our oWn conditions and possibilities, freedom and subjectivity within these worlds. What they constraint which make ,us hUmans and there- must help us to see is the ways language. fore not subjects of science or technology works in talk and writing. Theory of the as ordinarily understood. humanities is in this sense theory of language. But if this theory is to be any- In.these terms, the theory of the humani- thing more than (scientific) description and ties-applies to science and technology not typology, it still must illuminate, as we as the:mere rejection of machines orknow- have suggested, the grounds of human experi- ledge, but as the analysis of how combined ence and possibilities, even-as they are processes of evolution and design have led necessarily limited-by our conceptions of to specific powers and entrapments;., It them. opens the discussion to possibilities for human organiZation,'relations.to nature, The promise of the theory of the humani- and relationsto one another which are both ties, then, is to restore the human dimension conceptually and politically liberating. It of individual and social undertakings to.the forces attention to questions and assump-, .mainstream of intellectual and practical con- tions which, as the basis of our culture and cerns. Suggestions for the realization of

Civilization, do not often get asked, and . this promise would lead to many questions are not easilyanswerable. The central and many literatures, some of them outside queStion is that of the human appropriation the realm of most humanists° attention, ofscience and technology, including the such as political-economic analysis and dilemmas raised by hmman.fallibility and the social policy proposals. The primary con- sometimes excessive deiire for familiarity, cern is about orientation,self-reference, organization, and continuity. For example, self-constitution, and communication rather there are assumptions about human well-being, than subject matter per se. (And of course improvement,. and appropriate power relations there ere important questions about the .implicit in both our social: and conceptual limits of particular styles or forms of treatments of machines and tools. There are communication.) Specifically in terms of judgments about aesthetics and religion the humanistic treatment of science and implicit in our Weetern concerns for domi- technology, there are aspects of both sci- nation, control, and artifice. entific and institutional practices which require discussion in terms of power and The reluctance of humanists to become ideology. involved in,apparently mundane'problems, like those.of the cultural foundations of Our purpose in this short article has science and technology, lead to scholasti- not been to provide a laundry listof topics cism and.a technicism in the humanities or issues with which humanists mightaddress themdelves.: Without focUs and, location for science and technology issues, for even this their work other than those prOvided by the has a technical ring to it. Rather we have 'internal .questions in particular disciplines tried to suggest what is fundamentally at humanists eventually have only their own . stake in human activities, hence in the group to speak to. Their historical per-, perspectives which humanists might bring spect.iis overly narrow and their learning to them. unavailable to the illumination of on-going human possibilities. --Dudley J. Burton, On the other hand, if humanists partici- Environmental Planning pate in public and policy discussionsonly and as additional "technicaladvisors," their Jan D. Dekema, contributions are equally distorted. Rather, Research Associate in Humanities they can help to illuminate the assumptions, University of California-- the origins,'and.the structure of debates Santa Cruz

\ 133 11- RETHINKING THE VALUE OF TECHNOLOGY TRANSFER

"values" Denis Goulet. The Uncertain Promise. New across national boundaries," And York: IDOC/North America, Inc., 1977, assume the form of "attitudes,preferences, pp. xiv, 320, Paper, $5.95. styles of life, normative frameworks,, symbolic universes, belief systems, and net In recent years, much attention in inter- works of meaning which human beings give to national commercial relations has, been given life" (p. 6, emphasis in original). ;These'. by the less developed countries (LDCs) to definitions, though-admittedly broad and the effort of gaining competitive parity in generalized, do allow for substantial. the world industrial marketplace with the flexibility of conceptualiiation. "Tech7 developed countries (DCs). The primary ob- nology transfer" as an act is not merely jective in this.endeavor has become,bridging shipping hard capital goods (i.e.',machidery) the ever-widenidg standard-of-living gap be- to an LDC; it further idvolves the exchange tween the rich nations.and the poor nations. of intellectual skills, as well as the prac- To accomplish thisend, a panacea ofsorts tical ability to apply knowledge. Similarly, /has received widespread publicity, namely, the notion of "value" presupposes intrinsic that through intensive application of tedh- material worth, but even more importantly nology transfer from the DCs to the LDCs, a it also inculcates far - reaching normative firm industrial base can be laid which will implications. serve as the,maitspring for developing'suitable economic infrastructures inthe "have- . Respective to economic development per technology looms not" nations. To besure, at first blush se, Goulet contends that 1) it 'is this plan appears to have laUdableAnten-= critical,for four chief reasOns: a resource, and relatedly; a creatorof new . tionsibut, nevertheless, several serious political, economic, social, and cultural resources; 2) it entails a potent instru- considerations_stilL remain as stubborn ment of social control; 3) it can have' :obstaCles. :'Cousequently,'Denis.Goulet has Zecisive impacts upon positive decision-, undertaken this study to clarify the multi- making; and 4) on '.a more sociological plane, facited*anCes of these prbblem areas; in technology can proffer new meanings for life iadoing, he hasstrii)Oed away that veneer by countering alienation. The conclueiod of:mystique Which surrounds modern technology implied here seemingly is obvious, but pro- and has revealed technology's dualism as both found: Modern technology's introduction eimataneOus 'purveyor and destroyer of. into any soci ty can have both positive and hUmanValues negatiVe ramifications vis-a-vis the hUman: values of thatjocietY. In other words,: degrees The Uncertain Promise,concentrdtes upon while technology surely permits new thedisparity.in gbal-values. hat stem from of social freedom from the constraints imr technology,transfers between DCs and LDCs, posed by dature,'traditiOn,:or social mores, withCase Studies,principally drawn from it also carries with it new determinismsand responsibilities for those livelihoode upon: liatim'America. At 'theoutset, Godlet facil- tates,the readeei abilityto.grasp the es- which it impinges. 'sence of the technology conundrumby.supply- .ingueeful:definiiions of his operational Gouletargues convincinglTthat:the forCe:i concepti"TeChnologY," "according to the of'modern'technology,:given itshigh'emphis7' ShOuld he .perceiyed:aa "the. systemr ticationand*ritaeiirenegisiSseVOlved4zito atic-..aPPliCation:Of'dolleCtivehuMan ration- an trObitheaniale:Arr AlitYj.tothe solution,of problems by. assert- ledttiOlogy":1111iChiSnowsqUirelyChalr ing':Centrol'Over:natUre ancrdver human lenging the nOrMitiVe'r0Otaihatundergird.,. the'fUndiMentaiViiiiesoftraditiOnal soar' rOdaaaaa 0f. all kinder "TranefOrs" Further, technology has. engendered; 0-seen as "thecircUlationof know-hoW etieS.

.. a dynamism which has produced rapid social designated to determine those 'values which change, a process which today is operating will be destroyed and those which will be- That decision ultimately must. to alter man's appreciation for Nature as . preserved. a part of his societal environment. If fall to the people themselves, and to their Goulet is correct here, the upshot of this relatiye wants and aspirations as set radical transformation is distinctly pare- against their realistic needs and capabili- dbxical: In prehistoric ages, man was ties. dominated by nature; yet, throe ingenuity, he created technology as atoolkforover- In summary, then, technology transfer in coming this domination. In time, however, and of itself will not be able to cure all- technological application has become so all the ills of.underdevelopment. It can, how- encompassing'that it currently threatens to ever, assist in.alleviatingthem, albeit, overwhelm mankind and subvert the very norms by sacrificing an uncertain amount of cul- of humaniatic valUes to a deus ex machina. tural values. This is the prospect. posed by Goulet's pensive volume, a prospect,the) Although Goulet is primarily concerned repercussions of which, will not befelf.: withediagnoSitg the problem of those con- fully until such a commitment to technocracy flicting-cultural values emanating from tech- has beendecidely made throughout asociety. nology transfer between DCs and LDCO,' he is Thus, science and technology, despite all also mindful of the need for, solutions. As their noteworthy contributions in the past a result, he advocates a number of requisite for bettering humankind's socio,economic policypreacriptiona, among them the estab- condition, remain encumbered by at least 1 shment of national technology infrastruc- 'one major flaw: the inability to make t red; the correlation ,of developmental perfect man's normative relationship with iorities with appropriate technologies; his fellow man." In the final analysis, he_negotiation of coherent transfer this is the most salient message-gleaned- trategies; the realizatiod of "two we from The Uncertain Promise.' ethnology flows";'and the fostering of --Christopher C. Joyner international commitment to tithnolOgy support programs. These actions; taken to- Dept. of Political Science gether, will realistically enhante the pos- Muhlenberg College sibility for successfully-adapting technology to less developed regions,ofthe international economic order. Finally, as the author a rightly posits, institutional actors (e.g., national governments, transnational enter- E prises, and internationelegencies) will have to serve in concert asatewards of thisglobal tt; economic transition.

On balance, The Uncertain Promise presents a humanistic perspective of thesocio- cultural costs which likely will be extracted, if international economic development is to be facilitated through technology transfer. Value conflicts in this process, Goulet maintains, inevitably Will persist, but as he later points out, "many Third World leaders resign- edlynowaccept the destruction of their own cultures in order togain modernity" (p. 250). Given this situation, one is -.tempted to ask whether "progress" is worth this price,.or whether *"- bigger andfaster" w. .id necessarily "better ".. Yet, the issue is not so simple, and as the authorconludes, ...---" the key lies in what specific criteria are ' . \4Torn Chalkley 135 Fnvirrinmpntaj Action A NEW INTRODUCTORY' TEXT or.

Technology, Change and Society:by Edward politics stresses both the managerialand C: Pytlik, Donald P. Lauda, and David L. participatory aspects. The human case against. points 2 Johnson CWorcester', Mass.: Davis Publications. technology is boiled down to the four l978Ydeseives consideration as a basic of conformity, alienation, rootlessness,and Individ- text ...1.troductory level Science, Technology disenchantment in "Technology and the Skinner's and1ociety Ssc.luiyp's courses. The authors of this ual," and biological modification, Ferkiss's Tech- book "abouttechnology'and Its impact on soci- technology of behavior, and ety,ur'view technology as "a primary determi- nological Man are considered asalternatives. nanf of "social change" whichis."altering In the last three chapters of Part I tech- halman,lifestyle to its existential roots.!' nology itself is divided into low, inter- TtieY move froFethe definition of technology mediate, and high (rather than-a long and 'to the assessment of technology in 283 pages involved history of technology), technolog- 'alvi#ed into thirteen chapters, and the length ical societies are divided into tribal, ana'logical arrangement mark the book as es- emerging, and post-industrial, and the con- Tecially tailored for a one semester 'course. cept of technology transfer isintroduCed. In the last two chapters eleven clearand - . :This book is certainly and clearly basic concise point by point case studycompari- - and introductory.. The authorssummarize and sons provide hard factual information csynthesiZe existing matP:vial,"rather than (comparisons, for instance, of the,Tasadays,, -adding new interpretations of insights of' India, and Japan). their own. They approach technology in a fair and balanced way, presenting positive Part II, which is almoit exactly one-half and negative:sides of issues.The prose is thel,00k, focuses on specific issues that simple, ispare, and down-to-earth, though threaten our existence -- population, energy, sometimes pedestrian ("The traditional. ecology, medicine, and work -- before ending - religious beliefmost seriously qUestioned with "The Search-for Alternatives,".tech- by mpdern technology 'is the belief inGod-."). nology. assessment and forecasting. The,, The. organization is schitatic, so that-stu- Chapter on rPopUiation Growth and ItoDeiend dents find virtually all the_informatiOnin on Global Resources," forinstance, is chock criap'units and in numbered,'Outline fashion full of statistics; and moves from thecase ("The direct impact of technology on politics for and:againit population controls;to.popn=. "Four basic pat- lotion trends,' demands on foodproduction, can be seen from two sides;" , - terns of educational curriculum structuring `redearchlon iniectiCides, case studies from are apparent in modern'societies," "Two Mexico and theThillipines, ending with urban factors associated with modernotechnology sprawl and water pollution. The chapter on appear to threaten the continued existence ."The Ecological graphic of the family"5. All of these things mein rdescription ore pollution control device,, that'the,text is easy to read, easy to and, the chapter'eWmedicine:Considerstfie:. understand, easy to study 'from. Since the moraDproblems surrounding organtransplant' hook is general and introductory, however, .technology.,. The chapter on work contrasts most teachers will probably supplementit aasembly, line T2roblems withAUchgiternatiVes with in-depth lectures and other books. asthe Volvo experiment; andeUggeststhe vital need tow prepare for the:leisure:soCiety. Part I begins with .a definition of tech- - - . . nology before moving in,"Technology andHuman tNoTbookiallich aims at such.breadth is go- Life" to a consideration of technological' ing to please-iVerybody, but this booklooks. determinism'and the need for him= choice to me like .aLsolid skeleton,..forgeneral, hrough summaries.ofsuchthinkeri as Ellul, introductory courses inthe Science, Tech- eil#ard de Chardin, McLuhan,' and Mesthene. nology and Society field. . .'"Technology and Society" technological eligeAe-exemplified by a look at the familY, litied,edUcatiOn;;economic systems, and , ....77Edward-ILTGallagher relig on. The eeciiee:ee' the faellY, for in- Department of English ci, stresses theitipactJof indUstrializa-_ LehighJiniversity-- on itidcalltracePtioi, whilethe section on 'ETHICS , TECHNOLOGY,AND THE'. ARTS

RECENT 'PUBLICATIONS

. , SENDER, MEAT A. "LET THERE BE (ELECTRIC) LIGHT('THE IMACEOF ELECTRICITY IN AMERICAN WRITING."ARIZONA' QUARTERLY'; (1): 5S-70. SPRING 1978.,

AlthoUgh appropriated byAmericaneiChnolOgi,'electricity SLOVICAULt,,IICUTENSTEIN,.SARAH: READ, . FISCHHOFF, SARUM . , erill.hremaiwAn,inexelicable,phenomenon.., Apmrican Writers, 0TEPHENI:COMBS,'BABBARA:' tilOW.SAFE IS SAFE ENOUGH? A .

having sensed . con- :...PsyCHOMETEICjiMOYAGFATTITUEESTCWARD TECHNOLoG/CA1,. power, hays seined;electricity ae :-IIISKS,ANDIMINEFITS:"." POLICY. SCIENCES9'-(2)027182, ...... fliCitrtniiht;:narhinannkt hi;;-garden%*414a;the APRIL` a dielded;Aelf,;hetnntOnitnieFna :...,...... : qualifled:.wonder , . . eurveysr the wit ofuchtimagety .f toothe. She public. icceptance,of- riak tnking as anecessary nficheardal'iiiikliti;2,:and.:*hitavii,1:t0,iJie @kept fciaii;!Of sacrifice.' for.. has beenA.frequeni,tbpic linkiiiraii!..andltelliill.;Woa.iic..thil;nennn'41.Clin;ror, and intecentiOCIAreelenciliteratere.-chaUncerItirr's- diritnast(aWidenOw"fitageralaiadiFfiiitingWayfrinally,. the "revialed:preferences'Ae.theehaOielded:Aeet:ef,.laws rola:ai.4inCiricftiOS4lliiiii!iAnViiikli,jp::# suis'Op its directlytelating,ecceptehlOiekto porce1Wed:benefits. Inhie'efuest for: light, the- invie- y tbe:preeentAuthOl:.,..,,. uae'itinni4ferntate. and of his. OsychometrIcOroCedures used ibleman finds "a dark knowledge of himself elicited judgments s-about vaideived andacceptable risks c cUltufe'i!PowerAtructure." and perceived benefiti,for'inuMberof innovations` activities.'nlike StarX, however, Fischhoffand'co. ',Om.. "SOCIALCLASS AND ll -'.BUTTEL, FREDERICK H. AND WILLIAM L. found no.evidente for "lees.". ' ENVIRONMENT HASS ENVIRONMENTAL BELIEFS, ARECONSIDATICW." AND BEHAVIOR,10.(3): .433-50, SEPTEMBER1978. GILBERT, JAMES B.°,WORKITHOUT SALVATION: AMERICA'S INTEL-. , . LECTUALS AND INDUS ALIENATION, -188D -1910: BALTIMORE: BaascV,on.a.,Atatewide survey of Wisconsfrreeidents con- 'JcHNHOPKINS UNIVERSITY_PRE8S, 1977. XV +, 240.P.,1=8.

...... , . . . ducreCin 1974,:theeuthors..find.that,prevlous....resenrch to whiehAtei equatedern'tirohlienteontelMvWithleOpermiddle Gilbert investigates the intellectual'reactions the that cleissAratUd may.:he.in:error::*TheWreeulta;:indicnte end, splintered eneiron. problems of alltrinted.work, individualism, theeffecte:Ol'AdUcetion", inCome', intlAcrUpailen on the century . In pertleulat,..Che. community at theturn.of. -' MentalettitUcleetire'AeagrinsteacWigefinepIice Of thoUght.of Williaasamiteflectedthe.difficulty.soclety residesee'AeeAetter4liedictors.WorkinIctlese:conCerns. a.work ethic which.no ceniidered insig7 bad in grapelinfOsIth.theidea of about the:envirenlenthave.hitherto been' longer explalnedfir-satisfiedAmerican society, - nificAntl.the::present survey indicates thatpro-environ-; ., . P.i/AMUSING THE. MILLION; CONEY ISLAND AT THE TURN,., 'mental Attitudes are strong inyounger generations and KASSCN, JOHN 120 P., city dwellers OF THE gENT1AY. NEW YORK: HILL AND WANG,.1970-:

, . .. . _ . . .ILLUS., PH . . rCONSIDEMTIONS IN THE REGULATION OF:BIOLODICALRESEARCH." UNIVERSITY OF PENNSYLVANIA LAW REVIEW 126(6) :,1420 -46, Coiey Isla d's history.dramatizes theeffectkof the rise American masses. JUNE 1978.- of urban-in irc6ustrial civilization on the Kasson preelents an inaightfUl explorationof.the illumina- The legel issues surrounding theregulation of poten- tion Coney's heyday caste onthecultural upheaval during Con- tially hazardousbiological:tesierch,ere'explored. the early/decades of this century.Through a synthesLe'of siderations discussed include who should controlsuch histories'of the resort, early magazine accounts,studies: research, the constitutional implications ofregulation of crowd psychology and New York Citylifestyles, Kasson of research, the efficacy and limitationsOfeXisting revel:1010w the entertainment developed'ot Coneyreflected control statutes spch as:the.loiticSubstances Control the'lies of the urban millions. 'Assieted by manyphoto- the development of the entre- Act'and the'Public. Health'ServiceiAct., graph, ,, the author discusses the responses niticlentists and of an' administrative agency composed prenebre who developed Steeplechase,Luna. and Dreamland The drafting of legislation.to create aregula- laymen. part i. tory commission with preemptive e-powersover local control, TECHNOLOGICAL SOCIETY: is proposed. Extensive documentation. LIpSEY, MARK W. ."ADAPTATION AND THE TECHNOLOGY ASSESSMENT." ZYGON 13 . PA VALUE CONTEXT FOR DUNCAN, OTIS DUDLEY, "SOCIOLOGISTSSMOULD'PECONSIDER NUCLEAR i! (11:2-18, MARCV.1978. ENERGY." SOCIAL FORCES 57.(1):1-22, SEPTEMBER:1978._ man can still. i If one accepts the optimistic view that During the late 40's Andearly.50"9,Aociologists who fregulatetechnological.development, then it becomei.neces- with, little dissent, considered such:matters'forecasted,. eery to Address two tasks: 1) the detertination of the in whith'electricity would be an ago of'atomic.abondance, range ansinature of technologicaleffects on lifeAnd2)' am.free-floWing as.water. For. tWo.decad0 intereitin elaboration'of a vidUip framkework yielding-ppm:dards enly-lo' heireawakened by the energy,lield was dormant, jtheby which technological consequencesmay.be.evaluated.,: the almost unforeeeen growth of apUblic-antinuclesr . Adopting an adaptational View of humanbehavior,'Lipsey sociologists i', vulnerable to movement.'It is time, identifies, four domains in which humane. are competence, to recapture theirresearch corner frol'techrileai experts. technological disrtiption: sdaption (physical), (receptivity The nuclearcontroversy hasdemonstrated that many prob- adaptability (wItural) and impressionability scientific are lege initially defined as technical and, to change). eventually recognized to be eoCial andpolitical. ANNOUNCING

ALTERNATIVE FUTURES

--The Journal of Utopian Studies-- MILLER, SANFORD A. "THE KINETICS OP DIET AND CULTURE."TECH- NOLOGY REVIEW 80 (8): 38-45, AUGUST/SEPTEMBER 1978.

With;the aid of IechnolOgy', man has overcome technical barriers to producing enough food for the world's population. Alternative Futures provides a forum for What have proved recalcitrant, Hiller feels, are cultural patterni-of food consumption and Oroductioe. The cultural utopian and futures-oriented scholarship functiovof food'in far greater than mere sustenance: for example, in industrialized and developing societies-alike, and commentary. an increased intake of animal protein and calories has become a status MimboI accompanying development, even at the Alternative Futures features material from expense, of good nutrition. the entire range of disciplines bearing on

O'MALLEY, BECKY.` "MICKEY SAY, MICKEY DO." NEW TIMES 11 18): utopian and futures thinking: philosopfiy, 40-57, OCTOBER 16, 2978. history and literature on the one hand and Among the-drawing cards for Disney.World has been its ecology, sociology, political science and remoteness from teeming Miami reality and the technologically achieved comforting "thematic" wholeness emanating values aspects of science and technology from hueble wastebiakets and treelike trailer hookups to on the other. Disney lodgings and trinsPoration.With sardonic wit and a goad deal'otdociatentation; O'Malley looks at a real - life "theee pirk"-,the ittedY.Creek.Improvement District. Alternative Futures was conceived in order Ostensibly just another,local government district, the RCID is in fact almast entirely composed of acreage owned to bring the utopian thinking of the present by the Disney corporation. The imagineers, O'Malley into confrontation with utopian aspirations . charges, haVe engineered a feudal principality in which public-monies.are used: o pave roads and build sewers for of ,the past, and to assess the ways in which Irivatelateresti. hopes or fears for the future have always RODGERS,. DANIEL T. THE WORK ETHIC IN INDUSTRIAL AMERICA, shaped, and continue to shape, present

. 1850-1920.CHICAGO, UNIVERSITY OF CHICAGO PRESS, 1974. XV + 300 P. action.

Traditional values of work were shaken by evolving industriAl forms. As a result, many' people questioned_ -* * the factory system and the direction of progress. * * * * * Sponsored by * * * Rodgers discusses the manner in which work values Human Dimensions Center changed byexamdning the ethic's origins and its ex- preaalun in dehatenover wages, creativity, leisure, Rensselaer Polytechnic Institute lemintse,children's literature, and political rhetoric. in cooperation with the UniVersity ofMichigan ,. coed intellectual history.Valuable footnotes. . Rackham Gradhate School and the Humanities vawRg, JOANN. "ROUSEHOLDTECNNOU3GY AND SOCIAL STATUS' RISIUG MUM STANDARDS AND STATUS AND RESICNINTIAL DIFFERENCES Department,'College of Engineering

IN HOUSEWORK." 'TECHNOLOGY AND CULTURE 19 6): 361-375, 1 1978. ' Subscriptions , . . . With mass production and Urbaniration came a"trend toward Published quarterly more equal ,dietributiea-of goods and aneaSing'of social _._etratificition bailed on purchases among houiewfves. Standar- Individual: 4 issues $ 8.50 ,Aization of houSehold goods and,practites.sccompanied the $14.00 teplacementCd7iervants by spPliances,and electricity, also Institutiona?.: 4 issues an egalitarian .As reinforcement for new values, the Media preached etandardcfOr'cleanliness and nutrition. -40:11ouaehold conaiiaytiOn, Vanali,argues, but education and The first issue will appear Spring 1978 employment became markers for wumen.

VARELA., IACOBO, A. "SOLVING HUNAN PROBLEMS WITH4HUMAN SCIENCE." Merritt.AbraSh HUMAN NATURE 1 (10)1.84-90, OCTOBER1978. Co-Editor, Alternative Futures

Trained in thsknow how. tradition of engineering,'Varela Human DimensiOn'Center came,tO social sciences eager to solve, rather'than study, social probleMe..'He.believes that the "social technology" .Rensselaer Polytechnit.Institute needed to cure many ills is already available in the find- Troy, New-York 12181 Ange of decades of social research.. In this article, several case studiei of Work accomplished by Varela's students are

presented. ' . Alexandra. Aldridge WEIGEL. =Seq. AND JOAN.Y"ENVIRONMENTAL CONCERN: THE iteeme Co-Editor; Alternative Futures ', DEVELOPMENT Or A MEASURE.".ENVIRONMENT AND 10 (1).3-15,,MRPCH 1978 :: 102 RadkhamA3uilding

Reports results of.investigations ofreliability UniverSity0f:Michigan and validity of the EnvironmentalCOnCern Scale, a

. Ann Arbor,"Nichigan 48109 test to measure ,attitudinel concern aboutthe environ- vent, change iSpublic attitudes, impactof environmental poliCies and legislation.Scale's validity/is HPT will review the first well documented, and Implementation is simple. Vnpeviewed. issue ofthe journal when it appearsin --Judith Histichelli --Christine Roysdon print. Editor Lehigh University Libraries. *The HPT Curriculum Development Newsletter recently received additional support from the National Endowment for the Humanities Newsto continue publication on afree basis for an interim period. During this period we will be, polling you asreaders to determine your ongoing interests anddirections for the Newsletter. Wemill also be seeking your response tothe viability of continuing the Newsletter for anominal subscription fee at the end of this period.

,We would like to express our sincere thanks tothe NEH for their support, but more importantly we want to thank you our readers. Your many and varied responses, written and oral, were amajor contributing factor in establishing'the successof the News- letter and the desirability of extending its life. Hopefully your continued interest'will makethe Newsletter even better. We would like to extend a callfor: speculative aspects of Q Short articles (1,500,-.2,000 words) on theoretical and ey curriculum development. Concise introductions to classicfigures and themes in the STSfield. o Detailed coursedescriptions. Reviews of texts and audio-visualaids. Course syllabi and other itemsof curricular interest. Descriptions of extra - curricular programmlng.

referred to in previous articles? Have any of you madespecific use of.techniques or texts If so, what has been the result? We would like to know. Newsletter contribu- Again, a final note of thanks for yoursupport and for the 'many Please keep the communicationsflowing. tions we have received in thelast year and a half. Dr. Stephen H.Cutdiffe Editor

ENOLC S'ENOLC A A CLONE'S CLONE

,aye gnirednaw dna keep s'wodiw myhciwdecarG Graced with my widow's peak and wandering eye, selcsum hgiht dehcnub my mb delbboR Hobbled by my bunched thigh muscles ,seltsub s'tdranreH sa eligarf smra dnA And arms fragile as Bernardes bustles. .I dna nosrep repap nobrac my dnats Stand my carbon paper person and I. ,kcip ot selom dna wahc ot slian htiW With nails to chew and moles to pick, 111 e'taht niarb a fo tsgna aht si deificaP Pacified is the angst of a brain that's ill ,lliJ detarebil emus ot derrefsnart 10) (Or transferred to some liberated Jill, (.kcid gniwom-ynam eht, drahrevE hguorhT Through Everhard, the many-mowing dick.) (11af 'alum eht tuohtiw) sussioraN team eussicraN Narcissus meet Narcissus .(Without the usualfall) ,wodahs aht ekil Sores eht gnivot Loving the xerox like the shadow, ,OddaV to levon-anolc a rehtegot gnitirW Writing together a clone-novel atYaddo, .11aHs'sellisSerV ni efil run gniyojnE Enjoying our life in Versailles's Hall. . .mob dna sllab, niarb ni,oot erahs ll'ew htaeD Death we'll share too, in brain, ballsand bone. .naol no ylno teew genolc teewe ,bal eht ot emoh oS So home to the lab, sweet clone: were only onloan. 87.71.x1 ix.17.78 silica eD kcoJ Jack De Hellis WORKSHOPS ON ETHICAL ISSUES IN ENGINEERING

a two week institute forphilosophy and engineering educators, will bepresented by the Center for the Study of Ethics intheProfessions, Illinois Institute of Technology, Chicago, July 16 to 27, 1979. These NSF-NEH supported workshops are designed to provide educators the materials andinterchange of ideas needed for courses on ethics andprofessional responsibility of engineers. Subject matter and cases will concern the situation of theprofessional, ethical problems confronting engineers, strategies for resolution of problems,and roles and respon- sibilitied of engineeringpsocieties, government,and,the individual. Staff for' the workshops includes philosophy and engineeringfaculty of Illinois Institute of technology and distinguished visiting lecturersin various disciplines. Par- ticipants will receive travel funds and astipend. For further details and application forms write:

. ,

_ _ _ _ . _ . _ _ Center,for the Study of Ethics in theProfession6 Illinois Institute of TeChnolOgy Chicagoi Illinois 60616

Non-Profit Org. Humanities Perspectivmon Technology U.S. POSTAGE 327.Maginnes Hall #9 PAID LEHIGH UNIVERSITY BETHLEHEM, PA Bethlehem; PA18015 Permit No. 230

14Q Clitrit410 Utlive.§ity...HPTPrpgrani

Number 10 Director: Steven Louis Goldman FebYuary 1979 Editor: Stephen H. Cutcliffe

ASKING THE HARD QUESTIONS_ A new-course which examines social concerns and human values in anengineering context

thought neces- During his visit Spring Quarterof 1978 a risk ourselves, but one we students and our- to the University ofWashington, Professor sary and challenging--for Rerig Dubos, microbiologist and Pulitzer selves." Prize winning author, addressed theeffects The basic objective was not to assessthe of technological change on ourcultural and advances. On each issue--nuclear dangers of various technological natural environment. and DNA research-- Profes- Such studies are already well underway power, solar energy, the ex- the scientific part of in some cases, at least as far as sor Dubos argued that well under- the problem was far less puzzling tosolve perts are concerned, the answers Rather, the class was to investigate The centralization re- stood. than the human one. modern plants poses, he the murky area of human reaction to quired to run nuclear power wide- believes, a much greater threat to an open risk--why we find, for example, the associated society such as ours than evennuclear acci- spread and well documented dangers with coal mining somehow lessfrightening dent or waste disposal. Quoting fellow sci- than newer energy sources, especiallynuclear entist, Alan Weinberg,former director of power whose peacetimedangers are more poten- the Oakridge NationalLaboratory, Dubos stated, "How to make technology adapt to theneeds of tial than proved. human beings--that's the hardquestion." The following "hard" questionsdictated ' What is the A new course offered by theEngineering the boundaries of the course: How does, it differ College was developed to dealspecifically nature of modern risk? What are with this many-facetedproblem: "Technologi- from our pre-industrial dangers? the factors that can and shouldinfluence cal Risk -- Deciding What'sAcceptable." Co- Professor of Nuclear individual reactions to risk? What are the taught by Gene Woodruff, and Engineering, and Mary Coney,Lecturer in methods by which the public can evaluate Humanistic-Social Studies, the course was decide collective risk? experimental in two ways: (1) to see whether Obviously, these issues span many disci- people's reactions to risks createdby modern technology could be studied as anacademic plines and, at least at present, claim no To reflect accurately the inter- subject; (2) and whetherteachers coming experts. disciplinary character of risk acceptance, from much different educationalbackgrounds of (nuclear engineering and Englishliterature) Coney and Woodruff called on a variety speakers to contribute their particular in- could together present acoherent course of Their common response was at once educational value and intellectualrigor. sights. enthusiastic (for the subject matter)and "We were," Professor Woodruff says,"taking 4 reludtant (about their ability to say some-' Professor Robert KOhlenberg of the UW Psy- thing definitive). chology Department characterized man as a creature whose behavior is determined by 'This lack of "expertise" turned out to be positive and negative reinforcements. Man one of the remarkable and productivecharac7 will accept, for.example, a risk because teriaticsofthe courae: for one thing, it that act has in his past "paidoff." Con- aOCurately.reflected the "state of the know- versely, what he values as important in life ledge" about' risk acceptability. In intel- is insignificant as a motivating factor. Even., lectualexOlOration, certainty has no place. the act_of malUating risks and benefits is And SecOndli,*.eachspeaker'e humility and a a reinforced behavior all by itself. (Ob- sense oVeiCitement radidied:to the students. viously the Students and faculty involved in Unlike:the more traditionally defined courses the course shared a positive experience of Where the class and the lecturer are sepA- evaluation,-- and were simply seeking a repeti- rated by ,a gulf°Of knowledge and the-students .:tionf.of that pleasure.) are expected to do all the learning, these weekly two-hoursessions became a truly JOhin Facht, visiting economist from joint venture--with faculty listening and Sweden,,outlined how risk is considered in learning alongside the students, economic analysis. Using the model of man as a rational being, Facht differedfrom Dubos Since the. beginning of the class coincided by seeing; man as basically a risk averter. with ProfeseorDubos' visit to the campus "How else to explain," he asked, "why people :(not-a-complete-cOincidence4,-he-agreed to consistently pay more money for insurance. than lead,off the expedition with some speculation risks prove out?"But the lack of consistency- about man's basic nature and how that affects both in costs of estimating risks and in per- any study of risk perception. As a biologist, ceptions of what is risky plagues the insurance 'Dubos argued that, "Risk is a peculiarly human indUstry. Furthermore, there is no present phenomenon. In fact, we must take risks to be market mechanism to measure environmental human." Comparing the.lion who, no matter how quality or quality of life., "Decision making powerful, accepts his' environmental prison to must," Facht concluded; "occur at societal primitive man(who alone of 'allspecies chose levels given the-limits of economicmethods." to move out of the environment that shaped and What a society will tolerate depends on amuch 'protected him, Dubos concluded that man's more complex set of factorsthan the minetary velue SyStemaccOunts for:his willingness-to system. ;:put himself in danger.. And thus we need to 'become. olearabout Ourvalues--awindividuals,. Tworesearchers from Battelle Human Affairs 40 a culture,andiasa species-if wehope to Research Center, Dr. John Hebert. and Dr. Bar- sievelop soMe.valid-measurement-of risk accept- bara Melber, underecOred the complexityof assessing public attitudes about risk. In their study of social issues dealing with Intrinsic to Dubos position is a belief energy technologies and environmental prac- in mantas a free agent, .affected br hisenvi- tices, a number of conflicts emerge: between ronment but capable of adapting it tohis own the expert' and the non-expert, the' objective purposes. While most GT the speakers that evidence and. the 'subjective response, the followed worked from this same assumption, individual and collective mind, voluntary and involuntary risks. In summary, those who Humanities, Perseectives al Technology,supported by .a Aissamination decide the risk and those who take the risk grant from the-National ,Endomeent for.the Humanities, is a newsletter daunted to material in the general area of technology, society, . and and those who receive the benefits are rarely human value.. We Mill publish short articles on 'the theoretical and the same people. How to adjudicate the claims speculativeasipects ofcurriculumdevelopient, '..in-depth descriptions,reviews of texts and audio-iisual..aide.and current of each group becomes the key to a safe and bibliography (annotated). In addition,we moult: welcome articles on 'Iouccaseful techniques for. Bitch taska as institutAng.sad evaluating a democratic society. -Melber, a.sociologist, course Smarms. arousing faculty and student interest.overcoming expressed her belief in the political process administrative ,raluctance.- obtaining visibility on campus,. mixing a lecture orfilm eerier, or editing aasveletter. An "Open belga" as the fairest means tocompromise various sectioa.lxists for readers with questions or roseateregarding any curriculum mead: Our goal is to help generate nem course.and to conflicting values provide .an inforiation exchanse in thefield of technology studies. Please address:all' coatitbutions lad 'correspondence tO1 tr.Stephen But even that process is fraught'with ,Cutclille, Program 216 Haginnem Hall' 59, MICH 114/911SITT, , lethleham to 11015. difficulties. Two class participants,' 142 'Gordon Orians, zoologist and Director of Woodruff and Coney chose two particular case studies, nuclear powerand. recombinant the-InstituteforEnvironmentelftudies Woodruff took the at.the University, and Professor KaiLee,. DNA, for presentation. pOliticaLscientistwho is also associated former and drew from his own firsthand .Withthe-Indtitute, spoke'on:their wide experienCe as a nuclearengineer working - , combine, ::eicOjetiences:woriCirkg, in Washington, D. C. with the public to find the proper As an expert him- with.tegulatOry agencies that oversee, tion ofenergy options.. of the interpret, end attempt,to:protect the self, Woodruff is particularly aware can.exert public's interest. Even theexperts,. immense influence professionals OriantS:ifound,:are beset with yet unsolved and how that power can' beabused.: Because unfortunately tend to put problems, caused by inadequacy evidence. some experts TIOokindd of errors are typiCallY made: theirabbitionoabove public interest, e 'TYpej,tSesinCaujeffectwhere there: is code of ethics needsto bedeveloped. Wood- nOlE011e;Type II; seeing ip effect,when ruff recomMended'espeeiallY tworuleev- ,theii Ope.."Wearespendinkler:too :1114*41000-TYP4 L:W4e';OitiY0041:13.re- (1)TheeXpert must be Scrupulously sen*thegreetese4Otential danger-to honest about the Status,ofthe factsjm oUr:;t0ciety;"Oriangt_ esderiedBut,part is presenting. JIemust:diotinguitheare-,- of;,: the comes from the 'differ'. fully amonithose:that are proved, .'those enCeSeperigtheyerioUStiaket4he agencies thatMost experts believe, and those, that -7'*.etequire40.4-uete.H±Shortterm. acute only heTbeiie9eS-.-- riskS:ereeaSiefirtO assesSnd easiest to reiiettie.ThePintoldetank::prOblem will, it is safe to Say, he solve&Completelyin (2) When the question-shifts froms the ten years.. Atthe otherendofthescale scientifid one of risk assessment to are;those long term chronic risksthat we humanistic one of risk acceptability, the expertise and barely perceive much less knoW howto . expert should disclainvhis speak only as a citizen. ,imitigate. Microwaves present in, Our environment, coming mainly fromradar,tele- 4 rein- :Visions, and 'ovens; presentan incredible The efficacy of these'standards was Manage challenge to the skills of governmental forced by Professor Bereanoof Social =the Univer-: regulation. One is tempted to.add meta- ment of Technology who-Serves DNA physical_prophecy to the requirementsfor sity Committee to oversee recombinant research.. Unlike WoOdruff,Bereano'spoke arlik assessment. . of his role` as' AlaYtan, albeitan informed An additional complication notedby one, who makes crucialpolidySbout a, highly jirefessor Lee in his year as WhiteHouse complicated and controversial subject.The Fellow was that risk decisions wereusually first problem? of course, for alayman in: enough made as a by-ptoduct of otherdecisions., this positiOnis to become informed and in some cases not evenunderstood as so as to interacteffectively with scientists. possible dis- such or acknowledged. Our oil impact policy Next, he must be aware of the and is largely determined by.otherthan risk parity between guidelines established assessment factors, yet the associateddan- guidelines followed. It is too easy, Bereano the gers to our health areprofound. HoWever found, foi labs:to become careless as In fact, famil- successful we become in our institutional procedures become familiar. threat to arrangements for risk, theur4en fordeti- iarity and accident pose a dual being-human sion must fall on all of us,especially, safe laboratory practice--both He urged the those most affected. "Institutions do not rather than scientific errors. participating: make judgments," Lee reminded us. "There Students not to back away from in risk assessment.'No one,. including the is finally no substitute formorality." specialist, ever knows enough. To borrow a To give the studentS a chance to test phrase from history our safetyi.s.too the theoriesthat were beginningto.emerge, portant to be left to the experts. OUt_of the diversity of. the presentations, determining what risks a society will or several factors:began to appear which infiu- should accept. In the final lecture, Dr. ence man's perception and acceptanceof risk: Coney cited man's imagination as one of his familiarity (if it is a danger we are used' to); most valuable and accurate tools for risk time (how quickly a risk is thrust upon us); evaluation. "That power, unique to the scale (the magnitude and complexity of a new human species and possessed by each member, technology); the media (where most people get can," she argued,:"assure that our choices Htheir4nforMation,butwhere bad:news gets more suit our needs and safeguard our future." aptention.than good); the intensity of oppo- eition; the obviousness of the benefits; and Begun as an experiment, the course ended finally,: choice; (man needs at. least, illu- with a feeling of accomplishment among sion of control to_feel secure). ,faculty and students alike. Although the special exicitement in breaking new ground ,How these factOrs can.beused'is another will be difficult to repeat, Woodruff and question andone the class could notanswer. Coney have decided to offer the course again The temptation'toTassign each some quantity next Spring. New students, new speakers, AndAeVelop.a formula for predictingpublic and more hard questions promise a fresh reaction is a strong one: - decisionscould be treatment of an age-old problem. rendered in amoraiiMely,Orderly feshion. And:as-distaitefUl,assudhHformulatiOns might appear.to huMAnists, they dooffer a --Dr./Nary B. Coney ::basis:for rationality so badly needed in Department of Humanistic- the politicalatena. Social Studies College of Engineering The class did agree on the insufficiency. University of Washington of any one disCipline or methodology in Seattle, Washington

* -4E

THE ENGLISH TEACHERMEETS THE TECHNOLOGICALCLASSROOM

It started pragmatically enough. The * Write'an extrapolativeessay; title was'"Choosing Futures: AnIntroduc- tion to Futurology." Its objectives were, ik Learn the tools of predicting the stated in well-behaved form, these"The future. Student Wills": Its texts_ were listed .as1

F DevelOpawAriness ofthe impact.of , presentdecisions and actions on Earth in Transit, ed. Sheila Schwartz the future; The Futurologists,, ed. AlvinToffler

* Study,. theliterature of futurology; Small is Beautiful, E. F. Schumacher * See the correlationbetween futur- handout ology and science fiction; On the neatly-typed blue dittoed there was a list of assignmentsnoting when filmstrips were to be shown,games OlaYed,, * Extrapolate thefuture in limited reports. due, quizzei taken --evenwhich areas pages.were to be _discussed in whichthree month 4i.Extrapolata personal futures; hour class period during the one interim period. Also included were some In a small Adalyze personal attitudes toward hints on how to do reports. college, where students know all aboutthe. change; explain, *nark' faculty within a week.pf unpacking, 4. "Introduce the syllabus, grading system and standards everyone knows the reputation of a teacher Introduce the filmstrip Who invents precise syllabialterable by 5. Show "From the Odyssey" :Aetith alone. 7. Discuss suggested questions, Small schools also are known for re-- reasons for sf Show "The Cult" stricted courses. This interim short course 8. Discuss questions given inteacher's .:."had been passed by the EducationalPolicies 9.

. guide. and OurriculUmCoinittee, partly because of Define utopia and dystopia myHlmpassioned arguments regarding-the need 10; Assign readings: Aftetreading the :for:future studies andmydeclarationa of 11. first section of Earth inTransit, meMbership in 'the World Future.Society and ,list qualities Of utopia present .the-;South Dakota Futurists; andpartly because:/yalssecretnry of the committees or not present. o the three hours passed in anorderly fashion. with Tomok- Altet the Osualpanic about having any The filmstiip series, Encounters basis for the factual pre oneat all sign up forthe Course; there row, was a strong sentation and had-a great emotionalimpact ,were seventeen the claas. Five.are re- tomeet; twenty is the maximum.The because it Is so strikingin its visuals and musical score.What I accumulated stUdentswere notantitMal' so forceful in its did not realize.was that thefirst day set ..:EngliSh:classjn:anyWay. Itr(sorry about. Ehglish major up the momentum thatcarried me and the the failotitism) best Senior. , . toward rtherean4 ayoung womanwho. had started fat fret the neat syllabus rapidly was alternative ways of meeting theObjective's. college nine years before and-wesfinishing .Psychology:sihile running a in English and plan was equally:' .:downtown'bar. -A brotherandiister,bright 'My second day's lesson neat.. As I look-at-it now,: fit is,still but veryreserved,HWete,Consideringmajorihg We listed the quali7 Then there:vaathe.captain of orderly and nutbered. in English. soCiefy, saw anothet of our football teamajuniotwbo wia just ties of an ideal the filmstrip series, anddiscussed the'` learned that he had beendroppedjrom the freshman who stories in Earth inTransit. The third teacher education program, a disarray, crossed - first semester `; day's plans show sighs of had failed all four courses I-had asked them aboutthe: chance, the' out activities.

. and was being given,a last project each one was to, do. Sf music was rirojectionist from a local movetheatre (a suggested; interviews withpeople whose biolOgy major),iand several whomI had never fields were changing; man onthe street seen. -Three of these were menworking in interviews; civil defense. All the'sth- the local 3M plant, which encouragesfurther dents, locked up togetherfor almost,nine education, Actually. Mostiof them hadnever class hours by now,'admiredthe others' seen each other --quitealeat in a school During the ten minute breaks,they of slightly over 500. ideas, started to form coalitions. ; Students.',Were notified clearly ofthe basis of.their grades: 1. Regular atten- The next couple dayswere enjoyably dance is required:, unexcusedabsences..will passed in the bestEnglish,classlorm. lower grades one/letter per twomisses; discussing the reallygood'stories and .2. Three readingreports--25%. Complete viewing.the rest of thefilmstrips.' We teports merit A's,but.muSt be' in on time played "Futuribles," created. byGeorge. and meet the standardsgiven; 3. One group E. Koehler and distributedby the United project--25%; 4. One individual extrapo- Methodist Church's'Boardof Disciples. This' lative essay--25%; and 5: The averageof is a;decision-making game,full of thought 3 quizzes-'-25% (70% Ispassing). provoking cards which theholder evaluates and priorities. Students loved thehany,s, ways of .playingthe.game,.and we repeated its When I started outthe first day, I had doing every later in the month..Just at that time our an exact ideaof-what I would be plan town,Mitchell, South Dakota, had a public day of the interim. My first lesson heating and referendum orralow rent housing read: ,project for senior citizens. ThereyassOme violence And much malice.inthe community. 1... Take roll In terms:of utopianthought, the local stU7 Do questionnaire onattitudes toward 2. dents brought up the'niatter,dramatizing change. the threats and costs ofchange. Compile and discussresults 145 ,When:we'lot:intb the Tofflerbook,Wetook economics, and education; theyfound stu- Organization *me time from the demandingreadings to play dents who' were National Farmers discovered that "Fiature.DecisiOns: the I.Q. Game," created members and thinkers; they aeronautics experts werein by Betty Barclay Franks anddistributed by two Minneapolis interview; SAGA Publications. This is anexcellent. town and corraled them for an defense director away simulation activity, a newexperience for' they talked the civil .they learned 'N\ 'the students - -and for me. from his office on to campus; to use catalogues toorder free films.Befor4\ had had liow,.by this time, the students long the library was fullof students, directed\ :enough small group discussiOnsthat they by the two senior membersof the class, busily knew each other pretty well. Iad duti- taping, filming, photographing,reading, and fully lectured and providedcharts'of phoning. methods offuturologists, including synectics, systems analysis,and change I;worked on. yllabi forthe second semester. strategies I, had learned not from my precise graduate school training,but Actually, I adjusted lenses,found some . through the American Associationof Univer- `hidden resources, andoccasionally was of pro- sity Women and my experience aspart-time some value. I did calm down an angry trouble-Maker. We watched avideo-taped fessor whose interviewer was late. Our Nova presentation on futuremedicine and . media director smiled andsmiled and gave

. thespecial, "Land of Hype. andGlory," advice. We were all very happy. ::one of my friends hadtaped forlii psy- chologrof. advertising Class. We. listened The fintil project was airedfour. days to an interview of Isaac Asimov(Science into.the second semester. All the class, .Fiction: TheTEArly. Days) and some spacey including'parents;.friends, brothers,and 'ef-type. music. I had beencollecting for faculty members, showedup for a threehoUr -years. multi-media presentation whichhad been pains- takingly edited from thetaped interviews. thecoali- From Meanwhile, during the breaks, The sound track wasin stereo 8-Track. tion built.f slides,'interviews, filmclips, reCords,and. original writing, they puttogether &project instead of "Can we &,one group project which I -- coursedesigner and futurologist" I-thOught that was Several?" they asked. had no idea would, comeabout. We had learned force ofall fine., They had realized the to use educationaltechnology and student using :to' fill three I was teaching that media 'I had been power. One librarian decided usefully They. hadobairved-tha an audio-visualcourse. I was not teaching life on their itself,' iMpactofjgames and:eVeryday anything. The class was teaching might happen. willingneso consider what and I was one of them. Seyeral of my col- The ultimate pushtoward the clags's taking leagues told me that.theyhad-never seen a syllabus to shreda was :over` and cutting: my class work so hard. very simple and untechnological. I got a cold. What's more --I lost my oice:. Yes, the class wawyerykind to. their turned in their structured teacher. They house and The class came over to my reports, passed'theirquizzes, and wrote looked over all myFuturists,. Education. extrapolations that theyenjoyed enough to from Tomorrows, personal books, scraps read to each otherbetween taping.interviewS. magazines and papers, andSmithsonians; The course did exactlywhat it was'designed tothe Moody Blues and whilethey listened to do. and drank coffee, theydevised the great plan. If the,colleage coursesaf.the future are to beanything:like.the oneof January 1978,- media director (we With the helpof our I can endureseveral more years of complaints librarians), who is also Mean- used to call them abdut thi stateof'modern education. all the an offreak, they went to work on while, I definitelywill continue to work taimake laiChinesDWIL_has, .They-learned with educationaltechnology. slidesjiompictues;.they:examined the Mary S. Weinkauf books; XistingTslides,:tapes,records,snd Professor of English ariana theytiacolired materials the libr. Dakota WesleyanUniversity ;didnot:knoW we hadl:theyhuntec1down 146 Mitchell, South Dakota, rofeasorsWith expertise inscience,.,, Technology in History

Prof. Ruth Cowan History 1.36 Dept. of History SUNY at Stony Brook NY

r 'ThifircourseUSen a series ofhistoriCal:case,studies, arranged in roughlychronological Oideltoillnatrate the various_ relationshiPsbetween technological change and social change. The dovrielsititendedfOrStudents. who' have very little.. historical background,',. majors have taken-ie:and fOund that it alsoadds 'a dimen but over, the yearesome histOry_.. sion to their r-understanding of history.

. . POrseil,.Tedhnology in Western TheteitbOOk'forjthScourse'is:MelVin Kranzberg and Carroll shOitquiZzesere:given-dUrldUtheterm on:-.the five separate' CivilikailonvOliiMe_I..., Five' COUrieStUdentS'arare AieCtionabf'thistekt:**A4 eseardh4aper al sO.r. e quited.4o r the iSkedchcoiea'teChnolOilCalchange'of*PartiOnlarintereat to theM:anditO atteMpia retrospective-teChnolegy assessment. Studehteare:Asked-to #0ue SpeCifiC411Ton'thei Charles Sineri social I mPaCtof,,theeChnOlOgicar,change.l The textbook (both ,volumes),. THIStorylofTeChnOlogy'(all,:volUmes)-anclEugene Ferguson, ABibliography ofthe,Hiatory arethe,baiiC -resources from which studentsare:418ked:tO,preparebbliOgr bibliography WreqUired in order to- assure:that ra'iet.for'theirpaiers4 a'preliminarY on anygiven,-- topic' hestudent will have access,` to reliableand: pertinent information, -\ - , this list is The following is a list of the casestudies that are covered during the term; supplemented by references to some'ofthe sources of information andanalysis;

Changing Airicultural Techniquesand the MedievalTeChnology: The Demographic Impact of Structural Impact of Changing Formsof Warfare. Lynn White,'MadievalTechnology and Social Change Jean Gim#4,' The Medieval Machine InventionvTransference The Invention o$ \yrintingwith Moveable Type: The Complex Nature of Late Renaissance. of the Means' of Production; ImpactLin Ideas and Attitudes in the Elizabeth Eisenstein, The Impact".of Printing Huyghens and the PendulumClock; Science and Technology in theScientific Revolution: Systems and Class Origins Relations between Modern Scienceand Technology; Differing Norm of Scientists and "Engineers.", Carlo Cipolla,CloCkS\and Modern' Culture Century R. R. Merton,Science\and Technology in the Seventeenth Work Patterns in Pre-Industrial Forms ofMirk: FamilialPatriarchal, and Time Variable Agriculture, Guilds,, DomesticSystem. Peter Lasiett, The World Have Lost Formation of-New Classes. Post-Industrial Forms of Work:\The'Factory as Social COntrol; Neil Smelser, Social Change,i\ the - Industrial Re' olution Anthony Wallace, RoCkdale E.P.,L. Thompson, Thelskinaofhe EnAlish'Working Class Harry Braverman, Label'and Monoica. Capital

.... , The' Americaw,System of Manufacture:Social and Economic Factors Governing Rates and Types of Technological. Change. H. J. Habbakkuk, British andAmerican Technology in the Nineteenth Century Merritt Roe Smith, The Harper's FerryArsenal

with Hew Vunetions Municipal Water.SupOlies: Creation-of Governmental InstitUtiona as Response to TechnologitalChange. Joel-Tarr, F. C. McMichael,' "The evolution'ofwastewater technology and the development of state regulation," in JoelTarr, ed., Retrospective Technology Assessment

Rudolf Diesel: Relations Between Inventors and Entrepreneurs;Social Choice in the Exploitation of New Technologies. W. Robert Nitske and Charles MorrowWilson,0 Rudolf Diesel

Conditions. Household Technology.: Technological Potential Nullified by S'ocial Ruth S. Cowan, "The Industrial Revolution'in the Home; Household Technology and Social Change in the 20thCentury," Technology and Culture, 17 (January1976)

Men and Machines inAmerican,History Prof. Bruce Sinclair History 37 Dept. of HL3tory University of Toronto

This course will be .treated as aseminar, meeting once a week, on Tuesdayfrom specific topics undet discussion in the 4 to 6 p.m. In addition to assigned reading on seminar, the following paperbacks will beused'extensively:,, ///

Brooke Hindle,'.TectinologyAnTEartir7.Aierica'' John Ar....KouWerihOgh;The-lArfs-iiiModetnAmerican Civilization E.T:"'Laytow,:TechnoingkendSociahtinge-jiCAmerida E. E. Morison,-_MaiiMAChinetandlbderii*Timea C.,W.:puraelT,Tteddiiikajn'leoh::oiegV'end:American Life Nathan RodenbergjechnOlciAYandAMetiCanEconomic Development - ; Each MetberOftheseMinerwill:he reaponsible forconducting one meeting in the together with your Jall=term"ancLone meetingi.w.the$pringterm. 'Thosetwoassignments, _ work.- The week1y'participation in theseminar.., make up 50 percent of the course in.con- other 50 percent will:be:beitedonaresearchpaper, All topicsTitust be selected the. Christmas recess, '.AnYoUtlineolf the paper! dultation'Withthe instiuctorPriorto of Whichindicatea in..pone detail (203 pages) what youthink are the interesting issues bibliography, your ,topic and how you plantnAnVedtigate them, together with acritical March 30. will `'be due on January:13. The finighed:paper will be due on Sept. 23 Historiography and Bibliography

Sept. 30 Settling the Frontier

industrial Revolution Oct. .7 The American Revolution and _the'

:Oct'. 14. The Tkanafer of Technology sjv

Oct. 21 Canals and Railroads

Oct, 28 =The PatehtOffice

Nov. -4. -Technology ,and Democracy, in the Jacksonian'Era

, Nov. 1.1 TheAleChanies!'Institute Movement

18 - :SourCesof Power

Nov. 25 - The American System ofManufactures

Dec. 2- The IndustrialExhibitions

Dec. '9-The Mechanization ofAgriculture

§2rAin Term

Jan. 6 - Technical. Education

Jan. 13 Engineering as :a Profession

Jan. 20- SCientific Manzgement

Jan. 27 - Conservation and Efficiency

Feb. 3 - Technologyand the City

Feb. 10 Edison and the Electrical. Age

Feb. 17-, ReadingWeek

Transportation Feb. 24 '- New. Technologies for

. , TechnolOgietkfor Communication . Mar. .2 -' New

Mar. 9 - WorldWar I

Mar. 16- IndustrialResearch

Mar.°23 World War II

The Military Industrial Complex

Limits to prowth .and : the Wholes Earth Catalogue SCIENCE FICTION FOR THE STSTEACHER

.STS. teachers on my campus and .elsewhere of Women in Science Fiction" (pp. 140-7q), frequently ask me-to'recommend sciencefic- Beverly Friend divides her subject into tion 'On a specific subject. Sometimes they women as gadgets; women as objects,and are just curious'aboutwhat science fiction such speculative future societies as will do with a specific matter, butmore female worlds and androgynous worlds.' Pat- often they are looking for a work toinclude ricia Warrick's "Images of the Man-Machine in a course, to assign as outsidereading, Intelligence Relationship in Science Fiction" or to recommend forreference purposes. Here (pp. 182-223); starting as far back as are a few of the works I:usually recommend ,Frankenstein, divides-man-machine science to help theta find what theyneed. fiction into. two categories: the extrapo- lative, which is usually set on this Earth

. \\ Bernard C. Hollisterand Deane C. ThOmp- in the near future, aims at socialcriticism', sone' Grokking the Future: Science Ficion in focuses on shortcomings in the present world,. the\ClassroOm (Dayton, Ohio:,Pflaum/Standard, and is thus mainly negative; and the specu- 1973)\s aimed at high school teachersehut lative, whiCh is usually set inthe far it is Usefurto the "alien" at anylevel \ future, in which all manner of man-machine looking for a story on a topicof social relationships areconceived, and which tends releVance. The book has ten easy -to -read to show creative symbiosis rather than con- chapters about science'fiction works on flict. -ecology, population, themachine, the'automobile,-atotic power, social control,preju- There are, of course, science fiction: .. dice, economics, cities, and thegeneration anthologies;on virtually every subject, but let.mejustimention'two - -both by. Pamela' gap. Each chapter suggests the rangeof topics or issues which:specific stories Sargent -- which have the overview introduc- ,specific relate to The chapter on the machine,,for tion dendely packed with the kind of A example, mentions, about twentystories under references that can be useful totheSTS' such headingses the priceof progress,- the teacher. Sargent mentions about thirty- advent:Of automation, the human computer,a five_stbries in the introduction to Bio- inhumanity of ma- Futures: Science Fiction Stories About

. -threat to democracy, the chines'? dependence on machines,and the Biological Metamorphosis'(New York: Vint- apocal*pse. . Suzanne Millies' ScienceFic- age, 1976), and shows.thatscience fiction tion Primer For Teachers(Dayton, Ohio: .moves from aconsideration of "individual Pflaui, 1975) contains lists of stories casesand accidents to a view of the future (with very brief annotations)under, eight in which biologitalichange is.normaland , ieddings. The "Menai-i Seienceleading, creative." In the long introduction to for instence, lists aboutfifty stories Women of Wonder: Science Fiction Stories under such sub-categories atiVfantastic in- aWomen About Women (New.York: Vintage, and robot,-the .1975):Sargent states that most science'fic ,ventions, mind control, man . mad eCientist,- and warnings/ tion.i0 still "primarily escapist` adventure, saturated with male- oriented powerfantasieth Thomas D., Clareson's Many Futures,Many but that "only sf and fantasy literaturecan ATorldst.Theme and Norm in ScienceFiction show us.women in entirely new or strange ur7 (Kent State University Press,1977) contains roundings." three helpfql,overview essays on topics regarding WhichManyigTS teachers are If you are interested inexperimenting' Focusing on the work ofKurt with science fiction in your courses anddo :VOnnegut,. Kendall FOster Crossen,and Ira, not have time to wade in and randomly,read LeVin,' but placing,them in a context that; around in the field, these five works may goes back.to SamuelButler's Erewhon help point you in the right direction. They '(1872), Carolyn Rhodes'. "Tyrannyby provide descriptions .and contexts which CompUtervAutOmeted Data Processingand' should enable you'to choose yoursampless pppressive GOVern4ent in. ScienceFiction" wisely. Op. 66 -93) discOases.seiencefiction --Edward J. Gallagher Warnings since the 1950x. aboutcomputerized Dept. of English In record keepingand decisionmaking Lehigh 'Iniversity, "Virgin Territory: The ponds andBoundaries 150 -10- UTOPIANS, SCIENTISTS AND ALTEIRNATIVEFUTURES:

A JOURNAL REVIEW

generate interest in utopian studies(which Alternative Futures: The Journal of Utopian. have become very unfashionable in recent Studies, ed. by Merritt Abrish andAlexandra decades) by jumping on the current futures Aldridge; published quarterly(Spring, Summer, This is perhaps so, but Autumn, Winter);. sponsored by the HumanDimen- studies bandwagon. it would be unfair to dismiss the journal sions Center, Rensselaer PolytechnicInstitute as a Johnny-come-lately in thelarger futures in cooperation with theUniversity of Michigan enterprise; rather, we should welcome it as Rackha0 Graduate School and theHumanities a vital new contribution to afield that is DepartMent, College of Engineering. rapidly becoming dominated by narrow technological approaches; In recent years the study ofthe future has achieved academic salience,if not intel- Indeed, in one of the early issues of the lectual credibility; The presses arepouring journal, Warren Wagar quotes Bertrand de forth increasing numbers offutures-oriented Jouvenal on the intimate linkage between studies, while undergraduate and evengraduate utopianism and futures studies: courses on the futurearejast appearing on college curricula everywhere. In thetradi-. Man is fortunate when the desirable tional. competition between"humanistic" and "scientific" approaches to knowledge, itwould and the probable coincide! The case is often otherwise, and thus we find seem that thescientists.are setting the pace Ourselves trying,to bend the course An futures studies.The Club of Rome projec- of events in a way which will bring tions, MIT computer simulations,Hudson Insti- the probable closer to thedesirable. tute scenarios rely heavily.on-the why we application of supposedly scientifictech- And this is the real reason niques to the analysis' of presenttrends and study the future. their extrapolation into the future. The 'humanists, armed with little more-than paper I personally find this argument persuasive, and pen,/seem to have been routeddecisively, and it is for this reason that I welcome the appearance of this new journal.As the and reduiced,to impotence onthe sidelines of quotation suggests, however, we seem to be the academic 'rush to the future. embarking on.a. highly subjective and normative exercise, for we are "trying to. bend Although mrly battles havebeen lost by . . the humanists, the war is by no means.over. the course of events" in ways consonant with our individual perceptions of desirable On the contrary, there hasbeen a regrouping Is this_really the task of amongst the-humanists, and,the recent appear- futures. "objective scholarship" in today's quest far ance of'this newjournal is perhaps the first understanding in a complex and rapidly chang- salvo, of their new offensive. Alternative ing world? Surely, we would be better ad- Futures: The Journal of Utopian Studies,is vised to examine current trends and extra7- the brainchild of. (amongstothers) Merritt polate future poesibilities based on a dis- Abrash of Rensselaer Polytechnic.InStitute passionate, scientific analysis of the- and Alexandra Aldridge ofthe_University of. "faCts and figures" of the real world? Michigan. Its purpose, according tothe co-editors, is to publisharticles on Still, as David Ingersoll and, Daniel Rich argUe in their article on '"e One- Dimen- "utopian literaiure and thought,communi7 sional Future," it issimply, mpossible to arianism and social experiment,utopian/ separate the normative from the seemingly ystopian science fiction,and futures Objective in the study of the future. Whether nquiry which is non-technicalinnature._11 it be based, on the computerized'stUdies of ell and good, but with':futures inquiry" _ licit._ why is 'the Club of Rome or the personal visions of for action,however vaguely the association conferences and seminars, new developments in This of knoWledge and aCtion'isspecified." the field, and other relevant material. will provide an invaluable service for those field, If this is so (and I doubt that manywould of us who are not really a part of the but wish to keep abreast of what is going'on. argue the point), why notadmit it at the out set and bring new. dimensions to the studyof the future. Why not, for example,open our Based on a glance at the first two issues (Spring, Summer 1978), it would seem that minds to the consciously subjectiveand specu humani- lative world of utopian and dystopianlitera- most of the contributors are froth the ties (English, philosophy) and the social ture? The narrow, one-dimensional'approach of sciences (political science, psychology). the scientific quantifierswill be thereby en- There is a stray practitioner of electrical r -iched by the intellectualand creative power and computer engineering, but the natural . of the utopian, communitarian andscience scientists are distinguished by their,absence. fiction traditions,It is by nolmeans sug- Given the nature of the journal, this is per- gested that the utopians and theirkindred spirits should instruct scientificstudents' haps as it should be, but one suspects that greater efforts should be made to,entice.the of the future as to theansWersithey should humanistly-minded natural scientist onto the . find; rather, their fertile mindscould help Hopefully, this will the.scientistS to formulate the right kinds pages of the'journal. become evident in future issues, for it will of questions to ask. Often, the value of a give the journal a,greater degree of credi- field of academic inquiry isdetermined not '----:by adroitness of methodology or suretyof bility within the opposite (and sometimes findings,_hut_by_the intellectualvitality hostile) intellectual camp. engendered by posing thekinds of questions All in all, Alternative Futures is an that spark human curiosity andcreativity. interesting and highly promising entrant Alter- into the continuing debate over scientific Despite some intellectual bravado, studies.' native Futures in essence is making aplea and humanistic approaches to futures If there are any disgruntled humanists who for peaceful coexistence in thecontinuing wish to strike a blow for an "imagined". .battle between the scientific andhumanistic future rather than one that is "programmed," traditions in thinking aboUt thefuture. It Id recognizes the indisputablerole that scien-. they now have a weapon in their hands. the pen mightier than the computer?We tific approaches td, futures.studies dO and should play, in the common enterprise,but it shall see. is trying to stake' claim for the relevanCe - -Ray Wylie of normative, nontechnical approaches as Department of well. Doubtless, the editors will behard International Relations pressed to'establish\a viablelbalancebe- Lehigh University tween offering a forum forthe systematic study ofnon-technical approaches, and be- Hcoming animpassioned\sPokesOan for a.particular School' of thoughtand /or action. Both types Of journalswould havvaluable contributions to make, but a the Present stage the role of honest broker:6f. utopian,communitarian .aand science fiction atudies.seems. to be the Mostappropriate.

In this regard, IshoI Uyld point out that / the journal is hoping.o serve as aclearing- \hOute for thenontechnical-aspects of futures .. . , studiegs.! In additionto its'solicitatiOn of Origthal articles,ith.solirovides:opportunities for contributorS tomake short "obser-. ations" on issues of/concern, andit reviews , f.tarA-r.iii,rant hooksinthe field-aa Well. Of M*E*T*A*

MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS

RECENT PUBLICATIONS

BOORSTIN, DANIEL. J. 111E REPUBLIC OF TECHNOLOG1: REFLECTIONS ON OUR FUTURE. COMMUNITY. N.Y., HARPER 6 ROW, 1978. XV + 105p.

Booratin presents brief explanations of America's relationship with technulogy in seven somewhat unconnected essays, lost o( which have been previously published. The book is offered TECHNO- FOWLES, JIB. "THE IMPROBABILITY OF SPACE COLONIES." in the belief that the converging powers of technology have LOGICAL FORECASTING AND SOCIAL. CHANGE. 12(DECEMBER 1976): reduced differences among the nations of the world and that 365-78. Ametica, the "Republic of TeChnology," has had and will continue to serve a central role. Specific topics include The prospect of spice colonise, as proposed by Gerard political technulogy and the Constitution, the machiep. O'Neill has .caught the attention of increasing numbers of immigration; "and education. Also ses,META annotation Issue people. Fowles argues that the dreamof liberation from earth's woes offered by proponents of such colonies is a. No. 5, April 1978, p. 17.. false one. Evidence continues to mount that lung-term space -voyages are dangerous physically, given even thebest of "THE MACHINE PREVAILS: A MODERN TECHNOLOGICAL CI.ARX, JOHN R. artificial environments. With disaster always threatening, THEME."JOURNAL OF POPULAR CULTURE 12 (SUMMER 1978): life in a space colony would be eternally disciplines and 118-26. mechanized. Economically and ecologically, space colony development might also be unsound, consuming more resources The modern spirit, as expressed do 'literature of this cen- Fowles concludes, "Space is a fear cf technology. than it can ever return. tury, voices an uneasiness, distrust, desolate, oppressive place that offers little to human be- Early dystopias where the machine overtakes civilization ings except confinement and regimentation." (Forster, Capek, Rice, O'Neill) are followed bycomedy But after the in the 1930s,(Thurber, E.B. White, Coover). GELLA, ALEKSANDER: JENSEN, SUE CURRY, AND SABO, DONALD F., JR. ferocious and Bomb, the image of the machine beconea more ITS HISTORICAL. ROOTS AND CONTEM- Clarke, HUMANISM IN SOCIOLOGY: prevalent. In works,by Vonnegut, pynchon, Barth, and WASHINCTON, D. C.: UNIVERSITY PRESS OF controls. PORARY PROBLEMS. the machine becomes the superior intellect which AMERICA, INC., 1978. XIII, 250P. Mechanical apparatus is only the obvious focus of fear.This ambi- literature reveals that man really trembles over the Placing humanistic sociology In an embattled position guities and delusion, of the human Inventors. among positivism and behaviorism, or "scientism," the authors attempt to promote their subdiscipline.Opening with an his- DORF, RICHARD C..AND YVONNE L. HUNTER, EDS. APPROPRIATE VISIONS:. torical review, the book then turns to humanistic sociology's TECHNOLOGY, 'Mg ENVIRONMENT, AND THE INDIVIDUAL. SAN FRAN- potential for alleviating problems of man in technological 3 CISCO: BOYD h FRASER, 1978. XV + 351p.,ILLUS., FIGRS.,TABLES. society through stimulating concern for morals and values. .There is en appendix, "Humanistic Trends in Recent Sociology: A collection of aproprfate technology-oriented essays, most A,Guide to Literature." of which were presented at the "Small is Beautiful"conference held in February 1977 at the end of E. F. Schumacher's U.S. HENDERSON, HAZEL. "SCIENCE AND TECHNOLOGY: THE REVOLUTION FROM tour just .prior to death.', Besides Schumacher, who was a HARDWARE TO SOFTWARE."TECHNOLOGICAL FORECASTING AND SOCIAL major force at the Conference, other contributors include CHANGE 12 (DECEMBER 1978): 317-324. Richard C. Dorf, Yvonne Hunter, Cornett Hardin, Tom Bender, Sim Van der Ryn., and Merman Koenig."in addition, there is a Though\lt will be sometime before the earth's physical re- lengthy article by Barry Commoner entitled, "Freedom and the sources are\exhaustea. society has already reached itsconceptual Ecological Imperative: Beyond the Poverty of Power." limits to grOwth. Industrial society has entered an entropy state in which "the technological process hasgenerated'auch ENCYCLOPEDIA OF BIOETHICS. EDITED BY WARREN T. REICH. NEW YORK: scale, complexity\end interlinkage that it has become unmodel- THE FREE PRESS, 1978. 4. VOLS. able, and hence or:Manageable."' A reconceptualization of the metaphysical premises\of industrialization is neeled. Hender- The 300 articles in this 2000 page work discuss the issues, . son believes. Major belief systems.based on rationalism, conceptic.and principles related to biomedical, ethics.' Articles reductionism, and continual expansion must give way to a are arranged alphabetically from "Abortion" to"ZygoteBanking" holistic, balanced world view, ancleach includes an extensive bibliography. Contributors represent the following fields: biomedical sciences, philo- LIU,.BEN-CHIEH. "TECHNOLOGICALCHANGE AND ENVIRONMENTAL QUALITY: sophical ethics, health professions, religion, law, anthro- A PRELIMINARY SURVEY OF ENVIRONMENTAL INDICATORS IN MEDIUM, pology, sociology, psychology. METROPOLITAN AREAS:"TECHNOLOGICAI:FORECASTING AND SOCIAL CHANGE 12 (DECEMBER 1978): 325-336. N... ENERGY AND THE ENVIRONMENT. ISSUE TITLE. AMERICAN BEHAVIORAL SCIENTIST. 22 (NOVEMBER /DECEMBER 1978): 173-320. A mathematical model is developed whichmeasures environmental quality of life in 83 mediun -size standard metropolitan The six papers in this 'issue approach the energy-environ- statistical areas. The model is composed of such environmental ment relationship from a public policyperspective. An indicators as air, water, visual, noise, and solid waste pollu- article by James L. Regina follow. the rise of energy and tion;. temperature; sun days; inversion frequency; recreatiueal the environment as public issues. ,Erik J.Strenshjsm and facilities. Explanation of mathematical formula and the rat- Edward H. Allen study socioeconomic and insterational con- ings of the SMSAs are provided. Pacific region cities are Lettie straints on the development of new energy resources. generally highest ranked (Tacoma is best).Surprises include. participation and Manfred Wenner access the roles of public an outstanding rating for Trenton while Tulsa is lowest;South A final paper by Helen Ingram in energy policy formulation. Atlantic cities are substandard.All-cities, even the highest role in suggests that states shouLl be given a larger and lowest, ranked, have problems and pluses. energy nolicv development. MANN, ROBERT W. "TECHNOLOGY FOR HUMAN REHABILITATION."TECH- SYNOPSIS NOLOGY REVIEW 81 (NOVEMBER 1978): 44-53.

The application of technology to the problemsof the handicapped is a recent development long overdue. Hew devices described includii: the optacon (a portable delace for the Post-Industrial blind); the pathaounder, also for the blind; and prosthetic Mankin, Donald. Toward A devices,. including the Boston and Utah Arms and the Swedish Psychology: EmersiPerspectives on . Hand. Technology, Work, EducationandLeisure. THE EXPLOI- PETULLA, JOSEPH M. AMERICAN ENVIRONMENTAL HISTORY: New York: Wife371978.(paperback) TATION AND CONSERIMITM5F NATURAL RESOURCES. SAN FRAN- CISCO: BOYD AND FRASER, 1977. 399P.,ILLUS;;,-FIGRS.., MAPS, BIBLIOG. Transforming industrial andorganizational

A new textbook on environmentalhistory based primarily on (I/O) psychology from a passiveinstrument standard secondary source material which surveysthe American agent for scene from thu first colonisti throughthe early conservation of industrial-age ideology into an movement to today's ecological concerns. Each major section post-industrial change requiresmodifica -, --the Colonial Period, the New Nation,'After the Civil War, and the Twentieth Century-- is preceded by achronology of tions of the values, assumptions,and prac- important events, while indiVidual chapters arefollowed by psychology. This book references (or further reading. Useful for those desirous of tices of traditional I/O a basic introduction to thefield. proposes suchmodifications, integrating them with information andperspectives from other PHOTOGRAPHY. MASSACHUSETTS REVIEW 19 (WINTER 1978): 630-892. disciplines and subjects.It shows how a post- The current debate between proponents ofphotography as a industrial psychology can contributeto anin- "detached, symbolic, and formalletic'ert" and thosewho coo- eider the photographer as a medium between theobjective tentional, rational, and humanisticfuture. world and particular visions of it is the premiseof this issue. Considerations of the implications of the debate are joined with many full-page black and whitephotographs. Here is a unique approachthat can be Among the articles are: "The Romantic Machine:Towards a Definition of Humanism in Photography," by BillJay; "Camera applied to problems andopportunities emerg- Work: Notes Toward an Invest!gation," by AlanTrachtenberg: ing from the interactions oforganizations, Allan Sekula's "Dismantling Modernism, ReinventingDocumen- 'tary;" "In Our Image," by Wright Morris; and astatement by technology, and society. Insteadof focus- Walker Evans. There are studies of the photography of Aaron and issues LeVitt. ing primarily on existing problems Siakind, Steiglitz, Hine, John Szarkowski, Helen of human behavior in industry,Mankin ex- SECAL, HOWARD P. "AMERICAN VISIONS OF TECHNOLOGICAL UTOPIA, MARKHAM REVIEW 7 (SUMMER 1978): 65-76. plores problems that transcendthe bounda- 1883-1933." He discusses Twenty-five fictional and non-fictional technological ries of individual organizations. utopias appearing in this fifty year periodprovide "full- such broad societal concerns asunemployment scale blueprints" of ideal societies,including physical impact of resource appearance, Institutions, inhabitants, andvalues. Included and underemployment, the are works by engineers andindUstrialists. Societies "run shortages and technologicalinnovation on the by and for technology" emphasize efficiency,order, self-- problems of lei- control, cleanliness, and harmony., Technologyand.Nature quality of work life, and the are "domisticated."Transportation and communication sure, elderly workersand retirement. Ap- aystems are usually described in'detall as arethe values fulfill- involve social of technocracy. By imitating the machine man finds proaches are proposed that techno- ment. Extensive documentation includes a listing of policy initiatives as well asorganizational logical utopians and their writings.. programs. ANTIOCH REVIEW SIMON, ROGER, ED. "LOOKING BACKWARD AT STEEL." ,36 (FALL 1978): 441-462. This book can be used in courses onI/O Interviews With two retired steelworkers,conducted,by psychology and organizationalbehavior and Lehigh University students, depictdistinct reactions to jobs at Bethlehem Steel Corporation. One, an expert mechanic, de- as a contemporary surveyof these fields in rived much satisfaction and self-esteem fromskills developed Though low paid, he introductory, and gen- though his own initiative and talents. courses on applied, believed his task important. The second interviewee, a union is appropriate for brutality of the early eral psychology. And,-it organizer, relates the harassment and any specialized coursesdealing with the re- years of organizing, techno- AN HERETICAL.' lationships between organizations, WEINCART, JEROME MARTIN, "THE 'HELIOS STRATEGY': the processes VIEW OF THE POTENTIAL ROLE OF SOLARENERGY IN THE FUTURE OF logical change,.the individual, TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE A SMALL PLANET." of induStrialization, and theproblems that 12 (DECEMBER 1978): 273-315. interactions. . may arise from these be'necessary to.make a transi- Over. the next century it will tion from reliance on fossil fuels to the useof long-term and fist primary energy forms. Of possible sources, only the Editor. of supplying,even the Unpreviewed. breeder reactor and the sun are capable rof. Nankin, who is noted onoUr list of _lowest of projected needa. For the solar option, the author engineering advances are needed.. The concedes, some major active scholars willing to visit campuses paper proposes.a global solar energysystem that, given these,' advances, could support ten billion peopleenjoying modest to lecture on STS topics[see issue #2, energy consumption. This level should be waif. beyond that October 1977], is now located at: proposed by advocates of small-scale technologies orthat which proponents of. nuclear energy presentlydeem feasible for solar systems. University of-Maryland UniversityCollege --Judith Miatichelli University Boulevard atAdelphiRoad --rhrtetine Rovsdon _ _ _ rtn-7/..^11 Igrz:7255F5PPP OPEN FORUM,

INTERFACE_ ' 79 ,

participa- the Third Annual Humanities andTechnology Conference, invites.your Department of Southern Technical tion. Sponsored by the English and History Institute, Marietta, Georgia, in conjunctionwith the Humanities and Technology Association, INTERFACE '79 will be heldin Marietta, Georgia,. October 25-27 the 1979. Papers emphasizing the interactionand the common boundaries between humanities and technology are welcome. Deadline for one-page abstracts is May 1, 1979. :Direct inquiries andsubmit abstracts/papers to.Dis. Roberta English\ Gates and George Kennedy, Co-Directors,INTERFACE '79, Department of and History, Southern TechnicalInstituteplgarietta,'Georgia 30060.

THE AMERICAN SOCIETY FORMECHANICAL ENGINEERS,

Technology and Society Division, isrequesting papers on the,follow- York ing topics for presentation atthe Winter Annual Meeting in New City, December 1979. Two copies of abstracts(200-500 words) or completed manuscripts Of the papers maybe submitted to: ProfessOr A.M. Dhanak, Department of Mechanical Engineering,Michigan State Univer- sity, East Lansing, MI 48824. Thedeadline for the abstracts: April 30, 1979..

Papers on the.following topicswill be considered to be especially forecasting, social suitable: (1) Technology assessment - analysis, impacts, ethical values,methodologies; (2) Energy and environmental assessments; (3) Assessmentsof solar energy and'of other'alternate _ energy sources; (4)Technology transfer - the use of newand innovative engineering practices inpubliC, sector management, technology transfer to Government Organizationsand case studies; (5) Analysis and/or proposed models of engineering ethics;(6) Appropriate technology for developing and developednations; (7) Socio- technicai. programs and ethics coursesin engineering education;(8) Emerging technologies; (9)' Legislative and legalproblems'relating to the role of technology; (10) General aspectsdealing with interactions

between technology and society, .

Submitted abstracts or papers-willbe reviewed as to their appropriateness for the planned sessionsand the authors will be notified of the acceptanceof the papers for preprint publications and presentations. a workshop

ETHICAL ISSUES IN HUMAN REPRODUCTIONTECHNOLOGY: ANALYSIS BY WOMEN will be held at Hampshire Collegein Amherst, MA'from June 24-29, 1979. Sponsored by the Federation ofOrganizations for Professional Women and supported by the EVIST (Ethicsand Values in Science and Technology) Program of the ,NSF, thisproject aims to explore the effects of introducing more direct imputby women into public and policy debates on the setting of researchpriorities And on the usage of reproductivetechnologies. Topics are grouped under the categories: (1) Ethical Dimensions of Contraceptiveand Abortion Technologies;(2) Perinatal Ethical Issues; and(3) Engineering of Human Reproduction. Participants will be selected fromprofessionals and concerned lay persons. Applitants from a wide range ofdisci- plines and points of view are encouraged.toapply. Project directors are Helen B. Holmes, Judith A.RaMaley, and Janice G. Raymond.For further information contact: EIRTAW, P.O. Box1022, Amherst, MA 01002, or phone (413) 253-2063-

Non-Profit Org. U.S. POSTAGE Humanities' PerspectivesonTechnology. 327 Maginnes Hall #9 PAID BETHLEHEM, PA LEHIGH UNIVERSITY Permit No. 230 Bethlehem, PA .18015

156 ifritiC*111)-'11.0W§letter:of..trie-Letii0HOniyOtT;$11.ji:..Hpr:.PlrOgte:00:::.

Director: Steven Louis Goldman Number 12 Editor: Stephen H. Cutcliffe June 1979

BEHAVIOR CONTROL AND HUMANVALUES:

A COURSE REVIEW

In field after field the development of scien- including the use of drugs, psychotherapy, tific knowledge has made possibletechnological electrical stimulatiOn of the brain and psy- novelties which present us with new value chosurgery, we have limited ourselves to problems. This is true with respect to the the possibilities suggested by the principles technologies of war, of industry, of medicine, of operant conditioning. The varue ques- and such problems are becoming moreobvious tions arise here as insistently as anywhere, in the area of behavior modification andcontrol. and the applications seem less likely to be Claims are made, and evidence is produced limited to use with single individuals than which purports to show, that a technologyof the other techniques. This latter point is behavior control is now a real possibility. of some importance, since it seems to Perhaps nothing else, with the possible excep- promise the possibility of designing or tion of genetic engineering, poses theproblem re-designing a whole culture. of technology and human values so sharply as The early part of the course, then, is this new potential. devoted to understanding the following con- In order to deal with the questionsraised by cepts and the principles based on them: these new possibilities, a team-taught course reinforcement (positive and negative) , pun- by a psychologist (Arthur Brody)and a phil- ishment, shaping and schedules of reinforce- osopher (Norman Melchert) has beenoffered forment. Applications of these principles in the past three years at Lehigh University.It modifying the behavior of pigeons, rats, is truly a team project. Both of us arein the and monkeys are made vivid by the use of classroom together. And while it is usuallythe a film. And that the sameprinciples have case that one or the otherof us takes the lead at least some application to the behaviorof during a class session, it seldom happensthat humans is dramatically illustrated by another the other just listens. The coursehas a lower film showing successes in treating autistic division number, but requires one coursein children, retarded children, and adult either psychology or philosophy as a prereq- schizophrenics by these methods (the last involving a token economy, thus making uisite. clear the important notion of secondary The first task is to get clear about thetech- reinforeers). nology in question; and that means getting elf arethen drawn to ti views in psychology, in particular with"intra-the main themes of Beyond Freedomand psychic" views such as that of Freud. In Dignity: The environment is responsible, these views, behavior is explained in termsof and we (though not responsible for out certain internal states, mechanisms, drives or actions either) can control the environment, needs.Id, Ego, and Super-Ego'are well- and so control behavior. This view , that known concepts in an intra-psychic view: causal mechanism entails the denial offree- dom, dignity, autonomy, and responsi- The second contrast is with the way we bility, we call "hard determinism." ordinarily think of ourselves and others. This can be thought of as arudimentary theory of Against this the "soft determinists" human behavior which is embedded in common argue that the entailment fails.For, sense, ordinary language, andeveryday ways they say, within a completely determinis- of reacting to each other. -Its keystone is the tic system creatures such as men can be distinction between actions (what people do) called ,"free" and can have a sufficient and mere happenings (what people undergo degree of autonomy to make it reasonable or suffer). The former are explained(in to hold them responsible.Jones.is free to this proto-theory we call "the manifest image do A, in this sense, if he can both do A of man") in terms of reasons the agent has and refrain from doing A; i.e., if he can for performing his actions; and reasons are do otherwise than he in fact does do.And explicated in terms of beliefs and desires. he can do otherwise if, his doing what he Jones goes to the dining hall because hewants does do is neither compulsive4norcoerced, to eat and believes they are-nowserving.It nor constrained. We have a caseof free is in 'the purposive, teleological, intentional action on our hands, then, if the action character of action-explanations in the mani- flows from the person's rational beliefs and fest image that we get a sharp contrastwith desires even` though these in turn aresub- the mechanistic explanations of behavior ject to causal determinism. theory. One of the crucial practical issuesin- This contrast sets up one of the mainprob- volved in the above division of opinionis lems the course is focused upon.Supposing that of punishment.. Skinner argues that that action-explanations` of a mechanistic sort a world without punishmentis a possi- can be given (whetherpurely behavioral or bility, control of behavior being accom- by way of a physiological analysis), isthis plished by positive reinforcement of incompatible with holding persons responsible desired behavior, It is not for their actions? There is a divisionof only a possibility, it is desirable because opinion about this which we examine in some of the inefficiency of punishment in detail. stopping "bad" behavior and its efficiency in producing -undesirable side effects. There are those--B . F. Skinner is the most relevant example--who hold that if men's Herbert Morris, assuming that viola- actions are completely determined by causal tions of agreed-upon rules, will occur, conditions, then it is improper to hold them 'contrasts two wayS ofdealing with the responsible for their actions. This is' one of violators. He sets up two models, or ideal types, of institutions:one is a

Numeoitiee Persosctives og Technology. supported bya dissemination punishment' model and the other a treat- grant from the National Endowment for the Humanities. is a newsletter ment model. The bUrden of his argument devoted to material in the general area of technology. society, and -human values. We will pUblish short articles oo the theoretical and is that the rights of\persons are much speculativeaspects of curriculum development, in-depthcourse more likely to be disregardedin a society descriptions, reviews oftexts andaudio -visual aids, and curreot bibliography (annotated). In addition.we would welcorm articles on embodying the treatment model than the successful techniquesfor such tasks ea instituting and evaluating ' course or program.arousing faculty and student interest, overcoming punishment model. administrative reluctance, obtaining visibility on campus, running a lecture or file series, or editing aoeweletter. An "Open Forum" section exists for readers with questions or comments regarding any , The contrasts between these models and curriculum need. Our goal is to help generatenew courses and to comparisons of them with what Skinner says provide aninformation exchange in the field of technology studies. Please address allcontributions and correspondence to:'Dr. Stephen about punishment stimulate some quitelively H. Cutcliffe, SPE Program:. 216 Menne. Hall 19, LEHIGH UNIVERSITY, Eathlehee, PA 18015, discussion. control of be- Frankena argues that the close connec- Given the .assumption that the tion between moral judgments andaction havior,is possible by using the principlesof operant conditioning, questionsof value and precluded any merely descriptivist moral decision inevitably arise:to what end analysis of value terms. To say that x is to decide?is good is not just to describe it (as, shall this technology be used? who perhaps, something that leads tosurvival). how shall the controllers be controlled? It is to commend it. And to say that we In addressing these questions somereflection ought to do a certain action is to pre- on the nature of valueand moral judgments is scribe that it be done. Moreoever, there called for. Are they statements ofprevailing is a universal aspect to moraljudgments; norms? Are they'descriptive of somefacts aboutso that in saying "Ais the right thing to human nature? Are they merelyexpressive of ando" we are subscribing to a principle individual's feelings? Or do they represent a which would apply to anyone in therele- eational decision as to what ought to bedone? Ifvant circumstances 'who wasfaced with the first is correct, moralcriticism of society's doing or not doing A. What is calledfor ..values seem to be' impossible. If thesecond, as when we face a moral choice is adecision, Skinner seems to urge, then thebehavioral and no decision can be entailedby any scientist might be looked to as anexpert in how pure description of thestate of affairs. If the we ought to usebehavioral technology. sketch third, the contribution of rationalthought to a In terms of these concepts, we a model of moralreasoning which takes discussion of these matters wouldsurely be interests minimal.If the. fourth view is correct, some into account the facts and all the' explication is required to show howfacts and of those concerned; this model-wetake to reasoning combine with imagination .toyield be useable when facing suchquestions as non-arbitrary, though not scientific,decisions. we are core erredwith. We ,mean to provide studcmr. with a method forthinking These are large questions, naturally,and through value questions asrationally as nothing like full justice can be done tothem in possible. this course., We concentrate onthe second and fourth, using Skinner and William Frankena, We are confronting our students,then, respectively, as resources. Skinner tends to with two paradigms in termsof which identify good with what leads to survival,and these matters can be discussed.As a with the matter of fact, Brody favors oneof these this has a very natural connection differences notion of positive reinforcement.From such a and Melchert the other; so the "descriptivist" ethical stance, any useof behave some- existential embodiment..These havioral technology is acceptable,provided it matters are not, moreover, justacademic leads to survivalultimately tothe survival of wrangles. They have a very practical a culture. Thustheie are good reasons to bearing on the lives of the studenttand provide reinforcements to peoplefor "behaving the future of ourculture. for the good of others." And thatsociety will be recog- most likely survive which has asizeable propor- Both of these features seem to promote its nized and appreciated by the students.- tion of its popul Ation acting to The practical importance of theseissues survival. is apparent to all. And in a courseevalua- Skinner believes tion by the students at the endof the' In terms of this schematism, team teach- he can answer the questionabout controlling the semester, they singled out the controllers. Where control leadsto an inequit- ing by a psychologist and aphilosopher the parts of for overwhelming approval.There are able balance of goods received on alternittive points of view on these ques- the controllers and thecontrolled, the situation not is unstable:that society will not survive. Since tions, and they obviously were glad survival, is the crucial value, thatis a bad to get just one of them. society can society; only a reasonably "just" have be a good one. Students have been required, as we 1.59 taught the course so far;to take three exams Each has_learned from the other, both posi- and write a term paper. The first exam covers tively and in terms of mutual; friendly but the introductory section of operant conditioning acute, criticism. The joint exploration in depth and is an objective, largely Multiple choice test. of a practical problem which has both psycho- The other two are essay exams \ testing compre- logical and philosophical components can only hension of the readings. The paper is a researchdeepen our understanding, whether one comes paper requiring considerable reading beyond the at the problem from the psychological orthe assigned books and articles. We have left the philosophical perspective. choice of topic quite flexible, and it may be pri---- 114rily on the psychological side or primarily on .tlie philosophical. --Arthur Brody Dept. of Psychology Both of us have repeatedly expressed, to -Norman Melchert each other and to other persons, how much we Dept. of Philosophy have profited from participation in the course. Lehigh University

RESOURCES

2. W. D. Palle, "Gooding and Guiding," Mind 62. 1. BOOKS AND ARTICLES CURRENTLY USED (April 1953):195-171. a. B. F. S!cinner. Beyond-Freedom and Dignity. 3.Gilbert Fulmar, "Skinner's Values," The Journal of This book is used to explore one of the two paradigms Value Inquiry10 (Summer 1976): 106-187 referred to above, the hard determinist stance with a behaviorist coat to itWe try to help students do two things:(1) to understand it as sympathetically and 3.BIBLIOGRAPHIES accurately as possible, and (2) to understand some of the major criticism; which can be and have been made a.Bibliography of Society, Ethics and the Life Sciences. The of the book. Hastings Center, 623 Warburton Avenue. HasTin-Hudson, 'NY 10706. b. William Frankena, Ethics. b. Bibliography of Behavior.Modification, 1924 -1975.Morris F. A good introductory discussion of the various ethical rit t , 3000 Erwin Road, Durham, NC-27705. theories, with an attempt to come to some resolution of the differences among them. 4.AUDIO-VISUAL AIDS\ c. Alan Kazdin. Behavior Modification in Applied SettiEn a.Movies A discussion of the theory of operant conditioning, together..with consideration of applications to personal 1."Behavior Theory in Pr ctice." A film showing the behavior change and institutional uses of the techniques. behavior of pigeons, rate \ monkey1 and dogs being shaped and controlled by applying the principles of\ d. Robert L. Geiser, Behavior Mod and the Managed Society. operant conditioning. \ . \ ,, How behavior modification techniques are being used, 2."Reinforcement Therapy.", A film showing how-autistic. from a primarily critical standpoint. children can be taught to communicate and enter into", normil relations with Others, hoW retarded children can We have also used: be taught to read, and schizophr nice to assume responsibility for their liehay.ior--all usintechniques of be- Aldous Huxley, Brave New World and Brave New World havior modification. Revisited. b. Audio tapes b. B. F. Skinner, Walden Two. 1."The Work of B. F. Skinner." R.R."Her4vhahn. c. R. M. Hare, Freedom and Reason. Lansford Publishing Co.., San Jose, Californ ---and a variety of articles put on reserve, including 2. A series of nine cassette tapes from Skinner'sartici- , potion in a colloquium at the Center for the StUdy of 1.Herbert Morris, "Persons and Punishment," The Monist Democratic Institutions, Lansford Publishing Co., 52, (October 1968):975-501. San Jose, California. READINGS IN TECHNOLOGY AND CULTURE

The Program for the. Study ofTechnology at are responsible for the analysis andsynthesis West Virginia University is a broad-based of a required reading, at least one reading graduate program which provides students with from a group of annotated readings, and at the opportunity to focus on a particularaspect least one reading located by.the student of technology. Examples of these areaof con- that is related to the sub-topic under dis- centration include production,communication, cussion. transportation, appropriate technology,history of technology, socio-technicalinteractions, and The required readings came primarily international transfer of technology.Each stu- from two sources: The Technological dent, in conjunction with a facultycommittee, Society, by Jacques Ellul (Vintage Books,, designs a program of study based.= a'stated 1964) and Technology, Change and Society, philosophy, goals. and objectives determined by Edward C: Pytlik, Donald P. Lauda, and by the student. David L. Johnscd "(Davis Publications, 1978). The lists of annotated readings for each All students are required to take a groupof category vary each--semester\-asrnew-authors/ five core courses which provide acohesive ele- articles /books are discovered\ orwritten.A ment to the Program. These coursesallow the list of the sub-topics and the required students to develop an overview ofthe study readings and a sample annotated bibliography of technology and technological systems,the for each sub topic is described below. relationship 'of these systems to theciviliza- tional process, and the implicationsof change Since' the reading load is fairly substan- in these systems to future citizens. Thefive tial, no term papers or periodic exams are core courses include: required during the semester. However, thestudents,are required to complete an 1.Technology: Its History and'Development annotation card on the weekly reading they 2.Readings in Technology and Culture located. Also, on a. rotational basis, the 3.Technical Developmentsiri Communication, students are responsible for recording and Production or Transportation synthesizing_the clas diScussion, and to 4.Contemporary Problems in Communication, type, reproduce and distribute this sy Production or Transportation thesis to the other class members. Fin InterdiiciPlinary Seminar on Technology a take-home final exam is given.at the \ 5. completion of the course. The exam The Readings in TeChnology andCulture focuses on the student's ability to apply course consists of a surveyand analysis of the material learned during the semester selected -readings regarding therelationship to problem-solving situations. between technology and culture. The purposes of the course'are a) to develop anunderstanding of the impact and effect technologyhas had, --Edward C. Pytlik is having, or is anticipated tohave on the var- Program for the Study of ious segements of our culture andsociety; and Technology b) to develop an overview of themajor tech- West Virginia University nology-related writings from other disciplines.

The overall topic is broken down into15 (Editor) sub-categories. For each meeting, thestudents Courseoutline and exam follow. 161 Technological Development, and Social Change 5,'rechnolopy's Impact on Societal Institutions 10. uired Re aired Readin . .at.: pter5 a 8 Pytlik, et al.: Chapter 3 Annotated Reading List Annotated Reading List Chodak, S.Societal Development (1973). Drucker, P. TE-rAfa of Discontinuity (1968), TOPICAL OUTLINE Fromm, E. "Where are We Now and Where Foster, G.'ffiditiniial Societies and are We Headed" in The Revolution of Technological Change T1973) and Hope (1968). Farmer, R. W. Benevolent Aggression (1972).. Russell. B. "The Effect of Science on READINGS Social Institutions" in T. Hughes (Ed.) Changing Attitudes Toward American 11.Technology Transfer Techro:. (1975). Florin ntr The Existential Pleasures Required Reading of Entineeri-iik-(1976). Pytlik, et al.: Chapter 7 Hardin, G. "The Tragedy of the Commons" in F. Olsen (Ed.) Technology: Annotated Reading List A Reign of Benevolence and Destruc- Lela, U. The Design of Rule] Development tion (19137. (1975), - Nair, Blossoms in the Dust (1967). The Nature2t.Technology Nash, M. Machine affraFer(1958). 6.Technology and Education Berry, W. 1Wne'n he Unsettling Required Reading of America (1977) -. MI: Introduction and Chapter 1 Required Reading Pytlik. et al.: Chapter 1 a 4 A. Toffler, Future Shock: Chapter 18 12.The Enemy.Question Anr..-Asted Reading List Annotated Reading List Required Reading Muller, H. The Children of Frankenstein Burke, J. "Education in a Technological Pytlik, at al.: Chapter 9 (1970). Era" in The New Technology and Human Pirsig, R. Zen and the Ad of Motorcycle Values Triitilr Annotated Reading List MaintenanFra-TK- Leliiaiia, G. Education and Ecstacy (1968). Zvorkine. A. "Technology and the Laws of Margolis. R. r'IlrOmaja-Instruction: Freeman, S. D. Exploring Energy Choices its Development," in C. Stover (Ed.) Miracle or Menace" in A. deGrasia and (1974). The Technological Order (1959). D. Sohn (Ed.) Revolution,in Teaching Garvey, G. Energy. Ecology.lcormy. DeVae, P. "The Nature of Technology" in (1984). (1972). Proceedin of the American Industrial Barr, D. "The Technolog of Education" Cook. E. "The Physical Economy of Energy rIAssociaiiim 32nd Annual Convention Use" in Man, Energy and Society (1076). in Who Pushed Humpty/Dumpty? (1971) Loving. A 77Energy strategy: *rho Mad UMW-- Not Taken" Foreign Affairs (Nov.1076). 2. Philosophical Considerations Re.uirecteadin: 7.Technology, Work. and Leisure. apter Technology and the Environment Required Reading 13. Annotated Reading Lfst Pytlik, et al.: Chapter 12 Reuired Readin Ferkiss, V. "Toward the Creation of Tech -' e apter 8 it 10 nological Man" in Tebhnological Man: The Annotated :leading List Myth and the Reality (1969). Vonnegut, D. Player Piano (1952). Annotated Reading List Marcuse7IT.-One-dimensional Man (1964). Terkel, S. Workin(1972). Lawless, E. Technology and Social Lewis, C. S."The Abolition oara-n" in Neff, W. S. orlvand Human Behavior Shock (1977). The Abolition of Man (1974). (1974). Commoner, B. The Closing Ci/cle (1972). Schlimeher. E. F.-A-Guide for the Kaplan, M. and Bosserman, P.(Edo.) Carson, R.Silent SjiHinT(1-607)7 Perplexed (1977). Technology, Human Values and Leisure Rodda, 111.1-61/-1:e' in J. Rose (Ed.) (1971). Technological Injurt (1969): ess 3,Economic Considerations 8,Technolody and Medical Practice Required Reading Ellul: Chapter 3 Required/Reeding Pytlik,' o/ t al.mpter 11 14.TechnologyAssessment Annotated Reading List Daly. H. "An Overview of the Issues"in Annotated Reading List Required Reading Steady State Economics(1973).. Coldee. N. "Biological Conundrums" in PytlIk. et at.: Chapter 13 Galbraith:771'ns imperatives of-Teoh-- Technosiblis (1969).. nology" in The New Industrial State (1967), Dubos, E. "the Biomedical Control of Annotated Reading List Heilbrone, Ir.--Tffillordly Philosophers Human Life" in Man, Medicine and Rowe, W. An Anatomof Risk (1977). (1987). Environment (101)-. Kasper, R. a. Technology Assessment SchumacherrE. F. pmau 18 Benutiful (1973). Ham . and Haley, M,; J. ,"Public \ (1972), Health" in H. Naah-(Ed.) Progress as if McHele, J. The Future of the Future (1969). 4,Technology,arc Politics Survival Mattered (1977). °Mel., A. Me FuturisTi TRW:- EirelrEit-er,T770181del, V. "American Required Reading Medicine" Environment (May 1976). S 1 lu r:Chapter 4

Annotated Reading List , 9.TechnologyA Religion 15.Which Wax ErTheFuture Ophtils, W. "Umke's Paradigm Lost: The Required,Reading.- Required Reading Environmental Crisis, and the Collapse of H. Cox,-The Secular C.ty, pp 1-90, 145-166. Laissez-Faire Politics" in Beyond Growth RIM: Chapter 6 - Essays on Alternative Futures,W.---- AnnotatedReading List Burck andP71manirTird,F.) (1975), Annotated Reading List Dickson, D. "The Politics of. echnical Finnerty A. "Global Redesign"NoMore Reich, C. "The Coming American Revolu- Change" in 'The Politics of Alternative Plastic Jeans (1977) tion" in The Greening of America (1969). Technology (197517-7- MilWa.J,"Religion kelt Technical A,ge" Kahn, H. a-a-Wiener. A. "aiiM73ids on Rotenstreich-,-N: "Technology and in Religion in a Technical Aim (1968) Science and Technology" in'The Year Politiel" in C. Melina: and R. Mackey Tillich, P. "The Person in a Technical 20011( 1967) . (Eds.) EhT3sophy and TechnologY Society" in G. Winter (Ed.) Social D.-Vow:miring the linforeseeable", Ethics (1968). ° (1972) . Bar"-ir I.\"Attitudes Toward Nature and in Dynamics of Change (1976). Boorstin, D."Politictil Technology: The Technology" in Earth Might stFair Mumford, L.'"!Technics and Human Culture" Constitution" in The Republic of 1 in Huinan Futures (1973). 'logy (197147 .) (1972): .

, \ / _6_`162 Take-Home Exam Readings in Technology and Culture

Directions The exam consists of 12 queSti nsseparated into three sections. You are to answer 6 of thesequestionsptwo from each section.

Section A.

1.In TheTechnological Society., Ellul states '.'economic technique 'is almostlentirely subordinated to' production, and ranges fromthe organization of labor economic - planning."(p,, 22). (a)What precisely does Ellul mean by"economic technique?" (b)Select at least two other authors whodiscuss economic technique (even though it may be labeled,something else) and1 discuss how they perceive it. (c)In your own terms, how would youdefine economic technique? position." 2.Ellul states; "In diScussing techniquetoday it is impossible not to take a In your opinion,' is Jacques Ellul's position oneof optimism or pessimism? Defend your position with passagesfrom his writings, reviews, critiques,and other publications .on Ellul and TheTechnological'Society.. 3.,In your own words dethcribe Schumacher'sFour Fields of Knowledge. In an optimum society, how would youincorpordte these ideas into your personal -- .lifestyle? The sub-title to SchumaNker's book Smallis Beautiful, is "Economics as if. People Mattered,." Describe the optimum world,economic according to Schumacher as described in this text. 1 1 Section B.

5.If Jacques Ellul was having a discussionwith E. F.chumacher, on what points. .would.they agree? On what points wouldthey disagee? Substantiate your position with -direct quotations from theirrespectivetexts.,

6.There are persons who' feel that by tr-,msferringoithigh-level technoldgy to developing nations we are exploiting thepopulationof these nations. How' does the exploitation take place? Who are someofhe major 'proponents of thisN theory? What, do' they proposeasaliernative soluons,? Be explicit.

7.What is "Progress?" to you; to aneconomisi; to engineer; to a sociologist; to an educator; to a middle-classAmerican; to aeasant farmer in India?. Seek direct' quotations orparaphrase comments amuch as possible. .

I 8.The law of supply and demand is aphilosophical abstraction. Currently, supply seems to be limited only by ourability to produce, and demand limited only by our ability to consume. Theselimits are producing great stress on our environment. Develop the positions of at leastthree writers' who have proposed solutions to this dilemma.

SwtionC 9.You have just been, appointed Directorof the Energy Development Corninission for. the State -of West Virginia. You. have amandate from the Governor to get the peopli of this State-to reduce their gasoline consumptionby 30% and their home energy consumption by 50%.Develop a plan of action to complywith this mandate using actual statistics, logicalsequencing, practical theoretical models, realistic time frame, etc., and a minimumof conjecture. .10.You have just been appointed Ministerof Resourdes for a small developing nation. As Minister the major problem youface is to nreate a large, . 4 efficient, but at the same time, economicalsupply of : energy so that your country can move ahead with itsdevelopment' plans. Two other major interrelated problems in your country areoverpopUlation in the mountainous- regions and an adequate food supply.Topographically, one-fourth of the country Is covered by highmountains' which' collect all of the moisturefrom passing clouds. As a result of thismoisture collection, the other three- fourths of your country is desert wasteland.The mountain range has an excellent forest cover and 'is, also where80% of the population live.

. : Assuming that no natural resources areto be found teadergrOund . (coal, oil, uranium, geothermal) whatwould yOU choose as your major source ;of power? Explain your-choice in 'detail.- Include reasons why.

1 You did not- choose other potential sources.

, 11.You-,haveeen given the lob of:Making the final decisionOn whether or not to continue development ofthe cross-Florida Barge Canal. Outline your final report., :InalUde all the reasons whythe project should be 'continuecr;- all the reasons why the project shouldbe discontinued, what your final decision is and why yon made the.deCision You did:' Substantiate your. : i report with direct references.. '

12.You are the supervisor ofenianufacturing cOmplex that makes and assembles refrigerated1 railroad cars. Your wor ers have goneon strike, not for higher *wages, but for more humane workingconditions. They.are primarily con- ' cerned with noise and.dust levels,,tediousness of Work, lack of representation at nianagem nt level, vacation time, eta.Your plan of action is to study. the reports corn fled by the automobileindustry whon they had similar,problems and psychological researchstudies regarding-worker satisfaction.. Discuss in detail your findings and:theapproach yOu would take to,solve the problems that caused the strike. t IS THERE LIFE OUTSIDE THE MACHINE?

I suppose it takes something precisely like a The humanoid servants who transform the as shortage to remind us that welive in the world in Jack Williamson's "With' Folded Hands" Machine, so, fresh from visions of furrowed, (collected in Robert Silverberg's Men and brows and,long lines at the local gas station, Machines, 1968) arc programmed "to' serve Pm going to recommend some. man /machine and obey and guard men from harm," but stories for summer reading or next semester's the story emphasizes that man, must be syllabus. altered either physically or psychologically to really benefit from such service.'For The crchetypal "cocoon dystopia" is E. M. those who are strong and rashly attempt to Forster's "The Machine Stops" (collected in his fight the machines, physical.alteration, a Eternal Moment and Other Stories, 1928). Civil- lobotomy, renders them, blankly harmless; ization moves underground into the Maclaine for the weak and easily initimidated remainder, which provides total material comfort and happi- of humanity, psychological alteration, volun- ness to' individuals,in isolated-niches,much like tary submission to a life with folded hands, cells in atpeehive.- There is a button for every- .renders them "perfectly happy." \ think, but the price for this paradise is physical- and moral atrophy.Since everything is plugged The injunction "to serve and obey and into the Machine, .civilization dies horribly ,guard men from harm" can mean, ironically, when the Machine stops, though some hope is that the machines must save man from him- given to a remnant which has learned to live self.Thus, in "Folded Hands," in Lewis "outside." Padgett's "The Twonky" (also collected in Silverberg), and in John Sladek's "The Diaspar in-Arthur C. Clarke's City andthe Happy Breed" (collected in' Harlan Ellison's. Stars (1956) has the shopping mall glitter you Dangerous Visions, 1967) there Is a graphic may have noticed in the fairly recentLogan's and comic restriction of "normal" human ac- Run movie.(Have you also noticed what George tivity and choice. Windows don't open be- A. Romero has done with the mall as syritholof causea man might accidentally fall out; modern society in his just released Dawn of the machines operate water taps because a suici- Dead film?) 'It is one of those small technological dal human might try. to drown himself; the pleasure domes which dot the science fiction harmless pastime of milking a cow is permitted landscape.This eternal' city , a universe unto only when the cow is tranquillized and fas- itself, resting like a glowing jewel on the breast tened in a steel frame; a second cup of coffee of a desert, is a triumph of socialengineering, and the reading of detective stories are for- a perfect mesh of people andenvironment.._ to,6Siat such logical Cushioned by seductive machinery and a com- orvice, he is "eliminated" (Padgett), or fortable mythic history, however, this city is treated as abnormal and packed in glass cases also an "artificial womb," a "frozen culture," under the uterine control of. Med-central and the central character's "escape" to the stars (Sladek). causes a beneficial breakingof barriers and a stimulating new contact with reality. And if you are really looking for something grim, read Harlan Ellison's "I Have No Mouth, Isaac Asimov's Caves of Steel (1954) is a And I Must Scream" (collected in his Alone mystery story set a few thousand years in the Against Tomorrow, 1971), where the last future, when New York is a vast domed city of human belly slave of the computer is trans- 20 million people, which turns on the fact that formed into "a great soft jelly thing," with no' earthmen no longer go outside. The caveof mouth, with pulsing fog filled holes for eyes, steel is a technological marvel, an inevitable with rubbery appendages for arms, win evolution in the face of growing population, humps of soft slippery matter for legs. Look but overall it is not sympathetically drawn. around you in the gas lines!!! The system is straining, severe organization turns people into powderkegs, the delicate balance is vulnerable to the slightest pertur- bation. A C/Fe culture is the answer(carbon/ ferrum); life with the machine, not in it, is the --Edward J. Gallagher A.++..n+;t.ts,e. ca-,4144tr firln1117 Mn turtAr Department of English CURRICULUM AIDS:

A CONFERENCE REPORT

In late March I attended a workshop onSTS The keynote address was followedby two instructionaLaids_sponsored by the Pennsyl- others during the morning of thefirst day. - vania State .University Science,Technology,/ John Truxal of the College of Engineering and Society Program.; The organizers sawthe and Applied Sciencelat SUNY - Stony. Brook workshop's major purpose as a forumfor pre- spoke on the "Experience with Curriculum senting and analyzing a range of teachingaids and Materials in a College Level STSPro- from traditional texts to audio-visualmaterials gram." The Stony Brook effort takesplace gland modular units. One of the mostexciting, at four levels: STS researchprojects; the but at the same .time demanding,aspects of interdisciplinary Federated Learning Com-: interdisciplinary interaction is thepreparitionmunity described in the June 1978 No. 6 and use of instructional material.Because of issue of this newsletter; STS coursesoffered the diverse nature of faculty andcourses/ and in traditional departments, mostlythe sciences; hence needs, traditio4fial textbooks arefre- and the Department of Technologyand Society quently unsuitable for many classes.A /gen- located in the college of engineering.He concluded his presentation bydescribing erally perceiVed need in the fieldis for topics such modular aids of allkinds --print, television, several mini-teaching modules on as supermarketautomation and automobile film, 'etc.-- treating specific topics, which and can be variously combinedto-meet aldoirt any safety whith have been developed .at need. A second, less-focused aim wasto are available from StonyBrook. Ted Sher- bring together educators from avariety of burne, the Director of ScienceService, Inc. spheres including publishing,pre-college, of Washington, D. C. and thepublisher of and continuing education as well asth0 college Science NewS, wrapped up themorning level, where most STS activityis.prese tly session by addressing the issue of"Mass taking place, for informal discussionof the Communication. STS Aids." He outlined a this rapidly expan ing three-part model for bringing an awareness curriculum tissues in media. field. of science to the public via the mass Director of The three addresses providedsomething F. James Rutherford, Assistant afternoon the EducationDirectorate, of the National of a jumping off point for smaller add ess workshop/ sessions which covered the pre- ;Science FoUndation, gave the keynote education on "Science, Technologyand Society at th college, college, and continuing the need levels. -Each of the sessions was designed Pre-College Level." He emphasized to to provide. an adequategeneral educationin\ to provide individuals an opportunity the public schoolswhich would prepare the present And sliare with otherparticipants student to' fit intosociety.In this age of materials with which they had hadexperi- should include ence at la particular level.At the pre- science and technOlogy, that that anunderstanding.and Appreciation of their college level it was generally agreed inadequately \while there was material available, many social impact. At present this is the emphasized.In part, he answer lies inthe \teachers were unaware of it or lacked revision of standard sc ence texts toinclude experience to make effective use ofit. STS issues, the develo mentof modular ma- 1 Thus, recommendations included better terial, and more extens ve teachertraining in\ communications with ,the college level where the area, both pre-serVice andin-service. Lmost of the innovatingpresently takes place He concluded his comments bynoting NSF's and improved science educationwith respect expanding commitment tb these areas. to STS issues for teachers, both pre -service and in-service. At the college-levelworkshop,able journal which would avoid manyof which was most heavily,attended, participants the problems of copyright reproduction described individual courses and programs, Many other, useful and intriguing thoughts ---arrd-in some cases distributedmaterials.In emerged from these discussions including addition, several new texts and aids were the importance of doing interdisciplinary announced. The brief discussion which STS research and the value of establishing followed focused in part on how to make this local-area STS colloquia which would involve material and experience readily available, a people from government and business as point which was further developed during well as academics. the plenary session. The continuingeducation and mass media group was the smallestnumeri- While no "manifesto", so to speak, emerged cally and met-informally for a brief discussion from the two days, the mere gathering of on pertinent issues.These workshop sessionsthose involved and the consensus that what concluded the formal portion of the first day's was being done for studentsand the public at all levels was most important is Ahopeful events. sign. As with any young and emerging As with most conferences, the informaldis- field, it will take many suchlike-minded con= 'cussions centering around coffee breaks, dis- ferences and workshops to form a coalescence plays of instructional aids during theafter- of ideas and approaches. '.Through the noon of the first day, and thedinner table emergence of new journals(see the review that evening proved to be at least asvaluable following) and newsletters such as this, as the planned sessions.These contacts and we hope to bring toattention new develop- the plenary session held during themorning ments in the STS field such asinstructional of the second day were for me the most pro- materials as they become available.Readers ductive aspects of the two-day gathering. with ideas and materials are invited toshare Several major points emerged. Perhapsmost in this growing field. important was the widely felt need for legitimacy.Certainly everyone attending --Stephen Cutcliffe felt the legitimacy of STS activities; however, despite increased numbers of college courses Editor and movements such as that of ecology onthe public level, there was still a sense ofoperat- ing outside the mainstream of academic,disciplinary, and societal institutions and norms. On all levels, the solution appears to be continued hard wor-k-based on solid researchto convince those who make institutionaldeci- sions and hold the purse strings. A second major cony -'ern was thedevelopment of relevant ,teaching materialswhich will help in broadening the awareness of citizens from grade schoolers to the public whichis outside traditional educational structures. Directly tied to this development was the recognized need for some sort ofdistribution system. At present there is nosingle journal or center to coordinate eventhe existing material, which is surprisingly large. Suggestions included the founding of anSTS Center with a catalogue for listingmaterial available for distribution. A complimentary ',suggestion was the establishment of areprint- Doing It /cpf 167 TECHNOLOGY IN SOCIETY

No one would argue the rapid increase of combinations of technological or socialchoices interest in Science, Technology, and Society open to us, and theireffects on our society." (STS) studies amongst educators, whetherit beat. the pre:college, college, or continuing The articles in this first numberreflect -education level.Concomitant with and serving the attempt to develop a trulyinterdisci- as' an indicator of this growing interest ithe plinary forum for technology studies, aforum rapid expansion of newsletters and journals in devoted "to exploring how, in a rational way, the field. we can assess the risks,the impacts, and the opportunities of technology...the difficult The newsletters and journals generally fall choices that require enlightened decisions into two categories: those that deal' interdisci- and institutions capable of makingthe plinarily with the field such' as Science Tech- choices, effectively." While these essays nology, and Human Values: An Interdisciplinaryare typical of exploratoryventures in a new Quarterly Review produced at Harvard Univer- journal, they mark the way for future en- sity, STTH (Science/Technology, and the deavors and include: Humanities) published under the auspices of Florida Institute of Technology and our own Harvey Brooks' Technology: Hope or HPT Curriculum Development Newsletter and Catastrophe?; Harlan Cleveland's DoGlobal those that focus on. a specific discipline such Technologies Require Global Politics?; as Technology and Culture thequarterly Edward Wenk's Political Limits inSteering' journal of the Society for the History of Tech- Technology: Pathologies of the ShortRun; nology, and the Newsletter of the Society for Edward Teller's Nuciear Energyand the Philosophy'and Technology. While this 'list is Interdependence of Nations; HansMark's by no means exhaustive, it is representative of The Impact of Our Enterprise in Space; some of the better, material availabletoday. Peter Glaser's The Potential forSolar Energy Thus, it was with some interest that I noted Development; Mario Bonge's The FiveBuds another addition to the field, Technology in of Technophilosophy; and LangdonWinner's Society. What could this entry offer that the The Political Philosophy of AlternativeTech- others failed to provide -- scholarly articles, nology:Historical Roots and Present news items, bibliographical updatesand book Prospects. reviews? Is all this activity superfluous or a dissipation of talent and scholarship? Only See. the META bibliographical sectionin time will tell of course, but happily it appears this issue for brief annotations of the to fill a niche not completely covered bythe Brooks, Wenk,, and Bonge articles.Winn4r's essay is reprinted from Essaysin Humanity others. and Technology, which was reviewedin the Technology in Society is interdisciplinary in September 1978 issue of this newsletter. its content and approach, at least as far as can be gleaned from the first number whichappeared The editors have set for themselves a as the Spring 1979 issue.The editors, George large task, but if successful, onewhich will Bugliarello and A. George Schillinger, bothof aid us all. SHC :Polytechnic Institute of New York, claim three objectives:"the first is to explore how technology affects our society in its many aspects Subscription Information --organization, government, social structure, national security, the family, and individual Published Quarterly personality.'' The second is to study the ways Personal subscription rate: -$15/year; .in which social processes and attitudes lead to Institutional rate: $66/year; technological di.risions-- on how the thinking two years/$125.40. of engineers. :11.hitects,,, union leaders, govern For further information contact: ment officials ;Ind the general public influences Pergamon Press ' `,the char:if'1,r mid diffusion of technology in our Fairview Park Elmsford, New York 10523 society. ' ".,rd objective is to identify p.g-12- CONNECTIONS: TECHNOLOGY AND CHANGE OR THE DETECTIVE GENRE IN THE HISTORY OF TECHNOLOGY

Sherlock Holmes, notwithstanding, Connections may.prove to be one of the mors rewarding television detective stories to hit the silver screen in recent seasons: BBC and Time-Life Films have combined to produce a ten-parthistory of techno: .gy, in the vein of Clark's Civilization and Bronowski's Ascent of Man, to be aired nationwide on a weekly basis on the Public Broadcasting Service network beginning the first week in October, with repeat showings later in each week. James Burke, a BBC produce'r, serves as master sleuth and narra- tor of the series.It is his thesis that "technological change occurs in response to a variety of contributing factors --which he calls 'triggers'-- some of them seemingly unrelated.In turn, these technological innovations have their own triggering effects, causing change not only in their own fields, but in totally unrelated fields as well." After laying out his thesis in the first program, Burke then traces the history of eight modern inventions --the atom bomb, telecommunications, the computer, the production line, the jet air craft, plastics, rocketry, and television-- from their ancient and medieval antecedents, searchingfor these "triggers." The series concludes with a program on future prospects. Accompanying the television series will be a related fifteen-week newspaper course "Connections: Technology and Change,"developed by the University. Extension of the University of California, San Diego, which is scheduled to start in mid-September and end shortly' after the television'series.Although it may be carrying the metaphor too far to type John Burke, Professor of History at UCLA, as the Watson of this search for technological understanding, he more than ably coordinates the thought of fourteen top scholars in thefield.In his introductory article, "Technology on Trial," Burke notes .both thecontri- butions and negative impact of technology upon our society and values.. He suggests that to assess our present situation, to judge itsuniqueness, it may be helpful to look ,at the development of technology in its historical context. The remaining articles in the series are devoted to that goal. Authorsand titles in the order in which they will appear include: TECHNOLOGY'S EFFECTS Peter Drucker "Silent Revolutions" Derek de Jolla Price "How Terribly Technical" Joseph Gies "Occupational Destinies" CONDITIONS OF TECHNOLOGICAL DEVELOPMENT Clarence Glacken "Culture, Nature, and Technology" Edwin Layton "The Influence of Societal Values" Kingsley Davis "Technology and Health" SOURCES OF TECHNOLOGICAL CHANGE Nathan Rosenberg "Technology and Economic Growth" Robert Multhauf "Science and Technology" Eugene Ferguson "The Imperatives of Technology" Herbert YOrk "Warsf:Hot and Cold" Hunter Dupree "The Government's Role in Technological Change" Lynn White - "The Mystery of Inventiveness" Bertram Morris "Technology and the Seamless Webb: Ethical Dilemmas" Melvin Kranzberg "Assessing and Directing Technology" The educational package whichcombines the television and newspaperseries is rounded out by the publication ofseveral texts.All the items use the key title phrase Connections. John Burke hasedited a reader with optional studyguide, entitled Technology and Change,designed to supplement the newspaperCourse. The essays include a varietyof contemporary pieces, articlesdrawn from scholarly journals, and excerpts from recentmonographic literature.It is available from Boyd and Fraser Publishing Company,3627 Sacramento St.,San.Francisco, CA 94118 for $6.95 or $9.95 with the studyguide.A. smaller Viewer's.Guide, also available from Boyd and Fraser, relates theBurke reader to the television series by more fully developing the issuesraised regarding technology'simpact on society. Individual orders for the Guide are$2.95, but must be prepaid and shouldinclude an additional 50 cents forpostage and handling. Finally, JamesBurke has written a 300-page, ten - chaptertext, entitled ConneCtions, whichcorresponds directly with the television series.It will be available from Little, Brownand Co.., Boston, MA in mid7to-late summer for approximately$18.00. For those students and facultytaking the course by newspaper,Boyd and Fraser has put together apackage of material at a special reducedprice. You may order both Technology and .Change (thereader/study guide) and theConnections text for $22.45. For those unable to take the newspapercourse, a booklet versionof the newspaper articles will beavailable for purchase.(This would also permit the purchase. of the student packagefrom Boyd and Fraser at thereduced rate) .For further information on the Course byNewspaper, on how to get your local newspaper to offer the series, or thebooklet version, write to:Courses by Newspaper, University Extension, Universityof California-San Diego, X-002, La Jolla, CA 92093 -- (714) 452-3405. subsequent to the original showingof the television . It should also be noted that series, Connections will be available oncassettes or 16mm film for thosewishing to purchase a permanentcopy. The entire series is available forpurchase in 16mm for $6,000 (each 52-minute programis on two reels) .and video - cassette for $3,000. Individual programa may be purchasedfor $75Q. each in 16mm or for$375 each in video-cassette,Qualified purchasers may request apreview. Inquiries should be made of Time-Life Multimedia, Room.32-48, Time-Life Building, New York,N.Y. 10020. The permutations and combinationsof available material in thismulti-media package are mind bogglingand would require a statistical sleuthto unravel. However, the.preview-clip of thetelevision series, which I have seen,if at all representative of the whole series, whencombined with the print material,of which I, have read advance copies,will make any of the combinationsworthwhile. While, Mess'ers Burke and Burke, theHolmes and Watson of our story, may not completely solve the mysteriesof technological development, theyhave gathered the clues. Perhaps it is now ourrole to Join them and countlessothers in the search for answers.Stephen H. Cutcliffe, Editor

-14- "DON'T B K THE ICE" AN ECOLOGY GAME

Next, invite the class to define a winning game strategy.("Hammer lightly!""Anticipate the consequences of your actions!" "Keep your eye on the whole!") Then invite them to apply ra.. this :inning game strategy to Nature. (The A children's game named "Don't ex the Ice" game-board is analogous to Nature's intricate can prove an effective classroom aid inteaching fabric.) ecology on the high-school or college level. Priced 'at about $5.00, the game is manufactured The class can then be led through some by the Schaper Mantifacturing Company (9909 exercises in imagination.First, ask them South Shore Drive, Minneapolis, Minn. 55441). to imagine a game-board one thousand ' times as large with only a few, players The game-board consists of a plastic frame hammering slowly and with blocks replaced supported horizontally. by four legs.Fitted as they fall.(Here we have an example of a inSide the frame are about thirty blocks of thinly-populated environment which easily white plastic "ice". Two players take turns recovers from the demands put upon it.). knocking the blocks out of the fraMe with the Next, ask the class to imagine an increase help of small hammers. Seated, on one of the in the number of players and an increase, blocks is a :tittle plastic "ice man". The player in the size of the hammers, with each' player whose hammering causes the block on which the seeing only his small part of the whole and . ice man 'sits to fall out of the frame is the loser. hammering faster than blocks can be re- To win a player must use forethought and care. placed.Finally ask the class to imagine a change in the rules of the gamewhich Though it was not originally intended to serve actually gives players points for hammer- such a purpose, "Don't Break the Ice" can be ing out and keeping blocks (=the profit a valuable tool in teaching students about the motive) with more and more players being interconnectedness of Nature and the need added every minute (=unchecked popula- for man to act rrIponsibly within the natural tion growth with escalating demands upon environment. Playing the game cap, in fact, world resources). generate excitement and involvement in small or large classes. Wrap up the exercise by pointing out to the .lass that we are on the game-board. The The teacher should explain the game to the "game" is our life on this planet. We cannot class and invite two volunteers to play. The put the game aside. For our own sakes we rest of the class' can be asked to cheer on must learn to play wisely and well. their favorites. After the game has been played and .the winner Stephen Bertman applauded, the teacher should ask the members Dept. of Classical Studies of the class if they see any correlation between Uhiversity of Windsor the game-board and Natum. One student may Windsor, Ontario Canada note the interdependency of the pieces. Another may observe that in playing the game the importance of any one piece is hard to (This article was originally presented estimate.Still another may 'point out that at the STS Curriculum Aids Workshop the ice man (=Man) depends upon the integrity hela at Pennsylvania State University, of the ice-blocks (=the ecosystem). March 26-27, 1979. Editor) SHOT SYLLABUS EXCHANGE

Additionsto the history of technology syllabus exchange(see Issue #11, pp. 11-13) include the following courses and brief descriptions: Prof. Avrom A. Blumberg Head; Division 'of Natural Sciences and Mathematics DePaul College, Chicago, IL. 60614 Problems in a Technological Society: Modern Warfare,. The Arms Race, Arms Control andDisarmament A one quarter course which deals with the influenceof science and technology on the nature of modern warfare, including the roles played by thesespecialists it affecting national security and arms control negotiations, andexamining the ethical and moral aspects of this activity. Prof. Derek de Solla Price History of Science Yale University, New Haven, CT . 06520 Science, Technology, and Society A one-semester introductory survey onthe relations between society and its evolving science and technology, from the neolithicrevolution to the present. (Intended to provide humanities students with anunderstanding`of science and engineering as well as providing students ofthese latter fields with an understandingof the social context of their work.) For further information on participatingin the syllabus exchange write to: Dr.. Stephen H. Cutcliffe, Syllabus Exchange,HPT Program, 327 Maginnes Hall #9, Lehigh University, Bethlehem, PA 18015.

ANNOUNCING (a new annotated bibliography) The Development 21the International OilIndustry by Michael Hodges (Lehigh University) 43 p. , availably from:Vance Bibliographies,Public Administration Series, -P.O. Box 229, Monticello, IL 61856.Cost:$4.50. The 249 books in this bibliographyhave been chosen "to provide a broadchrono- logical and geographical coverageof the topic; technical treatisesand treatments of other 'energy sources have onlybeen inchded where theyprovide,necessary background information for an understandingof the evolution of the international oil industry." Subject headingsinclude: General Works; Oil Companies;Oilmen; the Oil Inclustry in the U.S. , LatinAmerica, wiestern Europe, theSoviet Union and .Eastern Europe, the Middle East,Africa, and Asia; Energy Policy and Politics; Oil Industry Technology; the EconomicStructure of the Oil Industry; and Alternative Energy Sources and FutureProspects. Annotations are generally brief, 25-50 words in length. -16-

. 172 A REVIEW ESSAY

John V. Granger, Tichnology and Internationalpasses the developed world, the oceans, Relations (San Francisco: Freeman, 1979), outer space, significant portions of the 202pp., paper. $6.50. deteloping world, and their various combinations.Further doWn, materials branch To study technological dimensions of inter- out in all directions and roughly fall into at national relations is to dwell in a non-field. Eachleast three sizeable and growing sets of component --technological change, and relationsstudies: case examinations such as those of of nations-- is vast, boundless, penetrating allthe. EURATOM (Europen Atomic Energy Com- aspects of modern society, and in a constant munity) experience, of Intelsat (Interna- state' of flux. Each springs `from the fundamen-tional Satellite Corporation), or of the green tal forces that mobilize and direct the human revolution; issues-oriented writings approach- mind to action. The technological impulse, sti-ing international technological problems from mulated and nourished by scientific knowledg. the perspectives of the environment, energy, incessantly strives toward men's mastery ov. or'nuclear proliferation; and finally studies their physical environment. And in the, rela- of social and socio-economic'processes such tions of nations, the Movement starts in the as, technology transfer or the braindrain in,, minds of men as an effort to shape and use thetechniCal fields. international social environment according to their varied sets of values., The two trajector- John Granger's -volume will hardly play a ies eventually meet and become fused. However,starring role in this expanding field of their interaction and, fusion is only one phase literature.In fact, it may sit on the shelves in a continuous social proCess; a study of that unnoticed by many --and if so, it will be-a phase must necessarily remain open-ended andpity. Dr. Granger's training and experience forever wanting. --a communications engineerarid physicist, diplomat and journalist, government official A dead giveaway of a non field is the absenceand chief executive of a high-technology __of basic texts surveying the area, mapping outmultinational firm-- leave their imprint on its boundaries, and representing a fundamentalthe book.It is policy-oriented and written agreement on what is in and what is out. Therefrom the perspective of the advanced coun- are no such texts for the studentof interna- tries. Yet it is broadly based in its treat- tional technology affairs --certainly not in ment of concepts and relationships.It English nor in the major European languages. surveys the connections of technological change with public policy; with trade and That does not mean that there is no literaturemultinational enterprises; with national on the subject. On the contrary,there is a security, development, and sovereignty; mass of writing, but it is anamorphoi,3 mass and with energy and resources.Technology and to categorize the material is difficult. One and International Relations does not really podsible group includes comprehensive treat- fall into any of the categories suggested ments of the progress and implications of tech-earlier --and this is its advantage. Dr. nological civilization; the contributors are pri-Granger surveys the complex relationship marily political scientiists, sociologists, and his-between industry and government and be- torians from the West as well as the socialist .tween national and international policies in East.2 At the next level are numerous studiestechnology-related affairs. He does so with greater disciplinary and often national competently and, 'although the American specificity; U.S. political scientists predomi- perspective pervades the entire text, he nate. 3 Below this level, the voluwe of litera- displays considerable sensitivity to other ture and its diversity increase so rapidlythat points of view. For those with a reasonable it is imprac:rtical even to cite illustrative exam- level of knowledge and understanding about ples; the range is as broad as the rangeof the interface of technology and world affairs, technologies, and the geographic scope encom- Dr. Granger's book contains little new. But -17173 it is a very useful introductory tool, eminently suitable as initial, reading for science-society, college courses as well as for courses in international relations. One would wish to see a more adequate bibliography than that randomly supplied through notes at the end of chapters, but this is a relatively marginal problem.

--Zdenek Slouka Dept. of International Relations Lehigh University Footnotes

,Raymond Aron et al., WOi.ld Technology and Human Destiny. Ann Arbor: University M*E*T*A* of Micl4gan' Press,- 1963. - Zbigniew Brzezinski, Between Two Ages: America's Role in the Tech- MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS tnetrona Era. New York: Viking, 1970: Daniel Bell, The Coming of Post-Industrial RECENT. PUBLICATIONS SOCiety: A Venture in Social Forecasting. New

.York: Basic.°Booka, 1973. BROOKS, HARVEY. "TECHNOLOGY; HOPE ORCATASTROPHE ?" 2E.g. TECHNOLOGY IN SOCIETY 1 (SPRING 1.979):3-18. ' ,Silviu Brucan, TII-x Dissolution of Power; . . In the past decade, technological pessimism has spreadAble A Sociology of International Relations andPoliL humanist ranks to those of scientists.Critical ofdetply pent- mistic thinkers and skeptical about Vie logic of alternative; tics. New York: Knopf, 1971.Randovan Richta, technology, Brooks offers a model for the future that is "rela- CiVilization at the Crossroads: Socha andHuman tively-optimistic." The persistence ,g recent problems is attributed partly to societacwhims end fancies that have re- Implications of the Scientific and TeChnological sultedin a failure to achieve difficult solutions. The food, Revolution.Prague: ;International Arts and `environmental, and energy "Lies" have attracted intense but only very briefpv-Olio Sciences Press, 1e69. Man, Science, Tech- . nology: A Marxist Anaiysis of the Scientific - BUNGS, MARIO. "THE FIVE BUDS OF TECHNOPHILOSOPHY. Technological. Revolution; Moscow-prague: TECNAOLOGY IN e1OCIETY."1(SPRING 1979):= 87-14. Technophilosophy is called an "immiture and undeveloped Academia Prague, 1973. branch of scholarship;' at the present time comprised mostly of "romantic wettings.Bunge outlines what he sees as the five main research areas for teChnaphilosophy: techno- 3E.g. , Eugene B . Skolnikoff ,Science, Tech- epistemology or tachnognosiology (the philosophical study. of technology); lechnometaphysics (ontology of ecttnology); nology, and American Foreign Policy. Cam- technoaxiology (philosophical study of valuations' performed bridge: M.I.T., 1967. - Skolnikoff, The Inter- by technologipts); techtioethici (study of the moral issues national Imperatives of Technology.. Technolog- encountered by technologists); and technopra'ciclogy (philo- ical Development and the International Political sophical study of human action guided by technology). EBEL,;ROLAND H.; WAGONER, WILLIAM;AND\ HRUBECKY, HENRY' System.Berkeley: University *of. California, F. "GET READY FOR THE IrBO1el8:.A PRELIMINARY.SOCIAL ASSESSMENT OF LONGEVITY TECHNOLOGY." TECHNOLOGICAL 1972. 'Henry E. Nau, National Politics and FORECASTING AND SOCIAL CHANGE 13 (FEBRUARY 1970: International Technology.Baltimore: Johns 131-48. Hopkins.University Press, 1974. - Harry G. The societal impacts in the United States of the tretardationof Johnson, Technology and Economic Interde- the cellular aging process in men and women" areconsidered. Recent biomedical and genetic technologiep indicate thelife span pendence.,New York: St, Wiartints Press, may be considerably exp.' ,d. The impacts of employment, in- Victor Basilik, Technology, World come, resource consumpt education, social institutions, and 1975. legal problems are analy for life spans itten year segmente Politics, and American Policy. New York: up to an age limit of 110. ,cmOgraphic and econometric computer Columbia University P:, as, 1977. models are utilized.

-18- ...?" is complex.However, this -is -as -far as they take the discussion, FREENIAN, CHRISTOPHER, AND JAHODA, MARIE, EDS. WORLD which is something Of a disappointment. A third section of tyke FUTURES; THE GREAT DEBATE. NEW YORK: UNIVERSE--- book uses current developments in appropriate technology in the /MKS, 10171/11, 416P7-1:Wri 10G. Third World as an illustrative example of the issues and positions A collection of lengthy essays opens with a survey of the, _ exemplified previously. They conclude that AT is not neutral. global futures debate and thegrowth ofmethods in futures NELSON, JOHN R., JR. "ALEXANDER HAMILTON AND AMERICAN studies during the period 1965-1976. Four crucial issues-- MANUFACTURING: A REEXAMINATION.; THE JOURNAL OF food,. energy, resources; and technical change7are reexamined AMERICAN HISTORY.55 (MARCH 1979):971-95. in the light of recant writings in economics and' the social sciences. From this perusatemerjes four possible problek,of the world of Nelson examines Hamilton's role as a premier advocate of American the near future. 'variations in profiles are 'keyed to two variables -- manufacturing, concluding that, despite certain platitudes to the level of internationalettuality and level of growth. Contributors contrary, he was generally unresponsive to domestic manufacturers. include Sam Cole, Pauline K. Merstrand,lan Miles, and Keith Revealing of the politics and financial background surrounding the early development cf American industrialization. . . . . REISER, STANLEY JOEL. MEDICINE AND THE REIGN OF TECH- EORORsCU-ROEGEN', NICHOLAS',"NERGY ANALYSIS AND ECONOMIC VALUATION'."-SOUTH.E N ECONOMIC JOURNAL NOLOGY. NEW YORK: CAMBRIDGEUNIVERSITY PRESS, 1978. XI, 317P.ILL., BIBLIOG. 45 (APRIL 1979):1023-58. The."eriergetiewdogme which argues that-energy is the Reiser describes Many of the technological advances of the past "only.necessary-support\of the econom c.system" is refuted four centuries which have not only altered the practice of medi- in a rather technical article that is ler ely readable for the cine but also changed the physician/patient relationship."Objec- non-,initiate in' econometrics. The auth r explains the incon- tive" evidence has replaced the "subjectiVe" evidence of the sistencies of.a theory which fails to consider matter in terms patient's sensations and the physician's observations in diagnoi- other than"energy, and explains where lenergy analysis as tic judgements. Emphasis is on American and British developments the basis for economic valuation "goes Wrong.4. ,He then including:The microscope, stethoscope, thermometer, increasing applies his findings to an investigation Of-to use of solar knowledge of bacteriology and biological medicine, X -ray devices, radiation.He concludes that such technology isnot viable electrocardiographs, and computers. because it is a "parasite" of currant technologies that are based on other sobrcea of energy. A thoraugh "reorients- STANLEY, MANFRED. THE'TECHNOLOGICAL CONSCIENCE. IsEW tion.of our present approach to. technology assessment" is YORK: FREE PRESS',T8, XIX, 281P. BIBLIOG. demanded. , Though Stanley states that he writes "out of a conviction that a POPULAR literature is now in order eschewing apocalyptic frenzies of doom HAVID, ALAN, ED. "RADIO, IN-DEPTH." JOURNAL; OF or salvation in favor of calmer analysis," he admits that the pessi., CULTURE 12 (FALL 1978):217367.' mistic case holds more appeal for him. The concept of "technicism", Thirteen articles focus on the hey-day of radio as popular as employed by Stanley, broadly embraces the misuse of scientific . and technological modes of reasom,g But hie particular concern entertainment, Following a survey of radio as a field of study, is with linguistic-technician, defined as the 'misuse of scientific contributors los& at specific programs and performers includ- and technological vocabularies with regard to human activities,' ing Vic and Sade, Amos'and Andy,,iFred Allen, Henry Morgan ,and including metaphor and imagery. The book is in three parts. Baake Carter; use of the medium for propaganda; censorship; The first follows the historical evolution of tech:deism, noting daytime 'programming for thellomemaker; women radio pioneers,and particularly successive challenges to human dignity..Part Two radio drama. A concluding article lists sources for obtaining studies the linguistic and metaphorical excesses o. technician. old'prOgrams.It is.necessary to note that the date "Fall 1979" The final part turns to the implications of the countertechnicist hes been misprinted on this issue.! position for education. ;MK, EDWARD, JR. "POLITICAL LIMITS INSTEERING TECH- ' "IN VITRO FERTILIZATION: FOUR COMMENTARIES." HASTINGS TECIINOLOUY CENTER REPORT 8 (OCTOBER 1978) :. 7-14. NOLOGY: PATHOLOGIES 01? THE SHORT RUN." IN SOCIETY l(SPRING 1979):27-36. In response to the debate occasioned by the birth ofLouise Brown, four experts in medical ethics consider the issues. A commitment to the "quick fix" has marred politicalefforts to Paul Ramsey weighs Cm risks of manufacturing our offspring, steer technology. This "pathology of the short run"is traced to while the ethical objections to in vitro fertilization arevoiced'' a number of causes, including theexigencies of political expe- by Stephen Toulmin. Marc Lappe gives attention to the vul- diency, the uncertainty and complexity of technologicaldecisions, nerability of the subjects of experimentation, and John A. bureaucratic resistance to changes, and a tendency to risk Roberts looks at thr :irks of such fertilization proCedures for avoidance: New institutions created to infuse a more long-range the fetus. perspective, such as the Office of Technology Assessment, have met with only limited success. Wenk warns that "thebenign KARDESTUNCER, HAYRETTIN, ED. SOCIAL CONSEQUENCES OF neglect of the future may undermine even the futurecapacity ENGINEERING. SAN FRANCISCO: BOYD AND FRASER,1979, to decide." XII, 290P. BIBLIOG. WRIGHT, DAVID E., AND SNOW, ROBERT E. "LAS VEQAS : Intended for non-engineering students and others interested in METAPHYSICS IN THE TECHNOLOGICAL SOCIETY." CENTEN- technological problems, this 'book provides an overview of problems . NIAL REVIEW 23 (WINTER 1979):40-61. and developments in food, shelter, energy and transport,pollution, communications, biomedical technology, genetic engineering, and As in the case of the Egyptian Pyraminds or Chartres, the control of, technology. The editor avers that the book "notcnly American society offers an engineering culture to liberal arts ,.Itudentz tna vites money, energy, end technological know-how of .:ontri- has been marshalled for the -building of Las Vegas - -a shrine to them to help out engineers in finding the best solution..." our dominant metaphysic technological/secular progress. Las butors are mainly prominent scientists and technologists. Each Vegas has been successful because it 'provides 'a release from the section concludes with a bibliography. pressures of technological society while it, paradoxically,affirms technological values. The authors review the history of the I.V.PSCOMBE, JOAN,AND WILLIAMS, BILL. ARE SCIENCE AND city with its development related to railroads and Hoover Dam, TECHNOLOGY NEUTRAL? LONDON: BUTTERWMTY,Trii). then explore its present inability to fulfill imaginative needs as BIBLIOG. 60P. it Mice did.Its allure has been "mechanized extrication from The authors do not attempt to define science, technology, or our lock-step world to a land of luxury, release andcelebration." neutrality for fear of narrowing the field of inquiry and because, But, Increasingly, it is becoming an ambivalent symbol of isola- in practice, the words are used somewhat vaguely. Tney offer a., tion, thoughtless demands on resources, and blind adherence to selection cf viewpoints to help the reader formulate his or her awn faith in the technological fix.Another superb thought-inspiring opinion, first, about science --as a Lady of knowledge, in terms study by this team. of its aims and methodology, and in terms of scientific activity it- erilf-- and then about technology, at least as far as it may be described as "the direct application of science." This latter Judith Mistichelli terminology may cause some confusion, for the relationship be- Christine Royadon tween science and technology, as Lipscombe and Williams admit, Lehigh University Libraries'

1-4 TABLE OF CONTENTS

Behavior Control. and Human Values: A Course-Review--A-rMU-Brodyand Norman Melchert p. 1

, Readings in Technology and Culture -Edward C. Pytlik I): 5 Is There Life:Outside the Machine?Edward J. -Gallagher 9 Curriculum Aids: .A Conference Report Stephen. Ciffinffe p. 16 Xechnology in Society - Stephen CutCliffe p. 12 Connections: Technolo and Change or the Detective Genre in the History orec-hnotoa p. 13 Don't Break the Ice :An Elopagy. GameStephen Bertman p. 15 SHOT Syllabus Exchange Pt 16

ANNOUNCING Arnotated Bibliography The Development of the InternationalOil Industry - WiThael Hodges 0. 16 p. 17 . A Review Essay - ZdenekSlouia

M*E*T*A* Mankind, Ethics, Technology, andthe Arts - Recent Publications 18

Non=Profit Org. tiuma#itiea Perspectives onTechnology U.S., POSTAGE 327 Maginnes Hall#9 PAID LEHIGH UNIVERSITY BETHLEHEM, PA -Bethlehem, PA '18015 Permit No. 230 Director: Steven Louis Goldman N tuber 13 Editor: Stephen Cutcliffe October 1979

H P T Into sus Goes Once

Engineering, it seemed- Lehigh University'sHumanities I erspec- ' from the -College of is changing its desirable to change the nameof the Program tives on Technology Program incorporation of name. Shakespeare androses notwithstand- to one that expressed the ing, a great deal can lie in a name,and still technology on equal terms withtraditional more in a title whose ingredientwords are questions of human value. rich in connotations.Last Spring the teaching faculty in the HPT Programengaged in Second, the name "HumanitiesPerspectives on Technology" altogetherignores the in- a two-day intensiveexamination of the Pro- study of gram's courses and activities,its teaching volvement of the Program with the its present, science as distinct from technologyin spite and its administration, its paSt, of the fact that a large numberof the Pi* and its immediate future.This effort was just this dis- the substance of an off-campusretreat that gram's courses explicitly make turned out to be enormouslyproductive, es- tinction. pecially for the discovery on thepart of those participatingof how readilyconstruc- Finally, it has become increasingly common to call the entire field of studythat address tive criticism could be givenand accepted phenomena, among colleagues whoshared a common science and technology as cultural interest and enthusiasm. Oneof the the science, technology and societyfield. courses of action thatemerged from the That our Newsletter is widelyacknowledged to retreat was a change in the name of thePro- be a valuable medium ofcommunication for gram, primarily for three reasons.Fixst, workers in this field, suggeststhat it would because the existing name suggests an asym- be a positive step to express oursolidarity with the national, and internationalprogramming metry in the Progra.n's conductand charac- technology and ter that we have gone to greatiengths.to in fact denominated 'science, avoid, namely, that the Program engagesin society' by making that our name aswell. a humanistic interpretationof technology participation by It is nice to have an idiosyncratic name that is indifferent to active that generates readyidentification, but given scientists and engineers. As our plansfor Newsletter, calling-it the near term include extraordinaryefforts the raison d'etre of the to increase substantially teaching byfaculty (continued on 'p.15) Science and Human'Values

Although the precise distinction between introduction to the central thesis of the course science and technology is nowhere made to my because here we have four quite distinct -theo- Satisfaction --indeed, I incline to the view thatries of nature that were explicitly.directed. at modern science is itself a technology-- itis in four 'distinct interpretations, of the human some sense intuitively clearthat most theoret- condition, with direct implications for' ethical. 2 ical sctntists and most engineers have very and religious attitudes, that is, fordefinir4 . \differe t primary concerns. Thus, a course, the locus of human well-being and of human however excellent, devoted to examining the striving. role played by value decisions in 'engineering cannot also, and seamlessly, addressitself to We turned next to Medieval and Renaissance the values dimension of scientifictheorizing. amalgams of Christianity and Aristotelean, It was for this reason that these two concerns Platonic, Neoplatonic , and /or,'Neopythagorean: Were kept separate in our lower-level STS nature philosophy, again by way of excerpts offerings, and a course "Science .and Human from figures whose concerns included both Values" was introduced as a complement to the the theory of nature and the nature of being established "Technology and Human Values" hunianAugustine, Petei Abelard, Aquinas, course (see Issue #4, February1978). ,William of Occam, Nicholas of Cusa, Marsilio Ficino.This time, of course, the particular The, 'thesis explored in "Science and Human focus, was on how, within the framework of Christianity; difThrent Valut s" is that theories of Nature, thatiS,,., an apparently common scien e and the explicated conceptualframe- conception,' s of Christianity could be coordi- ' workS within which scientific theerizingis nated with the different \interpretations of nature and our knowledge of it thatwere ' carried out, implicate theories of human being in the world, that is, conceptions of whatit respectively championed by each of These means to be human asreflected in the values thinkers. ' of and the frameworks of action characteristic , an Concurrently, personal and societal Using Stephen mason's History of the value and 'acton frameworks influence the Sciences and Whitehead's Science and the delineation 'of science's conceptuelframework. "Modern World, the conception of ,human nature (or the denial of such a nature) im- In the initial version of this course ,claasicalplied by the",materialistic determinism of theories of Nature and their coordinate theories.Newtonian science was elicited.Alto through of human nature were presented and contrasted:Whitehead, the students were introduced to The first\ set of examples were drawnfrom the \the notion that subjectivity was relevant to Aristotle,.Rpienrud and contemporary physics', raising the question Lucretius, and the physics of the Stoics(as' of rhether this implied as well that a new described in p S aur sky s 'bcok,*-ith that thdory of human being was in the process title)Tlii,s'provideS a compact anal drarriatic of being 'articulated; 'one that would '"fit" a newly emerging theory of nature.Fr-itjof Bumanities Perspectives onTechnoleir, sepportk by adissaminatiOn Capra's The Tao. of Physics was used as a grant from the NACIOD4 Endowment for the Humanitiee, is 'aeats/letter devotcd to material in the general aria,of.technologyi.Society, aid' means of critically exploring onedetailed human values. We will publish short Articles on, the theoretical aid

course . response to this question, in the process witsculative csiacteof curtitvlumdrvelopmact. Indepth descriptions,reviews of texts and audiovisual aide, and.current *raising'challenging questions posed by :hibllegrephy,(annmtaced)1 Im addition, we Cmuld uslcoms articleslon successful techniques for such.tasks,as instituting and evaleatitig a, claims from .William Whewell and Claude Her- cciarie'0* Protrage.. arousing faculty-end studntitermst..overcoming administrative raiuccancc', ,obtaining visibility an'eampus, stickpinsa\ riard to Michael Polanyi and Thomas Kuhn lecture or film series, or editing anewsletter. An "Open Forum" that the practice of science, inevitably in- section exists for readers tith questions orkommietsc regarding any durriculum need: Our goal is to help, generateere courses and to volves making inferences that cannot be pro4ide an inforiatioi aclengoiin thefield of technology studloz. justified"empirically. Excerpt's from Heinrich .Pities address all contributions and correspondents to Dr. Stephan S. Cutcliffe. HET Program, 216, Kaginnes, Rail 05, LEHIGH UNIVERSITY, Hertz' Principles of Mechanics, the writings Ifithleham,, PA 18015: of Einstein, ;Piaget, Niels Bohr and Werner

178 7/1

1 Heisenberg, were used to reinforcethe sudden people did not behave accordingly, thereby relevance for theoretical physics in thetwentieth threatening humanity's, and the planet's, century of the notions ofinterpretation and of survival. subjectivity. This version_ of the course also received The course went over very well the firsttime strong student 'support, and the courseis through, but there were some student complaints now firmly anchored as one of therequire- about the Mason and Whitehead texts, andI felt ments for the Technology and. Human Values that I had perhaps imposed toohistorical a frame- minor. The third' time around I would like work on the treatment of the course's"message". to join the best features of the two treat- Thtis, on-the-swPnd time around I. changed the ments presented here, adding a little more format rather dr..stically without redirecting history than the second treatment allowed the emphasis.This time the, readings were: and diminishing the" second treatment's -Bronowski, Science and Human Values; Castaneda, topicality.I would iFetain the Bronowski A Separate Reality; Capra, The:Tao of Physics; book, although I strongly disagree with Israel Scheffler, Sciende'and -Subjectivity; and many of _his remarks and considerit dated, Loren Eiseley, The Firmament of Time. These because in brief compass it makes some claims were read in the above order.,Bronowski argued about science that science and engineering that there were basal similarities between artand students seem to find surprising and pro science in.; spite Of appearances to the contrary, vocative.I would also retain The Tao of for example, both are creative and both concerned Physics, or use the newer The Dancing -with "telling the truth";-2:Castaneda'sbook was Wu Li Masters which argues a similar taken as cl-Ontrasting a' philosophy of wisdom-based position. Because the Eiseley book did not on experiencing: the world"as it really is", an ex- make much of an impression and theScheffier perience that transforms the life of the person was very_difficult for somestudents, I would undergoing the experience, with the philosophy replace both- with excerpts of two sorts: of knowledge characteristic of modern Western one treating the historicalmaterials,, as in culture; in 'which contact with reality ismediated the first version of the course;, the other by elaborate intellectual constructs thatdo not treating recent issues;in philosophy of directly implicate the personal lives of those who science touching on -the subjectivity of work with or know them. Capra argued thatin theory construction.(Gerald Holton's the twentieth century, Western science was re- Thematic Origins of Scientific. Thought covering the ontological wisdom of Eastern mysti- would perhaps -be useful, but it is an ex- cal nature philosophy and was for that reason pensive paperback, and a long one which rich with a more accurate account of realityand would inhibit additional readings to some with new insights into-how-our-livesought to be extent.)- shaped by this account. --Steven L. Goldman 1 Seheffler's book was difficult for the majority Lehigh University of the students (who were, engineeringmajors with no pr vious work inphilesOphy), offering a subtle, if per aps tedious, defense of the objectivityof scient fic knowledge against the claims ofPolanyi and KUhrt among others that it wasfundamentally\ Subjective and therefore incapableof grounding , a non-arbitrary , communityof values. Eiseley's book was: taken 'as making two pa:Tits:, thatthe concePtsirloyed by scientists at a given time reflect t'-Influence of the time and the place in -:Which they live and that while humanity was a "-natural product of the planet's development,

3173. THE MUSEUM ASPEDAGOGUE

In issue Number 9 (December 1978) of this shoemaking and cooperage shops held spe- newsletter, Dr. Patrick Malone, a professor cial fascination.Here, admidst the clutter Of American Civilization and Director ofthe of scrap sole leather and of hand-shaped Slater Mill Historic Site in Pawtucket,R.I. , barrel staves, the visitor watches skilled discussed the important role of technology craftsPeople actually practicing their trade museums in teaching the history of technol- while at the same time describing what they ogy. Further evidence that this viewis gain-are doing technically and how thisrelated ing acceptance was witnessed by the recent to the local or larger regional historical formation ofithe Technology Museums Special picture.Complementing these crafts and a Interest GrOup (TEMSIG) -under the auspices host of others including broommaking, tin of the Trent Society for the History of Tech-making, pewterware, blacksmithing,dyeing, nology.Recognizing my own lack of famili- -and weaving are a grist mill andoperating aritywith the pedagogical uses of artifacts woolen carding mill, the latter powered by and material culture, I decided to make an a horizontal tub waterwheel.2It is one thing initial foray into the field and visit several, to read about the fairly complex carding though by no means all, of the technology- machine which wlaced traditional hand ,related museums and sites in southern New cards; however, it is quite another thing to England.It should be made clear from the actually see such a machine. And, if oneis beginning-that this article is not intended as lucky enough to see the machinery in actual a museum, review such asfound in the journal operation, the true sense of technological Technology and Culture. On the one hand, development finally begins to come through. I am' unqualified for such an endeavor, while on the other hand, comparing atextile muse- It should be noted that museums andtheir um With an eighteenth-centuryiron produc- collections frequently change and grow , and ing facility or sailing museum is like compar- Sturbridge is no exception. At present ten- ing;apples, oranges, and guava.Rather, I tative plans call for the development of hope to provide a sense for what can be further industrial exhibition sites, including learned about the history of technology from a small textile mill and workerhousing, which its ;artifacts. when combined with the rearrangement of existing sties will provide the flavor ofearly Daring the second week of June a colleague New England industrial activity as well as of mine and I expectaptly headed north, our the associated town and rural farm life so first stop being Old Sturbridge Village in cen-well portrayed at present. ,ral Massachusetts. Childhood memories of. Sturbridge as the home of cows and a "little A second major stop on our self-designed red schoolhouse," quickly dissolved as we tour was the Merrimack Valley TextileMuseum entered the grounds of this "livingMuseum." (MVTM) in North Andover, Mass. MVTM's Although a number of buildings are indigen- purpose is to preserve both theartifacts' and ous to the original townof Sturbridge, nos documents relative to the American textile have been transported from other NewEngland-industry, a thsk in which it succeeds admir- The artifacts were of primary interest ' sites, in order to create a village milieu in- 'ably,.

; eluding small scale industry and surrounding to us and are housed in two public galleries hill farming as "typically existed" for the and a large warehouse building in closePrOXi- period 1790-1840.Here, instead of receiving mity to the museum proper.This latter blind- a guided tour or being overwhelmedby a ing is not open to the public, but special multitude of descriptive signs and plaques, arrangements to view the machinery can gen- the visitor enters each building or site and erally be made by academic scholars andother is greeted by a craftsperson or interpreter serious researchers by writing in advancet\o 1/410 describes.the particular location, and/or museum officials. (what processes and"techniques he or she is Presently using. Coming as we did primarily Have you ever wondered how a spinning to expand our awareness of technological jenny worked, or how large it was even after history, handcraft exhibitions such as the staring at a diagram for many hours? Or what 180 flying shuttle really looks like? How many machine production. A learning experience of us really ha re a sense for notonly the similar to that described above is available strength but also the skill it took tooperate here, the primary change being inthe cotton a semi-automatic spinningjack without break-fiber which entails a somewhatdifferent set ing the thread? Watching thesemachines andof machinery. The senseof process, the many more in actualoperation clarified many understanding of mechanization, and afeel fuzzy impressions I had of the earlywoolen for machinery in operation is virtuallythe textile industry.This clarification is only to same however. be truly gained in museums likeMVTM.3 Almost unique to the Slater Site thoughis A major advantage of a museumlike MVTM the reconstruction of a late nineteenth- is the logical arrangement of artifactsdesigtied century, textile mill machineshop. housed in to show the "process" of textilemanufactur- the adjacent Wilkinson Mill.As one enters ing. Hand operations are depicted in one the second floor shop he or she isimmediately gallery, while the machine process is shown transported back in time a century or more. in the other. Dealing here onlywith the latter,Here are grinders, the universalmilling machine one enters the gallery.and is confronted by a so important to themachine tool industry, and wool picker used to breakUp the larger various other metal, and woodworkingmachin-es. pieces of wool and extract any extraneous The smell of oil and therhythmic slap of matter such as small sticks.Next, the visitor leather belting driving thesemachines, most can watch a double cardingmachine straighten of which are operable, gives the senseof .what the woolen fibers into rovings which arethenit was like to work in such a,shop. ready for the spinning process. Aspinning jenny and spinning jack provide thevisual A tight time schedule forced us totear our- lessons for this stage. The weaving process selves away from this fantastic exhibit ,for itself is demonstrated on two power looms. on a trip of this nature, one canonly se '.and Experiencing the tremendous noise and vibra-do just so much.In addition to these major tion of just one of these looms in operation stops, we also visited the Saugus IronWorks made me wonder what it must be like towork in Saugus, Mass. , Mystic Seaport inMystic, in a whole room full.The finishing stages, Conn. , Newport, R.I. and a host ofother fulling, raising/teasling, and shearing,of individual mills and worke:- housing, some re- the cloth, are subseqently explicatedby stored and some which 11-.7e beencontinuously machines for each of these respective pro- lived in since the eighteenth andnineteenth cesses. centuries. Well designed silk-screen panels describe There is neither space, nor is it myintent, each display, so that if a guided tour us un- to catalogue further the places wevisited on available or there is no interpreter operateour trip or to suggestthat someone else follow the one can still get a faii. '7clear directly in'our steps.Rather, my purpose idea of each artifact's operation.However, has been to try to suggest the valueof there is nothing that can truly replaceseeingmuseums and othertechnological sites for a machine actuallyrunning. And when one the historian of technology.Indepe..ident of compares the mechanized stageof production the obvious research value of suchsites and to the hand operation shown in theether gal-collections to which I have only alludedis the lery, a true understanding of technological pedagogical value they hold for theteacher, development and mechanizationfinally becomesno matter what level oneis talking about. from Califor- clear. . While a grammar school teacher nia or a college professor from Iowa areun- Slater Mill Historic Site in.Pawtucket, R.I., _likely to be' able to take theirclasses to was the third important stop on ourtrip. HereSlater. Mill Historic Site, aperSonal visit in the restored mill originally begun bySamuelthere or to similar sites is by, no meansout Slater in 1793 are exhibits on cotton manu- of the 'question.Such an experience can facturing describing both the domestic hand- only add to one's understandingand, there craft process and the subsequent change to fore, classroom presentation.Beyondthis though, it is my hope that individualsmight technology. The preparation by interpreters be inspired to look around their own commun-must vary widely in such obvious cases.In- ities for area museums or industrial sites that structors would do well to meet with museum can reveal something of the processof tech- officials in advance of any class visit, no nological change. No one can reasonably ex- matter what level of student is involved. In pect to take even a olass of graduate studentsthis manner, everyone knows what to expect. to all or even the most important museums, Extra interpreters or specialists in a partic- let alone industrial sites; however, one or ular area of interest can then be brought in two brief exposures to the physical beingof if necessary, and the instructor can prepare technology will help clarify the workings of his or her class in advance for what to ex- machines and open the eyes to what Eugene pect. With these few warning suggestions. Ferguson has called the "nonver1-0" aspects aside, I can only echo Professor Malone and of technok ;!).i say, "Get thee and thy students to a museum." One final comment, although seer:. Tly obvious, is perhaps in order, at least as based --Stephen H. Cutcliffe upon my conversations with museum'personnel Lehigh University who have a sincere interest in education and FOOTNOTES seeing that it is carried out mosteffectively.5 1. For further information on TEMSIG, one should write to: Clearly a major purpose of museums is to in- Mr, Theodore Z. Penn, Research Dept., Old Sturbridge Village struct and educate, not merely to house Sturbridge, Mass. 01566. 2. Cording Is the necessary prmess by which textile fibers arc )itifacts-.(Old Sturbridge, for example, straightened before yarn spinning can tnkc place. maintains a special orientation building used 3. A good description or several North American, textile museums to introduce school children to some of the including Watkins Mill State Pnrk (Lawson. Mo.); Upper t Village (Morrisburg, Ontario): Henry Ford Museum and Greenfield, exhibits they will encounter on the main Village (Dearborn, Mich.): Slater Mill Historic Site (Pawtucket, grounds by exposing them to a "hands-on" R.I.); and Little Red Shop (Ilopednle, Mass.) is contained in inmes . C. Nippon, ."Industrial Textile Mnchinery:Five North American experience with reproductions of many of the Museums," Technology and Culture 10(rictober 1969):570-66. An updntc..1 museum review of the Sinter Mill Historic Site is artifacts and with various craft processes.) scheduled to appear in n forthcoming issue of Technology and However, to walk in unannounced and expect Culture.roe a review of the MVTM see Thomits W. I,envit,The an appropriate tour is not -merely discourteous Merrimnck Valley Textile Museum," Ibid. R(AprIl 1967):204-6. but frequently much less rewarding education- 4.Eugene Ferguson, The Mind's Eye: Nonverbal Thought in ally.Imagine the consternation on a director's Technology." Science 197 (26 August 1977): .827-36. 5.While many people helped to make our trip rewarding and face when he or she discovers that the after- enjoyable. 1 would particularly like to thank Petrick Malone. noon's tour is not to be given to a group =of Sinter Mill Historic Site: Laurence Cross, Merrimack Valley Textile Museum ; ,and Theodore Penn, Old Sturbridge Village, for their grade schoolers, but rather to a class of assistance in the preparation of this article and their gracious aspiring graduate students hi the history of hospitality while visiting each of these locations.

Pen and ink sketch courtesy oof Slater Mill historic Site

-6-182 SCIENCE FICTIONODDS AND ENDS

For a long time it seemed thatalmost every- Verne (Journey to the Center ofthe Earth, thing written on science fictioneither defined Pr. the Earth to the Moon, 20,000Leagues or defended it.Now, however, science fiction Under the Sea), and H.G. Wells(Time has gained a measure of acceptance,and we Machine and War of the Worlds). are getting the broader kindof study which is especially helpitil -and practical to the new Prof. Thomas P. Dunn, Dept. ofEnglish, teacher in the Meld.Let me _call your atten- Miami University, Hamilton, Ohio 45011 has tion to the overviews of individual authorsin a useful "selected,Annotated List of Works Thomas D. Clareson's Voices .For The Future Incorporating the Themes of Hives and (Bowling Green University PopularPress," Mechanization," a subject similar to the Bowling Green, Ohio 43403).Volume I con- "cocoon dystopias" I talked aboutlast issue. tains essays on Jack Williamson, OlafStaple- Prof. Dunn will send you a copy if youwill don, Clifford D. aimak, Isaac Asimov,Robert enclose a self-addressed, stampedenvelope. A. Heinlein, Theodore Sturgeon, Ray Brad- Prof. Dunn and his colleague Prof.Richard bury, Henry- Kleiner , C .L. Moore,Arthur C . D. Erlich ,-,re also recruiting essaysrelat- Clarke, and Kurt Vonnegut.Volume II, just ing to this topic (computer tyrannies,hive out, contains essays on RobertSilverberg, environments, bionics.,cybernetics,brain- Jr., 'recording,"etc.) for a volum.) entitled Philip Jose Farmer, Walter M. Miller, People sand Machines in Science Fiction, J.G. Ballard, John Brunner, Mack Reynolds, from Ursula _K . Leguin , and Roger Zelayny. and they would be pleased to hear possible contiibUtors. I've been not- so- sccretly lusting after a Star Trek course lately, and thus I wasquite Help!Last Spring Ibecaithe interested pleased:to- discover that National Film &Video in the image of the scientist, particularly, Elders- but not only, in popular culture,and I Center (Suite 200, 1425 Liberty Road, didn't find too much in the way ofcritical burg, Md. 21784) has 10pisodes for sale or There's George Basalla rent:"The City on- the Edge of Forever"(time material to help me. travel), "Amok Time" (Spock's matingurge), "Pop Science:The Depiction of Science in "Catspaw" (space witches), the 2 part "Mena- Popular Culture , " in G. Holton and W.A. zerie" '(a cerebral race), "Shore Leave" (a Blanpied, Science and Its Public (New Seed" York:D. Reidel, 1976); Milton Millhauser, Space ace amusement park), "Space Scientist's in (genetic supermen in suspendedanimation), "Dr. Newton and Mr. Hyde: "The Squire of Gothos" (a fierceEighteenth Fiction from Swift to Stevenson," Nineteenth Century squire in space), "The Trouble With Century FiCtion, 28(1973), 287-304; Laura' Tribbles" (lovable little furry animals who Crouch, "The Scientist in English Litera- live to reproduce), and "Miri"(a race of ture:From Domingo Gonsales (1638) to' children who die at puberty).At this writ- Victor Frankenstein (1817) ," Dissertation ing, rental is $59 (4 for$199) and sale price Abstracts International, 36(1975),2181A; is $399.Call Laura Murphy for rentals,B.J. and Thomas D. Caareson,"The Scientist Quer1sinberry for purchases (301-795-3000). as Hero in American ScienceFiction, 1880-1915," Extrapolation, 7(1965),18-28. I'm also impressed with the qualityof John From Basalla I had a happy excursion in- Hollow's lectures in specificscience fiction to Star Trek's Dr. Spock and such Marvel writers b.nd available on audio-cassette comics as "The Fantastic Four,'' "The In- from EverPtt : (Awards, Inc., Box '1660;Deland, credible Hulk," and "The Amazing Spider Fl; 32720, ,95 each.Now available' are Man." But what else is there?I'd appre- tapes on I CC Asimov Robot and The ciate any and all contributions to a .:itounciatiah Trilogy), Ray 'Bradbury(Martian ography on the image of the scientist. chronicles and Illustrated Ma'n) , EdgarRice Burroughs (first .3 novels of the JohnCarter --Edward J. Gallagher series), Mary Shelley(Frankenstein),. Jules Lehigh University

-7- Course Syllabi

TECHNOLOGY AND MATERIAL CULTURE INAMERICA, 1600-1860

American Civililation 152 Prof. Patrick Malo ,r,- Amerii..:an Civilization Program Brown University

1. INTRODUCTION CONCEPTS OFMATERIAL CULTURE. Suggested: James Deetz, Invitation toArchaeology.

2a. HISTORICAL ARCHAEOLOGY. James Deetz, In Small Things Forgotten.Suggested: Invitation to Archaeology. 2b. TECHNOLOGY AND CULTURAL CHANGE:NEW ENGLAND INDIANS. Daniel Gookin, "Historical Collectionsof the Indians in New England" in Collections of the Mass.Hist. Soc. ,I. Suggested: Patrick Malone, "Changing Military TechnologyAmong the Indians of Southern New England, 1600-1677,"in. Am. Qtrly.., March, 1973.

3. EARLY AMERICAN MANUFACTURING. Brooke Hindle, ed.., America's WoodenAge, pp. 29-80, 110-114, 120 -159. Arthur C. 'Bining, Pennsylvania IronManufacture in the Eighteenth Century. Suggested: Edwin Tunis, ColonialCraftsmen. 4. ARCHITECTURE AND BUILDINGTECHNOLOGY IN THE 17th CENTURY. Hindle,ied., America's Wooden Age, pp. 13-29. Abbott Cummings, Architecture inEarly New England. Alan Gowans, Images of AmericanLiving, pp: 18-28, 46-63, 79-111. Suggested: Hugh Morririn, Early AmericanArchitecture. 5. ARCHITECTURE AND BUILDINGTECHNOLOGY IN THE 18th CENTURY. Cummings, Architecture in Early New England.. Christopher Tunnard and HenryReed, American Skyline, pp. 32-65. Harley McKee, Introduction to Early'Amercan Masonry, pp.A1-53. Gowans, Images of American Living, pp.29-44, 115-239: Suggested':William H. Pierson, American Buildings andTheirArchitects, I The Colonial Gnd Neoclassical Styles. aCTURE AND BUILDINGTECHNOLOGY, 1800-1860. Turinarc.1,and,,Reed, American Skyline, pp. 66-113. McKei-). introduction to EarlyAmOcan Masonry, pp. 9-39. Gow69.s, Iinages of American Living, pp.287-327. Suggestud: Pierson, American Buildings andTheir Architects, I.

7.. WATER AND STEAM POWER. Patrick Malone, The Lowell Canal System.Hindle, ed., America's Wooden Age, pp.160-9;

8. GILOWTH OFAMERICAN INDUSTRYAND INDUSTRIAL COMMUNITIES, 1790 -1860. John F. Hasson, Civilizing the Machine, chaps..1-4. Nathan Appleton, Introduction of thePower Loom and Origin of Lowell. Robert Woodbury, "The 'American System'of Manufacturing," in Edwin Layton, ed. , Technology and Social Change inAmerica. Henry R. Hitchcock, Rhode IslandArchitecture, pp. 36-43. X84;.. 9. SLATER MILL FIELD TRIP. Paul Rivard, Samuel Slater. David Wilkinson, "Reminiscences,"in Carroll Purse II, ed., Readings in , Technology and American Life, pp.40-49. 10a. INDUSTRIAL ARCHEOLOGY. Malone, The Lowell Canal System. Robert Vogel, noebling's Delaware andHudson Canal Aqueducts. 10b. ADAPTIVE REUSE OF HISTORIC STRUCTURES. Walter Kidney, Working Places, pp. 20-24,30-33, 64-66, 81-85. Tony Wrenn & Elizabeth Mulloy , America'sForgotten Architecture,PP231-289. 11. TRANSPORTATION. Mark Twain, Life on the Mississippi, chaps.I-XXX; XXXVIII. George Taylor, The Transportation Revolution,chaps. 12. BRIDGE DESIGN. Richard Allen, Covered Bridges ^f theNortheast, chaps. I-IV. David Plowden, Bridges, The Spans of NorthAmerica, pi"*. 9-24.

13a. BRIDGE DESIGN/CONCLUSION. Plowden, Bridges, pp. 71-117. Vogel, Roebling's Dela- are and Hudson CanalAqueducts.

13b- READING PERIOD 14. Wrenn & Mulloy, Ameriaa's Forgotten Architecture.

TECHNOLOGY AND: MATERIAL CULTUREIN AMERICA 1860 TO THE 1MESENT

American Civilization 153 Prof. Patrick Malone

1. INTRODUCTION/HISTORICALBACKGROUND. Suggested: James Dnetz, InSmall Things Foi.,,,otten. 2. INNOVATION AND THE"SYSTEMS APPROACH" TOTECHNOLOGY. EltingMorrison, Men, Machines, andModern Times.chaps. 1, 2, 6, 7. Robert M. Pirsig, Zen and theArt of Motorcycle Maintenance, pp.90-95. Suggested: Harold Passer, TheElectrical Manufacturers. 3. ARCHITECTURE AND BUILDINGTECHNOLOGY, 18607,- PRESENT. Christopher Tunnard and Henry Reed,American Skyline, pp. 09-210. Weisman'', "A .New View of SkyscraperHistory." in H. R. Hitchcock, etal., The -1!5e of can AMericanArchitectwv. Suggested: William ;hardy, AmericanBuilding and Their Architects:Progressive and Academic Ideals at the. Turnof The. Tw6ntleth Century,chap. 1: Suggested: ,John.PoppelielT, et,al. ,What Style Is It? 4a. MATERIAL FOLKCULTURE AND TECHNOLOGY. Henry Glassie,Pattern in the Material Folk Culture of the Easteririted States. 4b. ARCHITECTURE,INTERIOR DESIGN, CRAFTSMANSHIP. Vincent Scully,Jr., Frank Lloyd Wright.

5. THE DEVELOPMENT OF A METROPOLIS:BOSTON. Sam. B.Warner, Streetcar Suburbs. Suggested: BostonArchitecture. 6. BRIDGE DESIGN. David McCullough, The Great Bridge. David Jacobs, Bridges, Canals, and Tunnels, pp. 136-141. T. Allen Comp and Donald Jackson, Bridge Truss Types. Suggested: David Plowden, Bridges: The Spans of NorthAmerica. 7a. CIVIL ENGINEERING ON THE GRAND SCALE:THE PANAMA CANAL. David McCullough, The Path Between the Seas. 7b.. THE LITERARY RESPONSE TO INDUSTRIALISM, Mark Twain, A Connecticut Yankee in KingArthur's Court. Suggested: Herman Melville, "A Tartarus of Maids." 8a. TECHNOLOGY ON THE GREAT PLAINS. Walter P. Webb, The Great Plains, chaps. 7-8. Siegfried Giedion, Mechanization Takes Command, pp.130-168.

8b. BOOM TOWNS AND PRECIOUS METALS. Rodman Paul, Mining Frontiers on the Far West. John McPhee, Coming into the Country, pp. 220-228. Suggested: Otis. Young, Western Mining.

9.COAI. MINING. Harry Caudill, Night. Comes to the Cumberlands. Suggested.: Keith Dix, Work Relations in the Coal Industry. ikaggeSted :Kai' Erikson , Everything in its Path.

10a. THEASSEMBLY LINE. 6- Giedion, Mechanization Takes Coinmand, pp. 77-126. Suggested: Eli Chinoy, Automobile Workers and the AmericanDream. 10b. Movie: Modern Times.

11.THE AUTOMOBILE AND AMERICAN CULTURE. Janes Mink, The Car Culture' Ton Wolfe, Kandy-Kolored Tangerine-Flake Strealinb Baby, chaps. 2,6,8.

121. TOUR OF AN AUTOMOBILE ASSEMBLYPLANT.. Harvey Swadoe, On TheLine. 13a' CONCUTION.

1311- READINGP:ERIOD. 14. David plowdm, The Hand of Man onAmerica. SHOT SYLLABUS EXCHANGE

f. Additions to the history of technology, syllabusexchange (tee Issues #11, pp. 11-13 and #12, p. 16) include the following coursesand brief des:riptions:

Prof. Roger E. Simon Dept. of History Lehigh University, Bethlehem, PA 18015 The Machine in America c,----A-bnesemester survey of American technologyand societal interactions. In addition to general trends the courseexamines in depth three technologies:1) textiles and shoes, 2) iron and steel, and3) the automobile and assembly line.Lecture.

Prof. Patrick Malone American Civilization Program Brown University, Providence, R.I. Technology and Material Culture in America; 1600-1860 and 1860 To The Present A two-semester interdisciplinary coursecovering the broad range of material culture including architecture andbuilding.Non-freshman level.

The actual exchange works as follows:

1.Individuals desirous of obtaining a particularsyllabus should write directly to theappropriate instructor enclosing a copyof their own course material and along stamped, self-addressedenvelOpe.

2.Individuals desirous of obtaining more than onesyllabus to a maximum of five (each semester counts as onesyllabus) orI those without material to exchange should write tothe address below requesting the appropriate information.A small fee of $1.00 will be charged to cover duplication andmailing costs in this situation. If you are interested in participating in the syllabusexchange write to: Dr. Stephen H. Cutcliffe, Administ:ltive Assistant, STS Program, 327Maginnes Hall,, #9, Lehigh \University, Bethlehem, PA18015.(Please include a copy of available syllabiupdated listing's will be included in subsequentissues.) OPEN FORUM

Another addition to, the list of activescholars who would be willing to visit campuses for lectures,colloquia, etc. and his topics includes: Dr. Carl Mitcham St. Catharine College St. Catharine, Kentucky 40061 "Philosophy of Technology: Origins andIssues" "The Greek Understanding of Technology" "The Engineering Idea of Technology"

A Seminar Announcement .

The Seventh Annual Meeting of the Joint AtlanticSeminar in the History of t"-le Physical Sciences will be held atthe University of Maryland, college. Park;- the tentative date is April 18 19, 1980. The major theme of the meeting will be Interactionsof the History and Philosophy of Science. . To receive further information,send a self-addressed envelope to: Stephen G. Brush, History Department, Universityof Maryland, College Park, MD 20742.

Appropriate Technology Curriculum Workshop

On October 25, 1979, the Agency forInternational' Development (AID) and the National Association for ForeignStudent Affairs (NAFSA) will sponsor a day-long workshop onteaching appropriate technology at the graduate Mimi in Wilmington, Delaware.The primary purpose of the workshop is to examine wa-y.. in which appropriatetechnology can be included in graduate programs in engineering, businessmanagement, science, and agriculture.Such interchange should help to stimulate new\ anddynamic approaches useful to students from developing countrieS. The conference is open to .h involved with curricu um planning especially frombut-riot limited to, schools with AID sponsored graduate students.If you are interested inattending the conference or want further detailsplease. contact:Rosemary Walker, 'Co-Chairperson of Workshop, Special AID/ NAFSA Projects Coordinator for Region IX , -R.D. #3, Box 537, Lewisburg,PA 17837. A Brief Reminder We still have a limited number ofcopies left of: BEYOND TECHNICS: HUMANISTICINTERACTIONS WITh TECHNOLOGY. A BASIC COLLECTION GUIDE byJudith Mistichelli and ChristineRoysdon. Humanities Perspectives on Technology,Lehigh University, 1978. Highly annotated guide to the 100+books which provide the most significant stat.;rnents resulting fromconsiderations of technology from humanistic points of view. Thebibliography attempts to provide the researcher, teacher, orstudent new to this interdisciplinary field with a basis both for anunderstanding of treatments of the issues to date and for aninvestigation of the relevant scholarship. Overviews, anthologies,historical and case studies are selected, plusinteractive studies of technology_witly art; literary criticism, fiction, sciencefiction, poetry, social impact, technology assessment, philosophy andethics. Major interdisciplinary journals are also described.Works included .span from Charles Dickens' Hard Times(1854) to Langdon Winner's Autono- mous Technology (1977).Useful for researchers, as a supplement to assigned texts in classes, and tolibrarians.$2.00. Soft-bound, 6x9-form'at, d3 pages. A THOUSAND THOUGHTS ONTECHNOLOGY AND HUMAN VALUES: by Edward J. Gallagher.Humanities Peripectives on Technology, Lehign University, 1979. This book (a cross between Bartlett'sQuOtations,, Pascal's Pensees, and a Book of Meditations)strives to stimulate thought and discussion-about technology/human values issues through 1000 quotes (ranging in lengthfrom a sentence to a short paragraph).It includes thoughts by such people asJaequ,-,s Ellul Aldous Huxley, Lewis Mumford, RobertPirsig Charles. Reich, Theodore Reszak, E., F. Schumacher,Destoevskyj, Hawthorne, Asimor Ambrose Paolo Soleri, Janis Joplin, BobDylan, Isaac . i Barry Commoner, Jacob Bierce, Studs Terkel, Kenneth Boulding, 1 Bronowski, Karl Marx, MarshallMcLUhan; and from such wcrks as the Bible, StarTrek "John Henryand The Invasion of the Body. Snatchers. \ It is designed to serve als a referencewok for college and high school teachers, and assupplementg?.ry text for Jollege and high school students in a wide varietyof Science, Technology, . and Society courses.Specifically, as a vivid record of the major ideas and authors in he\STS field, it can help structure class . lectures, spur classscussions, provide paper topics,formulate essay exam que6t,I.ms, andenliven audio 'visual presentations and .newsletters. :$3.0. oft-Bound, 6x9 format, -100 pages. . I Order Either BoOk from:STS Program, 327 Maginnes Hall #9, Lehigh University, Bethlehem, PA13015. Make checks payable to Lehigh University.

1 80 J.

HAZELON, D,L, "RINK AND RESPONSIDILIT'2." SCIENCE 205 (31 JULY/1079):277-80, An increasingly, wary public who perceives un apparently unmanugeable growth of scientific knowledge and technological applications has clamored for --and won-- a more open decisiOn-muking process for innovations that Involve risk, At the same time, those judicial and legislative offi.luls who arc entrusted with an ever larger rolein such decisions luck The to;:hriical background to judge effectively, n problemde- , /plored by scientists already critical of apparentover-regulation'. liuzelon emphasizes that in risk assessment q.ucations of factand value are intermingled, complicated as much byscientists, unwillingness to confront hard questions as by the inadequacyof public Knowledge. BOLTON, KATE. "THE GREAT AWAKENING OF THE NIGHT: LIGHTING AMERICA'S STREETS." LANDSCAPE 23, NO.3, 1979. The rapid advances.4* in street lighting around th. of the century are discussed pointing odt theirimpact Jo working, entertainment, commercial activity, and urbanimagery. . M*E*T*kc - Vt..age photographs illustrate the variety of lighting tech:- niques.(Abstract contributed by bonnie Loyd, Managing Editor, Landscape). MANKINETHICS, TECHNOLOGY, AND THEiARTS BRAUN, ERNEST; COLLINGRIDGE, DAVID; ANDHINTON,KATE. ./ ASSESSMENT OF TECHNOLOGICAL DECISIONS-CASESTUDIES. LONDON, BOSTON: BUTTERWORTHS, 1979.59 P.(S1S,CON- RECENT PUBLICATION'S SCIENCE IN A SOCIAL CONTEXT). sewers, and the paving of streets.The time period covered :s from A collection of brief case studies illustrates howdecisions tlie rationale for technological improved. The 1880 to 1930 and investigators consider about technology are made and how they might be choices, the "unexpected" impacts of technologies onthe quality.ult, introduction of a new technology is envisioned ad a two-phase 'urban life rand the reactions of planners andofficials to change. process composed of;the-decision to attempt an innovation; and the transformation of an invention to an innovationthrough mar- AND TECHNOLOGY expected and U.S. HOUSE OF REPRESENTATIVES., SCIENCE keting. Case histories demonstrate admirably both COMMITTEE.' AGRICULTURAL AND ENVIRONNIENTAL RELATION- unforeseen consequences of new technclogies',including the SST. Y4.SC12:96/J, the fast SIIIPS: ISSUES AND PRIORITIES. 1979. DDT, Concorde, Thalidomide, the Aswan High Dam, and . , breeder reactor.Tersely written and well-organized. The etlects of environmental protectionregulations on agricultural productivity uro examinedin this,compilationorreadings, studios. COWING, MARGARET, AND ARNOLD, LORNA. THEATOMIC BOMB. Congressionalkesearch Service. (SISCON- and statistics prepared by the LONDON, BOSTON: BUTTERWORTHS; 1979.- 5ti P. Analyses cover alternative technologies,air/and water pollUtion, SCIENCE IN A SOCIAL CON,TEXT). . pesticides', sludge, and conservation programs. retrace / Concentrating on the.crucial years 1939-'6't, the authors U.S. HOUSE OF REPRESENTATIVES.SC\Li eNCE A' . -::CIINOLOGY the discovery of atomic fusion and the developmentof the bomb. CONINIITTEE. PRINT. SUBJECTS AND POLIC1 ..ASF011 THE Questions concerning the re...rinsibilities ofscientists, issues in CONSIDERATION OF TI1111ibUSEddraffrTi: O.SalfadliANti. arms limitations, and the "necessity" ofHiroshima are reviewed. fEelit:16116Y771 W79: '214-11.514.Tff379k/li Unfortunately, dominating the slim volume is a ratherunreflective apology for the British role to research that lead to thebomb The Congressional Research Service provideseuncisc'examinations ("without the British work the Second World Warwould have almost issues "a recount- of the background and importance of more than ono hundred certainly ended before an atomic bomb was dropped ") and in science and technology. Included are _zing renearc. lew teching of Britain's anxiety to become the third nuclear power.Appen- nologies for the handicapped, dispo/sal of hazardous wastes, coal dices of period paper's and letters. No the best ofthis series. liquefaction and gasification, information management, weathermodi- HIRSCHHORN, LARRY. "POST - INDUSTRIAL. LIFE: . A U.S, PER- fication, 'ocean'resources, and aircraft noise abatement. SPECTIVE." FUTURES II (AUGUST 197,9).:287.98, WAGAR, M. WARREN. "THE STEEL-GRAY 'SAVIOUR:TECHNOCRACY I 1 2'(SPIIING Recognizing that adulthood is no longer It static'plateau in 0 UTOPIA AND IDEOLOGY." ALTER19ATIVE FUTURES personal identity, Hirschhorn looks ine,o thecultural changes 1979):38-59. which have transformed the adult life stage intoa developmental I period where flux causes increased anxiety. Causal trends are HoWard Scott's te:hroorecy,reovtme4t'grew from the belief that the loss of the gate-keeping power of educational Institutions, teehnology'represented an iraMenie power for good that ihad been less dependence on institutions Ifor'access to resources; andthe bUngled and misunderstoodh'y'tradition -houndpolitielans.;1Accord- The2author Outlineo ing to its advocates', only steel-gray-clad technicalexpertj were. declining costs of h.eakinglob commitments. in1the work numerous todietitors of social developMent thatsuggest a more equijiped to abolish poverty end depression. With roots; fltiid articulation of work and-life. The loss of life -scheduling of Saint,Simon, Comte and nineteenth and earlytwentieth century rules formerly provided by family andilitutions 'will cause utopias, technocracy did no emerge as a popular movement.but increased anxiety. migrut.a, divorce,Is !aide. if u,newsexist, grew to be the "most powerfu vehicle of socialidaas tinci the most . , connotations ' "scheduling" policy does not fillthegap. \ 1. powerful utopian vision of the lute modern world." Thu of teehnoeracyin recent works, however, have been fur lesa

PETERSEN, JAMES C., AND MARKLE. GERALD D.I"POLITICS AND . benevolent. SCIENCE IN THE LAETRILE CONTROVERSY." SOCIALSTUDIES / WEBER, RONALD. "THE VIEW FROM SPACE: NOTES ONSPACE OF SCIENCE 9 (MAY 1979):139-66. . EXPI.ORATION AND RECENT WRITING." GEORGIA REVIEW 13 . 'Despite the strong opposition of the, AMA,IUSDA, and the Ameri- (SUMMER 1979):280-96, can 'Cancer Society.. prnponenta_of, ttlncancer treatment Laetrile Em- \ continue to fight for recognition and to win ew supportere. Space exploration functions as'a means of turning attention phusizing arrs of disagreement and te rolef vluea, the authors MacLeish, found to be not a beck to Earth in writings by Buzz Aldrin. Archibald review the. Ipetriledispute. The move ent I John Updike. W.H. Auden, Saul Ballow, RobertLipsyte, and simple: for the legalization of a dr g. bu rherepush an "attempt supported by a Anne Morrow Lindbergh... Surveying works by these authors', t2 at paradigm creation and revelutionarraciene " Weber finds that the view from space compels a renewed awe "revisionist historiofmedicine" centered on t e efficacy of also "science,.:' not merely do man's nature and the Earth's 'uniqueness, but it can natural cures. Thus, ill-is the whole Laetrile 'serve as an/ironic counterpoint tocommon, empty humanlife. its most infamous product, that hos-been labelled piceudo-seience In'contrast,' the removal of the mystery cif outurspace by and quackery by ails opponents. The author's apply the concept Science has led science fiction writers to the exploration ofthe "adjudication" to :the understanding of the, Laetrile phenomenon, a value factors inner mysteries of the imagination: -Wright Morris' The Fork concept they feel] accommodates both knowledge and River Space Project demonstrates the striving for,"mystO about .the drug. in new beginnings ussociatetwith spcce" butcentered. in imaginative fantasies.' TARP, JOEL A.-.;""ED: THE CITY ANDTECHNOLOCY. ISSUE TITLE: -JOURNAL OP UREANIITSf011Y5WAY 1979):275-396.. Judith - Christine Roysdon Essays chosefor this iseus are conceimed"with the roles of four i.=high University Libraries , ,1;tileehnologjes in the urban setting:eutonibiles, energy systems. 190. .1 .-14 V the "Curriculum Development Newsletter of has been, then the readership should be willing Lehigh. University's Science, Technology, to provide the financial base for its continua- Program" simply expresses thewayay tion. We kze therefore going to have to turn to that the Newsletter is in fact tak,,m by it's -you for assistance in publishing the Newsletter mo::-?, than 2400 subscribers anil at least twice in its.present format, at the rate of six issues that many.readers,. who now tacitly set F side a year. We use the word "assistance"advisedly, its slightly queer title, confident that the because we are keying the subscription price content of the Newsletter is not idiosyncratic',' that we are.foreed to charge if we are :to con- reflecting the interests of a program unique tinue, to the actual costs of'printing and dis- to Lehigh. We would hope that the continue(' tributing the Newsletter. The ;inaugural fee reputation of our STS Program would rest on will,be $5.00 for a year's-subscription of six its inherent excellence, and not on the curios- issues, beginning, in the Spring 1980 semester., ity of its title, which 'I hasten to add, is not (For those subscribing after July'l, 1980, the given up lightly. Although it "obtrudes on charge will be $600.) At this ratei:'We are I. the inner ear" when, pronounced', as Max sure you will recognize that we are. 'notmotivated Baym used to say, it has been' internalized by a desire for netincome, but rather that we'l by those of us for whom the Program entails ,:annot publish the Newsletter at \all unles;, we daily involvement, and's° HPT goes into STS raise enough money through subsfripticnsto with some misgivings and, some trepidation, cover basic operating expenses. but also in the hope that'it goes in evenly, with notl4ng left out. ' In order to determine the feasibility of con- . tinnirt toINiblish'the newsletter on a. subscrip Here and now, at least, changes come in tion basis, ve ask that you assist us in a poll. twos. The present NeWsletter was originally We realizethatthis is something of an incon- part of a disseminationT grant provided by the Verlience, but you can its necessity,: National Endowment-for the Humanities, whose'and we ask 7:);,at you pleasefill out the tear- , support had' established the HPT /STS Program sheet below and returnit to us.Please do in the. first place.. Currently, the publication not send money 'at this time. What we neIis of the Newsletter and its distribution is a ET-firm response (amounting to 40% of the 2400 service to the STS- community made "possible by people who presently receive. the Newsletter NEHf Education Grants' funds scheduled to de- free) to. justify the commitment necessary to crease to the zero support 10%-cl over comingcontinue publication on a regular basis. year, as discussed inithe NoVember 19'18 issue 1 of this Newsletter. was the'Endowment's contention that if the Newsletter continues to Steven L. Goldman Stephen H. Cutcliff be as worthwhile as ith readership indicated it Director, STS ProgramE,iitor, STS Newsletter (Cut on Dotted Line) Return To: Dr. Stephen H. Cutciffe I would be willing to pay a $5.00 annual Editor,ST S 'Newsletter subscription fee ($6. C k) after Jul !M,, \1980) 327 Maginnes Hall #9 to continue receiving the STS Newsletter. 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Name & Address If D fferent FroM Present Mailing Address Label. TABLE OF CONTENTS

HPT Into STS GoesOnce, No Remainder' Steven L. Goldman . p. p. 2. Science and Humani(alues,- Steven L. Goldman

4 The Museum as Pedagogue Stephen. Ctitcliffe Science Fiction Oddsand Ends - EdwardGallagher P. 7 Technology and' MaterialCulture in Course Syllabi ..-' Anierica; 1600-1860 and 1860 tothe Present 8 Pat t-71-jrc Malone P. , p 11 SHOT -Syllabus Exchange I 12- , ...... p. OPEN FORUM ...- , Mankind, Ethics', Technologyan/1 the "/' M*E*T*A* p, 14 Arts - RecentPubliOations . . Reader's Poll P..:8

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Director: Steven Louis Goldman Numie- 14 Editor: Stephen H. Cutcliffe November 1979

_ / ..-In the following bibliographical articl,-Irrofessor CarlMitcham has analyzed 1 tte,, thesis :,:..about the relationship. between Chr4stianity and technology and the subsequeni: whicr this thesis has engendered. AltWugh somewhat longer than thearticles'normaii7orriee in Mk: newsletter, we have included Win tot'), believing it to be particularlyinformativ ;seta foi course development in. an. area just now beginning toburgeon. References are cc ltatr,lau bibliography uppended to the end of the article.Editor

Questions of Christianity and Technology: A Bibliographic Introduction

One can distinguish two kinds of questions to a whole generation of intellersrur .z About the relationship between Christianity and affected with Christianity and sere 0 technology.The, first concerns the extent to the ecological destruction of the earn).As Which Christianity is responsible for the exis- sUbseqUently published in Selectee, "Ille :ttence of modern technology --that is, with the Historic Roots of Our Ecologic C -,-Jesies"-7:7_4nes effect of Christianity on ttchnology. The second that, at least in its dominant Wessern deals. with the demands modern, technology places Christianity is responsible fair the attitue.,e to-_ on Christian life, and the, proper response to ward the world that 3ed to rise olinari4.rn .;7those demands. technology. The utroblem. the -Juhac- Christian conception of man as superior .0 the rest of creation, and of everyticin.g else Christian 3ponsibility for Techrio/agy increation ,as subject to. men's-fuse Auld enjoyment.The', es:AuctionWhite Auirreste . the p aerica*Aaaccia to adopt a more Franciscan apprecififien -,. for4'), Cie Oe;:. nature 7-if not an Eastern OrthOdcst_theelogyl On?;,:, 0., DedeMher-,' 196, the medieval of the wOrld. ,Pt°,449:/f ^- Or- Yer0 ;0[.0;.**1104.. Whit&ii essay has been picked areveryi tedly popular destined*tip inside anthology dealing with ecological issues Environmental Hanc3ooc ,1970) or: below the level of vr-_-..bal expres- Izn G. Earbour'.s Westetzn Mc.,1 artd sion, machinery,- ma....:thanical power, ].;t hies ''..f-373),White offered a further comrr and salutary device were taking on criticizing especially the idea an aura of "virtuousness" such as earth" as the extension of'le they have never enjoyed in any cul- attitude..Subsequ..entl-,-.-in Mediei. ture save the Western (pp. 201-202). Tecf2n,o!ogy (1E. '8), collectec (rhe =re paper.iii in wh:7h 12:3 thesis WE That, prior to ViToite's an-ncle,.the presented, together an intelli issue had not been more central to intellec.- 11(.4 it cam.:. '..-21opi- -tual debates on is somewhat strange. Such ideas reliJ;ct the shift from Ja- 'The Icuriography of T ar .e science to technology it cultural inter V77777.=.311eSS as TechnoIog:'" -.T.Ttted pretation of the science ±.-ethnology continuum, Reli.,Tion and Tec,- .nalo;.7y) :11.ht Litz in conjunction with the e_7_,going question of cent; 3xampk 'ilhite's tnermd:_and 0_7'72111" ; (V_ .. the relationship betweer modern natural science. and religion that has beenthe subject tiori :wages, W-7,:nne :zat of polemic ant apologia at least since .the = he -1Jot. century:, aani with trial of Galileo.It is £7,.=ely associated, as middL=. of the 15/th, the L.7.2nr77,-t.--,-2.nt Well, with the tender .:.7 :c push the origins J.:}f of modernity bac!: b.E. Middle ages and . abjer..-ts 7 beyond --the e7t-ren.:- :ern: of which is ( m zesez Heidegger's charge t: t-at Plato is responsible moues) for modern metaT).-nyst-1-ris early as 1925, a az.Md s -77=alized - 7.for example, N,:,z7th 'Whitehead, in Science and the iethodern World, maintained ssettial2..harac- ad be that "faith in the possibility of science .. . :sure, ant .since .ve7-mortal_ dwel. is an. unconscious. -derivative from medieval rather than her brirr theology." (Fe:;:iitehead modern science ..aol came be the Eut is also closely w'±-: modern technology method of inven-. the ay..,:alle t: fifteenth cen- or "the invention- ,Northern Eurov, --.Liothed this tion..")In a se_-__es of 3.1-ticles in Mind be- Irrreme Virtue not sarrcs.ly with the tween 1934 and Mirnael 3. Foster cbc_;:k but -ffith the ;:e14- technology of argued the same Tooint a deeper manner, later Middle Aps: on her head stressing (like Wnite):le contributions of wore the most complex mechanism voluntarism in theology. :-Ef the era; her feet now rested on the 'T",- A spectacular po9i-,,r engineof that With more direct rele7-ance, Max Weber, gt:.....eration.; in her heads she held eye- in The Protestant Ethic zncl the Spirit of gIRsses, the greatest "ecent boon to Capitalism (1904), desL-ri.oed capitalist mature liter&e rma-...The new icon modes of production an,: modern technology 1-11emperance tsu that in Europe, as born of the Protestant attempt toapply the asceticism of the monasteries to the Later John U. Nef, in the Science. Technology a Society. sup:?crte:i by a dissemination grantfrom everyday life. :17E.Titinnal Endowment for the Hi.natnitiza.is a newsletter devoted to Cultural Foundations a7-idustrial Civiliza- mate-ial in the general area of scimn..e. :echnology, and human values. we pl-..blish short articles on thrm-stical and speculative aspects tion (1958), maintained !hat Renaissance ci development, ccnrsedescriptions.reviews of delight in the world, atCatholic attempts a_ audio-visual aids, an.. bibliography (annotated).In ==z.±.7 we would welcome ar=1- rr:successful techniques for such to infuse human relationFps with anew -mica 34instituting andevaMatin-r- :course or program,arousing tenderness, also-played t:-.eir part. And, Auld student interest.,r7 ,-wing administrativereluctance. ,t-r-. visibility on campus.. r=rung a lecture or film series, or as White acknowledges, alspects of his altt r newsletter. An "apes. FO--antsection exists for readers with isstim---s or comments regardimserr 7..riculum need.Our goal is to thesis had been develobett independently gip-17,---,serate new courses and 'u . provide an information exchange in by the German historian. Benz in field.Please address .a.._=mistibutions and correspondence to: FL:::nrzlhen H. Cutcliffe, STS T-mgristai, 216 Maginnes Hall 19. Lehigh "Fondamenti cristiani derra tecnica "InivtY, Bethlehem. PA 1801E occidentle" (1964). Peans such studies

-2- of did It preemie& the of Whize's article reaches conclusions cennp--atible with tho=se because they no-uld easzl.ne misunderstood as White.) Rene Dubos , aswell, aegues having crested Christieeeley with an :achievement,' that other religious teeaciL-__-ens have bee:e as wheres Whfters article weee. dearly an indictment. exploitative of nature as _-_-_Thris.tianity, and that Christianity has a see.'.eng- tradition of The wide response to Wedte's articee has taken active respect for naeureDubos praisems- the two forms. On the one hand, his arge:ment has "active wooing of the in contrast to been variously restated --ae:, for inseence, in White's eulogy of theraseiscan love of Arnold .Terenbee's The Gsis of Po -Ttion" (1973) nature as it is in itself.'elichael Foley (.1977) , It has aLac..been picked up extemeed b-5; any also, defends neglected a,,pepts of theJudeo- witle a ocnmere far enviroree=ntal ethiee. The Christian tradition, aegueeg that technology arc:hitec:. Ian Acliarg., .".or example, uses Wt.-lets becomes destructive of the-environment when eheszi3 as a bas for ht.: theories of Des :gn it is cut loose from -tee Catholic Christian ay.t.tre And in:Euro.0e the we r' ref Carl tradition.Foley'S argument recalls that of ik.19.77Vee withcut ,e7--e-e, explicit refee-ence to someone like Christopher Derrick,who in egives the strongest and most geneeeal state- ME Delicate Creation (1972) blames an Uri- his argument , incLicrig even srelism, as conscious- Manichean:sm for the technological a socn-larfzed form of Christianity, for its epposi- destruction of the earth. Among Prote*ant tion

193- and spirit, this issue remains a critical one. The Christian Response to Technology As Frederick Wilhelmisen (1975) has so felici- tously mit it,"Religion bends the knee" but Moral theology tends to focus more on the spe-.technology "makes man walk erect." The cial ethical problems created for Christianity by search for a resolution of this tension gen- ) technology than on how in the past Christianity erally moves in two different directions: one contributed to the rise of modern technique. The toward a reinterpretation of religion, the predominant issues from this perspective concern other toward a reinterpretation of technology. the practical application of Christian ethics to Yet it remains a decidedly open question social justice issues aggravated by modern tech- whether either of these two approaches is nology, and the problematic character ofreligion anything more than wishful thinking. in a secular, technological world. The former has generated a large volume of literature which has The first approach has on its side exactly largely ignored the kinds of questions-pdsed by those aspedts of the Christian tradition to White. The latter is almost intractable, precisely which White so perauasively appeals.In because those who are aware of it at any depth modern culture, if the secular has become are also conscious of the Christian ambiguity to- autonomous and dominates the sacred, it is ward the secular which is at the core of White's at least partly because of some Christian thesis. ideas about the nature of the secular. Gabriel Vahanian (1976), for example; sug- With social justice issues in the West the focus gests 'that the Christian critique of myth is has been either on the dangers of nuclear war, onthe foundation of modern technology. Thus, the unfair distribution of wealth --or, in what is whereas originally Christianity adapted it- undoubtedly the issue that demands the most at- self "to the constraints of natural religion," tention, on the ethical dilemmas of birth and deathconsistency now requires that it adopt "the engendered by advances in medical technology. framework of a religious sensibility deter- Representative introductions to 'the problems and mined by technology." This, involves a shift arguments in the, first two areas can be found in in theology from an emphasis on the divine Birch and Rasmussen (1978), Hamilton (1977), in nature to the divine in technological Abrecht (1978) --not to mention the Papal encyc- visions of the future' (utopianism) , and in licals Pacem in Terris (John XXIII, 1963) and church structure from priestly to prophetic Poptaorum Progressio (Paul VI, 1967)'.With re- ecclesiology., ,More vulgar presentations of gard, to -thrintitua bioethics, one can do no more similar positions can be found in Harvey :than ean attention tn Richard McCormick's (1972) Cox (1965) , Emmanuel Mesthene (1967), and helr.rfrli rae:".ographic survey, to a recent article R.A . Buchanan ( 1968) by Jai, '5;ustafson (1978) , and to the work of the sort,; at conservative Protestant theologian The most straightforward example of the Paul ay. From Fabricated. Man. (1970) to second approach is to argue for placing Ethics at the Edge of Life (1978) Ramsey has oc-' technology at the service of Christian ends cupied a central place in this field, one which in- or values --as has been done, e.g., by cludes a grappling with the problems of nuclear W. Norris Clarke, S.J. (1963).William war (4969). Lynch, S.J. in Christ and Prometheus (1970) , argues further that the autonomy of techno- Technology and the secular exist in evident logical man presents a decisive challenge to tension with religion and the sacred.Important the religious imagination which can be met early attempts to explore aspedts of this tension by envisioning "autonomy ...not [as] a can be found in an essay by Nicholas Berdyaev defiance but [as] grace." Technological (1934)' --and in two collections, one edited by culture is to be interpreted not as the nega- Robert Mohan (1960) ,.the other by Hugh White, tive force of Eric Gill (1940) or Georges Jr. (1964). Despite hippie dreams of "electric Bernanos (1947) but as a divine gift.The Tibet," and vapid intellectual\babble like Andree appeal of Teilhard de Chardin's optimistic Bindewald's (1978) about the integration of body synthesis of evolution and scientific- technological progress, especially as extendec. is :hat expressed by Swami Walter Ofig, S.J. (1967), no doubt rests on a -The Supreme purpose of similar desire toe-enclose the secular within :me . God-realization, and sacred. tr _id cut how far science and Je helpful to this"(1973). The difficulties w h this second approach, t_at which seeks to affirr the spiritual value of tech Carl Mitcham nology, are considerable. Not to mention the y. Catharine College evident paradox of conceiving the secular attac. E t. Oatharine, Kentucky upon Christianity as a gift from the victim to 1,2.- self, it is difficult to see how such a position dc 3 not finally collapse back into the first approach Select Bibliography If technology is really,a gift, why not adapt to It is as if Moses, in counseling the Hebrews to 7aith. Science, and the Future.Philadelphia: "spoil the Egyptians" (St. Auguatine), had told revs 236 p. C... Ende der Vorsehunp: Die gnadentosen Palgen des them to take not the gold and silver of their uritsrec he end of providence; 'the relentless consequences masters, but the pyramids. Had they tried, they of i . Reinbek: Rowohlt, 1972.254 p. Paperback would have never gotten out of the lull of their rep..rrzn. t. 19:4."ranch trar_slation:Fin de la providence (Paris: captivity.For, in Ellul's words, "One can safely i*niara W."RunLan Dominion Over Nature." in Miriam. say that there can be no such thing as a Christian Bit.ical Studies in Contemporary Thoqght (Burling- Trimty College Biblical Institute: and SliamrvUle, MA: influence on technology itself" (1967). PAdd and Co., 1975), pp. 27-45. :ndamenti cristiani della teanica occidentle" The depth of the difficulties which modern tech- ': R ==,' ..ationa of Western technology) . in Enrico Castel'. nology creates for Christianity have been vividly d fecntw e ;:asistica; tecnica, escatologia e casistica (Padua: present in the first year pilgrimages of Pope John )154). pp: 741-263, 'etL.. Brigitte Berger, and Hansfried Kellner.The Paul II.In Communist Poland, he called upon I *tut; Modernization and Consciousness. New York: Christians to resist modern (technological.) totali- Soots. 1973.' ix, 258 p. tariani.'m.' In the United States he warned rtes' L.Pyramids of Sacrifice; Political Ethics and Social .against a culture of moral laxity. Whereas in the \Trot ork: Basic Books, 1974.xiv, 242 p. Third Worlds'of Mexico and Ireland, he called for . ,,,r;LL-es.La Franee centre lea robots [France against social development --but on neither Communist 1,or ewris:Liiffont, 1947.222 p. nor capitalist models, both of which fail to measure .lin. ,..I0 71dr!...e."Technology and Men's Future: Integrating up to spiritu-al standards.. -y. Pirr-t Numantlas 14, no. 1 (February 1978) :31-45. , and Larry t.. Rasmussen.. The Predicamentof Whether there is any way to harmonize techno- ospert Philadelphia:Westmiris er, 1978.212 p. logical development and the spiritual life is the lharaj, Swami B. H."Man, Science and Technology," in tidings of the XVth World Congress of PhilOsophy; Varna. ultimate issue.Ironically, Lynn White's historical .lispternber 17-22, 1973 (Sofia: Sofia Press Production research points to the possibility of just. such a r, :975), Vol. 6, pp. 449-53, harmony, but one which is self-destructive. Heinrich Emil.Christiani' , and Civilization.Vol. 2: Whether there are others less fraught With con- firProblems. New York: Sc lbner's, 1949. .non, R. A. "The Churches in a Changing World," in Gerald tradictions is the final burden of ElluPs socio 'ars, ed., Religion in a Technological Society (Bath, theological studies(1975, 1977),plus those more viand: Bath University Press, 1968), pp. 1-20. Reprinted 7. Mitcham and R. Mackey, eds., Philosophy and Technology strictly sociological analyses of Third World coun- ,w York: Free Press, 1972), pp. 237-46. :such'as Denis tries by committed, Christian laymen izans and the Clod Earth. Addresses and discussions at Goulet(1977)and Peter Berger(1973; 1974)--not L National Conference (November 1967) of the Faith- irw, -Nature Group. 800 South Royal St., Alexandria, VA: to mention the religiously based social criticisms Wit::-.-Man- Nature Group, n.d,190 p. of Ivan Illich(1973, 1978).The witness of spiri- Clan...,, W. Norris, S.J."Technology and Man:. A Christian tually sensitive artists and intellectuals, even in Carl F. Stover, .en., The Technological Order when not overtly Christian,, also must not be (11,1-3it: Wayne State University Press, 1963), pp. 38-58. Reprzr.ed in C. Mitcham and R. Mackey, eds., Philosophy and ignored.' And the counsel of the experience of Technology (New York: Free Press. 1972), pp. 247-258. 'other religious traditions must also be considered. °The revolution in Iran is certainly one such Cox..e:rvey G. The Secular City. New York: Macmillan, 1965.

197 Concept of Thomas Sieger. Eco log:: Lad Human Need. Kaufman, Gordon D."A Problem for Tnoology: /1,..1y 1972): Westminster, 1975.174 p. Nature," licun,3rd Theological Review 65, no. 337-88. Umiak, Christopher. The Delicate Creation.Theo:. atian Ethics," Environment. Old Greenwich, C.T: Devin-adair. 'it! Livingston, James C."The Ecological Challenge Christian Century 88, no. 48 (December 1, 197 39-12. 12O Lynch, William F.Christ and Prometheus. A liey-nr,-- of the 'labile, Rena. A God'Within. Nea York: Scribner's 19:... Secular.Notre Dame, Ind.:University of Nnt mePress, Le, 325 p. 1970.153 p. ' ,Ecology and Religious Education. Religious.Educaii= McCormick, Richard A., S.J."Genetic on the Moral :lade Science _no.1 (January-February 1971); 14-81.Contents:1:abate Literature," Theological Studies (Special Issue: Platmares "Theology and Ecology: A Program for-="7-11gLauu and Man) 33, no,. 3 (September 1972):531-52. 7'.1scation,L. Harold DeWolre Thristlait Educatiorc=r jaion Earth," John B. CobbJr.'s "Christian Theme r . McHarg, Ian. Design with Nature. Garden City, American 'tea Ecological Crisis," Richard:. Overman's "A Cleestutaa7e1.2 Museum of Natural Meteor and Doubleday; 1969 --..ii, 198 p. .wen of Nature," Nicholas Cro'yla "Catholic Moral Throargy min Ecological Responsibility," -ohn Pairman Browna, '7/11:acm- Mesthene, Emmsi'nel G. "Technology and Religion. Theology Year Plan," and Howard McClintneksearThe Thfnk-Tank Today 23, no. A (Jeuttary 1967):481-95. Replanted as. ktrproach: One Way of Beginntrag Education in Eeology." "Religious Valuc'a in that Age of Technology" in Jcnannes Meta. a.tiza quality symposium. ed. , The Evolving Vc-it aria Theology (New Yor:a:Paulist 1967). Also, this is basteally just an adaptaticn f "Technology Mist/. Jacuqes. 'The Technological Revolution and lie Morralarad and Wisdom," Westiune's Technology and Sock: Change Political Cones' Aeneas," in Johannes Meta, ed., The Evotvng- (Indianapolis: BebbeaMerrill, 1987), which is reprinted in World and Theology (New York: Fatalist, 1987). C . Mitcham and R. Macktry,eds.. Philosophy and 7achnOlogy (New York: Free Frage, 1372). PP. 109 -15:. Mohan, Robert Paul, ed,Technology and Christian Culture. .The New Demons. Translated by C. Edward 11.1Pkt-'' Catholic University of America Press, 1960. Translated Washington, DC . New York: Seabury Press, 1975.viii, 238 p. 144 p. from Les Nouveaux Possedes (Paris:Librarie Artheme-PY1=-a. 1973). Moncrief, Lewis."The Cultural Basis for Our Envaronmental Calais." Science 170 (October 25, 1970):508-12. . "Technology and the Gospel." International Ofita-ssion 68, issue no. 262 (April 1277) :109-117. Needham, Joseph. aeienet and Civilization in Chin Vol. 3. ation 19 trig Cambridge: Cambridge University Press, 1959. "Nature, Technique, and Artificiality," forth ca (k), pp. 158-68, deals with the question of why -once and in Research in Philosophy and Technology 3 (1980). technology arose,in the Vest but not in China. a critique see R. 8. Cohen, "The Problems of 19 (k)," .1 of Chinese Philosophy 1 (Deem:abet' Y) .'9) A103 -17. Foley. Michael."Who Cut Down the Sacred Tree?" CeEvoiutton Quarterly, issue no. 15 (Fall 1977):60-87. Net, John U. Cultural Foundations of Industrial Codization. Cambridge: Cambridge University Press, 1958.Reprinted, . Foster, Michael B. "The Christian Doctrine of Creation and the Rise Hamden, CT: Shoe Striae, 1974.xvi, 184 p. of Modern Natural Science," Mind 43, issue no. 172 (Jctober 1934):448-68; and "Christian Theology and Modern zoience of Nature (I)," Mind 44, issue no. 178 (October 1935): 39-68; and Ong, Walter J., S.J."The Spiritual Meaning of Technology and "Christian Theology and Modern Science in Nature GI, ," Mind 45, Culture," iirMyron B. Wel , Jr.et al., Technology and Culture Work, issue no: 177 (January 1936):1-27. The first of theme essays is in Perspective (Cambridge. MA: Church Society for reprinted in Daniel O'Connoand Francis 0ley, , Creation: 1967), pp. 29-31. Ong's ideas are perhaps more :accessible in, The Impact of On Idea(New.York: Scribria , 1969) 'which is among other works, Interfaces of the Word:Stuz...les in the. the best collection of essays- (with good bib ography' this Evolution of Consciousness and Culture (Ithaca. NY: Cornell topic. J. University Press, 1977). 3ill, Eric. "Christianity and the Machine Age.. London maiden. 1940.72 p,Reprinted in C. Mitcham and R. Macke)-ds., Ramsey, Paul.The Just War; Force and Pola.cal ,-.esponsibility. Philosophy and Technology (New York: Free Press,:-2). New York: Scribner's, 1969. pp. 214-36. . Fabricated Man; The Ethics of Genet::: Control. New Goulet, Denis. The Uncertain Promise; Value Conflict: Tech- 7-HT-.vrt, CT: Yale University Press1970.174 p. nology Transfer. New York: IDOC /North america, _ea. xiv, 320 p. . Ethics at the Edge of Life; Medical and Legal Inter- 1977. sections. New Haven. CT: Yale University Press, 1978.evil. Gustafson, James H. "Theology Confronts Technology The Life 353 p. Science," Commonweal 105, no. 12 (June 16, 1978):39f. ' Santmire, H. Paul."Reflections on the Alleged Ecological Bankruptcy 2 Hamilton, Michael P., ed.To Avoid Catastrophe; A Study Fature of Western Theology," Anglican Theological Review 57, no. Nuclear Weapons Policy.Grand Rapids, Ml: Eerdraans (April 1975):131-52. 240 p. Heinegg, Peter."Ecology and the Fall,"Christian Centur-a no. 17 (May 12, 1976):284-66. ."Ecology, Justice end Theology," Christian Century 93, no. 17 (May 12, 1976):480-64. Mich, Ivan.Tools for Conviviality. New York: Harper ari_. Reflections on the Technological Society. 1973.viii, 135 p. Schutirman, Egbert. Toronto: Wedge, 1977.68 p. See especially "The Environmental ' . Toward a History of Needs. New York: Pantheon, Problem:Its Neglected Religious-Philosophical Backgrounds," 1978.xlii, 143 p. pp. 25-39. Technolo.7-) and Human Needs Stone, Gleam C.. cd. New Ethic for a New Earth. New York: Frier:di:14 ,---?ss. 1971.172 p. Toynbee, "The Genesis of Horizon 15, no. 3 (Summer 4-9. Reprinted in Rec=rC.gest (January 1974). . Drwell over E. century,he community of Tuan .7 Treatmektof the Envir.---Iment in Ideal and ustrialized nat_-.:ns has grown increasingly Actuality Scientist 58 (May-. --a 1970):244, 247-49. antific and tec::::nically oriented.To have Vehanian, God and Utopia: The ::rch in a Technologi- ad between 185and about 1950 was to have cal Chilli= ;ew York: Seabury Pre!s. 1977.xxviii, 154 p. .=ticipated in E._mot technological adventure. Weber, Max. = prrocstantischi Ethic will ...cr Geist des _many believed that, if engi- Kapitalismws.Firs--lublished in Archie fur Sozialwissenschaft 11-27ing :his time. and Sozialxnastik 20 and 21 (1904-905). English trans- --Teers could o-e-1"7,---.-pply their objectiveproblem- lation, The...'iroter-nt, Ethic and_the Spirit of Capitalism (New York:Sc...-Juser't :8).xvii. 202 p. A related sociological appnmo-1:7:7 social problems, then wars study is Rnmart K. =ton's Science; Technology and Society In wound cease, poverty would vanish, and Utopia Seventeenr.-: :::enn-s!--,England (first published 1038, sprinted New York: '..Trchbooks. 1972). For references to the 7,,70-ald be at hand.But, alas, more than 100 voluminous Uter-DAL.,..alebating Weber's argument, see Robert W. years later, war poverty continue to per Green, ed.. PrG-test=tism and Capitalism and Social Science: The Weber ThCE: ie zzatroversy. 2nd edition(Boston: D.C. :ist and Utopia L. still far away. -Heath, 1973) , p footnote 1 to chapter 1 to the English trans- of The Pr- astc:nt Ethicand the opening paragraph of Lynn White's "Iconography of Temperantia." The technical values that come to us from 4 the recent past a7e not considered as authen- White, Hugh C.. d.Christians in o Technological Era. New tic as they once :ere. It is no longer possible York: Seabur . . 143 p. -Zor an engineer 3 settle comfortably into an: --White, Lynn, Jr eval Technology and Social Change. London: optimistic value system, without examining the Oxford Unive roes, 1962. Paperback reprint, 1064. 194 p.Incrc ell documented. nature of the assumptions of that value system. .atoric Roots of Our Ecologic Crisis." Science 155, Because wars have not ceased, nor, has poverty ssue no. 376 .arch 10, 1967): 1233-1207. Collected in the vanished, it is not surprising that Ibis positive author's Maci-, Ex Deo; Esssays in the Dynamism of Western Cul- ture (Cambria' "' MA: MIT Press, 1.968), which has received attitude toward technology io in a state of tur- paperback as Virgin and Dynamo Reconsidered: Machina moil and reevaluation. One natural result is' Ex Deo (MIT i'Prean, 1971). Also printed under the title ,"St. Francis tuutlAbe ecologic Backlash." Horizon 9 (Summer 1967): an increased concern about rebuilding asound 42-7. Seleand anthology reprints: P. Shepard and 1). McKinley, or meaningful value system which can holdits eds., The Salr,ersive Science; Essays Toward an Ecology of Man (Boston: Hce:Qoton Mifflin, 1969); Garrett de Bell, eds. , The . ownin today's technical world. Envirorimentzi'Handbook (New York: Friends of the Earth'and e Ballantine, 1970): Francis A. Schaeffer, Pollution and the Death of Man; The Christian View of Ecology (Wheaton, II: 'Tyndale, The anti-technologist has project an image 1970); C. Mitcham and R. Mac7.tey, eds., Philosophy and Tech- nology(New York: Free Press, 1972); and Ian G. Barbour. ed., of the engineer as someone who is busy making' Western. Maz.-.-_and Environmental.gthics (Reading, MA: Addison- carefully calculated, practical applications of Wesley, 1972). .- scientific knowledge. In this. image the arche- "The lionography of Temperantia and the Virtuousness typal engineer is insensitive, viewing his sur- -17rfenhnology," in 1'. K. Rabb and .1. E. Serge's. ads., Action and Contemplation in Early Modern Europe: Essays in Memory of roundings with little or no emotion.Psycho- E. H. Harbison (Princeton, NJ: Princeton University Press, logical' studies of the- personalities of engineers 1989), pp. 197-210. Reprinted in Medieval Religion and Technology, pp. 181-204. show that there is some truth to this stereotype. The typical engineer leaves introspec- .Medieiral Religion and Technology: Collected Essays. tion and value formation to the.humanities, and, -Wel-Wej. CA: University of California Press. 1978. xxiv, 380 p. although engineers get along well enough socially, they would rather, dealowith thirigs, Wilhelmsen, Frederick. "Art and Religion," 1ntefvollegiate Review 10, no. 2 (Spring 1975):85-94. than with other human beings:1 Society is N.B.: For a number. of other works on this subject one should check only now learning to recognize that people C. Mitcham'and R. Mackey. Bibliography of the Philosophy of Tech- are uncomfortable when treated as objects. nology (Chicago: University of Glileago Press. 1973), under Religious Critiques, and subsequent current bibliographies in There are significant 'differences between the Paul T. Durbin, ed. ,'Research in Philosophy and Technology, "I" "It" relationships between the scientist vols. 1 (1978) and 3 (1980). and the material universe, and the "I" "You" relationship between: human beings.2 Preparation of tins °survey was supported in part by a grant from the. National Sejence Foundation The socio-technical system of the future ?and the National Endoiment forthe. Humanities should encourage the physical and emotional (NSF #S0C-7727206). health of living organisms.. The satisfaction of basic human needs encourages orga- rea=ness to be driven toward, to be aware nisms to reach a healthy balance 1:tween of, and to interact with a widening social themselves and their surroundings. F or thane for- circle r-an.d that the good society, in general, tunate enough to have satisfied thet-basic needs, tends to be constituted in such a Way as to many of the conflicts of today seem =e) dissolve. meet and invite this succession of potentialities. When a human being is inward17 free to choose that which is deeply vaiuec the ten- in the future, society will require educa- dency is tochoose those objects,,e=u,?..rienc:e, ed people to have interpretive skills even and goals that make for personal am e: social rricre than operational skills. Computers can growth.If the human species to En_=-Ive, the nzwi do many operational skills with great development of such values is neces---y.In so, fad and accuracy. The "educated person" the ongoing process of evolution, tne human knows a lot of isolated scientific facts being must be able to select that w1.7.-..,i.s val- be cannot-fit them into some kind of credit- uable for development out of newE.:7.C- ilbi'Llplex able value system within aconcerned com- technical situations.Desirable hume_.---.. amd munity will be of little use.Society will need social values can be encouraged by a tech- the kind of intellectual recently described by nology which, concerns itself with`:hesatis- John Knowles, president of the Rockefeller faction of human needs. Foundation, as one who "integrates and synthesizes disparate knowledge into a co- After a great deal of clinical stuty, Dr. herent whole and tells us What should be Abraham Maslow has established a, hiexarchy done huinanistically, as well as what can be of basic needs which suggests mE --..y of the clone scientifically and technically. "5 basic needs of the growing and c langing human organism .3 Technology h:.,.,s already Since technology builds upon and is an Contributed greatly toward assuring the sat- extension of the human senses, a soft tech- isfaction of many of these needs.In order to nology based upon satisfying human needs, emphasize the, hierarchic structire of Dr. panhave a civilizing effect upon society, Maslow's system we can list the basic needs easing the tensions that produce crisis. by starting from the bottom., or"lente:_-,and Technology can be looked upon as another growing outward and upward: way of assisting human growth,toward self-actualization within a concerned com- Aesthetic Needs munity. Self- actualization Needs Knowing and Understanding Neets --H. Carlton Moore, Jr. Esteem Needs Civil Engineering ;Love and Belongingness Needs Wentworth Institute Safety Needs Boston, Mass. Physiological Needs Footnotes Each lower level. must be satisfied before the 1. For further discussion of psychological, studies of engineers see next higherneed. appears.In the process of Samuel Fiorman, The Existential Pleasures ofEngineering growth and maturity, values will overlap ,and (New York: ,St. Mart n's Press, 1976), p. 91, 92. our minds will change depending upon our 2. Martin Huber,1 and Thou, Trans. by Walter-Kaufman (New perSonal needs and level of gratification. York: CharleiScribt7iirs Sons, 1970), p. 100ff. 3. For a more detailed discussion see A .H.'Maslow, Motivation and Personality (New York: Harper & Row Publishers, 1954). Shililarly, although starting with different p. 80ff. assumptions, Dr. Erik Erikson has developed 4. Maslow's hierarchy is of a pragmatic nature derived from clinical his own eight, life-affirming stages of growth.4 observation.Erickson's hierarchy is based upon Freudian theory and details s life denying dimension to the hierarchy Again, each lower stage must be developed as well as a life affirming dimension. For further details see' and satisfied.before the next higher stage ap- Erik H. Erikson, Childhood and Society (New York: W. W. pears'.The underlying assumption isthat Norton & Co., inc. 1983), p71113. 6.Susan Scheifelbein, 'Confusion at Harvard, What Makes an the human organism developsaccording to 'Educated Man'?", Saturday Review of Literature April 1. steps predetermined in the 3.rowing person's 1978. )

. 230 Course Syllabus SCIENCE, TECHNOLOGY AND SOCIETY

Anthropology 131 Prof. Barbara Frankel Dept. of Social Relations ,Lehigh University

This course will examine the relationships of science .and technology tosocial life across time and space, using theoretical models for understanding theserelation- ships.In addition to class participation and several short written exercises, you will be required in lieu a final exam, to submit a term paperof ten pages or more focusing on one of the following general topics:(a). Social control of time, (b) .Social control of space or (c) Social control of information and knowledge. For this paper youwill employ what you have learned in class and additional library reSearcho explore the science and/or technology of these topics. Required Ileadkgi s:Items listed are in the bookstore in paperback or reprint form, except those marked with an asterisk, which are on reserve at Linderman Library. have, however, put such copies as are available on reserve. *Bateson, Gregory: "The Cybernetics of Self" in Steps to an Ecology of Mind. Childe, V. Gordon: Man Makes Himself. DeCamp, L. Sprague: The Ancient Engineers. *Kuhn, Thomas: -"The Function of Dogma in Scientific Research". Pelto, Pertti: The. Snowmobile Revolution. Pirsig, Robert M.: Zen and the Art of MotorcycleMaintenance. 4.; Service, Elman: "The Law of Evolutionary Potential" (reprint, and in Sahlins and Service, Evolution and Culture. Sharp, Lauriston: ""Steel Axes for Stone -Age. Australians ". *White, Leslie: Chapter 1 of The Evolution of Culture: -White, Lynn Jr.: Mecgovai Technology and Social Change. Wiener, Norbert: The'Human Use of Human Beings.

C Course Outline and Reading Assignments

Organizing session. Beginning to define some terms. Week 8 Read Sharp article (reprint) and Pelto Chapters 1-7. Week 1 Week 9 Read Pelto to'the end, including Appendixes. Science, Technology and the Divided Self Part I Part III-Theoreticalitiproachesto Understanding Science. Tech- nology and eclair From Hardware to Software, Week 2 Read Pirsig'sZenand the Artof Motorcycle Maintenance, Chapters 1 through 18, using Reading Guide provided as Determinism to Contingency preparation for class discussion, Week 10'Read V. Gordon Chllde, Chapters to be assigned. (This time you decide what's Week 11Read LeslieVite, Chapter 1 of EvolutionofCulture, Week 3 Read the rest of Zen. entitled "Man and Culture," (on reserve) and Service important.) Ilearicuhn article (on reserve). . reprint, The Historical Panorama of Technological Progress Week 12Read Wiener. Chapters 1 through V. Part II .Week 13Read Wiener, Chapters VI through Xl. Week 14Read Bateson article "The Cybernetics of Self" (on reserve). Week 4 Read DeCamp, Chapters 1 through 5. Bring your perplexities to class - in regard to papers or Week 5 Read DeCamp, Chapters 8.through 9. anything else that has not been dealt with earlier - for the Week 8 Read Lynn White, Chapters 1 and II. Week 7 Read Lynn White, Chapter III. second session of this week, which will be summary. '

The above syllabus, I think, speaks More or less for itself.The course was originally conceived as focusing upon technological determinism as aschool of anthropological thought,and this is still one of the threads that ties ittogether. But it has undergone considerable revision since it was first taught, andprobably will again ;.n the future. . The first reading, Pirsig's Zen.... is my sneaky way ofintroducinga hit of philosophy of science' in palatable form , and it also seems to me to point tocertain relationships between science as an intellectual enterprise and technology as itsoff- shoot.Pirsig's reading of intellectual history since Plato may be open toquestion, but is well worth thinking about. The relationship between Pirsig andKuhn is obvious 'end probably not at all fortuitous; both men might be seen as products of a relativistic age, and both see science as a social product. The readings in the history of technology are anthropological, I think -- and the book by Pelto, an anthropologist, has an historical aspect. The thrust hereis to give students some factual grist for the theoretical mill -- concrete cases in which oneought, to consider whether the form 'of society is technologically determined orwhether other theoretical models (eg. non-linear ones such as cybernetic-systemii-Thiformationtheo- retical.approaches) make more sense. The issue of deteiministic vs. probabilistic scientific world views is central here. The theoretical issues are brought into focus in the third sectionof the course, though they have been broached earlier. Childe and White are both ratherstrict determinists.Service's work is based upon that of White, although it develops a more sophisticated notion of social evolution thatis'explicitly based upon a criterion of energy use, in which the more advanced societies are also the greatest energy consumers. Weiner's cybernetic approach, in contrast tothat of the techdo-economic determinism of the three anthropologists just mentioned, isprobabilistic'rather than deterministic, posits feedback loops rather than linear chains of causality, and sees information as the key to all forms of organization, rather than energy. Bateson, an Anthropologist, alsd rejects what he calls "19th century energy-distributionmodels" of both individual psychology and group behaviop and subscribes to acybernetic approach to the understanding of human activities. Piper topics fall under three, major rubrics:,social,control of time, social control of space, and social,control of knowledge. Under these three broad headings almost anything seems to be possible; I have gotten papers on anything from cryogenics as a' means of extending the lifespan (social controlof time) to the significance of the greening of the desert through modern agronomy (social control of space) orthe effects of such inventions as the telephone, the SST and space travel on ourcontrol of both space and time. Under social control of knowledge there have been ingenious ,topics chosen.I have had ones on new categories or crime such as steeling computerized information and/or antibiotic cultures, on who runs the mediaand howt ;saffects what we know of events, and on medical specialization, just tb name afew. On the whole I learn a lot from the papers in this course.,Most of them have/ some relation to a topic that is of genuine interest orutility to the student writing . it; so that even the quiet stud,ehts one is sure are bright often produce something quite worthwhile.In view of ithe fact that this is a 100 level course, I take feW skills for granted and distribute an outline stating ex fitly what I expect a paper to contain in terms of form and content --and adopting this technique' seems to work well in eliciting solid, well-researched work,

'20r4 ) -10- ENERGY AND THE WAY WE .LIVE: A Multi -Media Announcement

"Energy.It's certain to be the number one issue of the1980s" reads the first line of an adveetising brochure for a new multi-media educationalpackage designed to educate the public on energy issues. Courses By Newspaper(CbN), a project of University-Extension, Universityof California, San Diego, which is funded.by the National Endowment for the Humanities, has developed afifteen-week series of newspaper articles scheduled for releasebeginning' January 20, 1980. The series, coordinated by Melvin Kranzberg, Callaway Professor of theHistory of Tech- nology*at the Geprgia Institute of.Technology, will explore the multi-faceted energy issue, its policy options, and its trade-offs. The authors 'and subjects in the order in which they will appear include: UNIT I: THE CURRENT ENERGY. DILEMMA 5t.Dorothy K. Newman - Our Energetic Life Style illow would life changirit our daily energy ration were cut?

2.S. David Freeman -6"Cry Haime" or "Cry Wolf"? The Nature of the "Energy Crisis" 7-- J9public skepticism about the energy 5risis" justified?

UNIT 11:"LESSONS" FROM THE PAST: PROBLEMS, SOLUTIONS, AND MORE ,PROBLEMS 3. Lynn White. Jr. - Substitutes for Human Muscle:Pa.st Crises What problems occurred durgi eazlre7 transitionTTiom one energy source toanother?

4.John G. Httrke - Multiplying Energy:19th and 20th Century Developments What edergy innovation's fueled the emergencelThodern,industrialized society? UNIT Ill: ENERGY AND VALUES

5.Daniel Bell - Plenty and Profligacy: Energy and Growth in America How is energy consumption tied to American yaltITEr .6. .Norman Metzger -Tieluda; to Crisis What well-meaning social programs have gradually contributed to today's energy problems?

T.John K. Cooley - Other People, Other Patterns of Energy Use What are tho international impel Cony shortages and increasing Americari'depe'ndenee on foreign oil? ' `S. / 8.Joel Darmstadter - The international Politics of Energy What is the relationship among energy use, standard of living, and values? - 9.Kenneth E. BouldIng - The Global Lifeboat:E'net-gy and the Third World Does America havd an7611Firiol FT,Thili energy resources viirThh ave,not countries? UNIT IV: ALTERNATIVE SCENARIOS FOR OUR ENERGY FUTURE t,

10.Don E. KashConventional" Fuels in Transition ; What are the potential dangers linked tct increased production and use of oil and coal?

11.Alvin AL Weinberg -4 Nuclear Energy :' A tauatien Bar ail? Do the benefits ,ot nuclear energy outweigh thesks and social costs?

12.Wilson Clark - Solal' Energy and "A..riate Teehnolo Can alternative enemy so rtfis meet the needvcirdniitivial socity?

13.John H. Gibboils and William Chandler - Making Our Own: Synthetic Fuels Will technology solve our energy problems.

14.Denis Hayes - More Through h Less: Effective EricarL Use Will energy conservationm riTiih or enhance our co0Y of life?

15.Melvin Kranzberg - Choosing Our Future: Choices and Tradeoffs What difficult decisTs must b7 .made shaping America's energy future?

For further information-7 on the CbN series, Energyand the Way We Live, or how to get your local newspaper to offer the series,write to George A. Colburn,Director, Courses By Newspaper, University .ofCalifornia, San Diego, X-002, LaJolla, CA 92093 .or telephone:, (714) 452-3405. CbNwill also work with a newspaper to interest a local educational institution in using the series as the basis of acredit or non-credit course.

11P)3 The American Association of Junior and Community Colleges has developed a National Issues Forum on Energy_ and the Way We Live to be held during February, March, and April.This nationwide program is designed to draw people from all walks of life into discussions about our nation's energy future. The Calendar of Issues outlined below is designed to serve as a catalyst for a series of community gatherings throughout the 10-week period.

FEBRUARY THE DEVELOPING ENERGY CRISIS: 9-15 Energy:Patterns of Living and Working A LONG TRADITION 16-22 Energy and Our Political and Economic Institutions 23-29 Energy...With Justice For All

1-16 . The Sources of Concern:Crisis or Problem? 17 ?3 The Search for Solutions APRIL FINDING THE PATH TO AN UNCERTAIN FUTURE 24-31arch 1 Growth Through Energy: The Americah Past March 30- Energy:Decisions and Tradeoffs MARCH ENERGY: WHAT MATTERS MOST? April 5 6-12 Energy Self- Sufficiency and Global Interdepe,ndence 2-8 Energy and the Good Life 13-19 Future Opt' sins and Hard Choices Further information on the National Issues Forum may be obtained from Diane U. Eisenberg, Director, Community Forums Office, American Association of Community and Junior Colleges, One Dupont Circle, N.W., Washington, D.C. 20036 or telephone: (202) 293-7050. National Public Radio and local cable television stations will also be involved in the Energy package. NPR will broadcast a 7-part series of half-hour documentaries to be aired over the 215-station network beginning in January 1980. For dates and times of NPR's programs, consult your local member station. WTBS, the Atlanta "superstation", will feature a variety of programs including a nine-hour telethon announcing the energy forum series, fivespecials, and a ten-part series of interviews all tied to the Energy and the Way We Live Calendar of Issues. These programs will be delivered by satellite to over 1,000 cable systems across the country. Air dates and times can be obtained from your local cable station. Two texts published by Boyd and Fraser of San Francisco will supplement the Energy package, as was the case with the Fall 1979 Connections: Technology and Change history series (see review in issue #12, pp. 13-14). Melvin Kranzberg, limotY- A. Hall, and Jane L. Scheiber have edited a Reader/Study Guide also entitled Energy and the Way We Live. The reader contains excerpts from books and journal and magazine articles designed to address the fundamental questions: What kind of life do we want and how, in a democracy, do we make the decisions about energy sources and uses that will help us achieve our goals? The volume is organized into four major sections -corresponding to those of the newspaper series. The appended study guide is designed to relate the newspaper series and reader articles, highlights important concepts, and provides self-test questions and suggestions for essay assignments or discussions. Boyd and Fraser has also published a "Source Book", again under the same key title, Energy and the Way We Live. The Source Book is designed for use with the National Issues Forum coordinated by the American Association of Community and Junior Colleges.It offers suggestions for background reading, books to review, and discussion questions as well as program suggestions and resources to go along with each of the fifteen CbN articles. The Source Book also includes a list of energy-oriented organizations, agencies, and groups which offer materials such as brochures, booklets, books, films, and slide presentations free or for sale.Some are also _sources for speakers. The volume concludes with an annotated list of films, again coordinated with the weekly CbN series. The Reader/StudE Guide and the Source Book are available from Borl and Fraser Publishing Company, 3627 Sacramento St. , San Francisco, CA 94118 at $9.95 and $2.95 each respectively. Ordei*must,be prepaid and accompanied by an additional 75 cents per book for postage and handling. ' The complete package of newspaper articles, radio and television programs, local forums, and texts should-provide an interesting mix of approaches to the "energy issue" which is presently facing the public. SHC, Editor -12-204 Icons of Science Fiction: A Book Review

Over the past year several students have ecological disasters, and riots turn familiar shown me a comic strip whicl -dptures the dual environments into unfamiliar ones, turn the nature of science fiction quite well.It starts known back into the unknown. The function with a professor lecturing a class on the ser- of these stories is to affirm technological ious societal reasons for reading science fiction values by recreating the familiar and the and ends as he turns to his text: "The Ant known, by rebuilding civilization. By fight- That Ate Toledo." How can a body of litera- ing again against hostile environments, by ture lotilt on such images ever be taken seri- using science and technology for survival ously??? Gary K. Wolfe's new book, The Known rather than for ambition, mastery, or poser, and the Unknown: the Iconography of Science we can recapture the real meaning and impor- Fiction (Kent State University Press, 1979, tance of our reason and our tools. $12.50), shows us a way. Wolfe, borrowing' from analyses of myth, begins with the premise Theimage,of the robot/computer, exten- that "the transformation of Chaos into Cosmos, sions of our \hands and brains, sheds light of the unknown into the known, is the central on our relation to our tools and our place in action of a great many works of science fiction." the universe. Once a simple human function Then, using many examples from the 1930s to has been replaced, where will it stop? What the 1960s, he demonstrates how five of science will happen to us?' The tool becomes a god. fiction's most familiar images contribute to this Machines assist, supplant, imitate, and worthy cultural function. supersede man, but they end - surprisingly recreating him.The ultimate purpose of Contrary to popular belief, the spaceship is machines in science fiction is to recreate seldom used principally as a phallic symbol, or, or rediscoverhumanity.The human image like the ,horse in the western, as a transporta- becomes the Platonic ideal toward which tion device.It is more often pictured as a machines strive. Humanity is precisely the hearth, a womb, a traveling drawing room, a purpose of a mechanistic universe. place of security and comfort, a lx,,ne, a reposi- tory of traditional values in alien territory. The The Monster is a direct symbol of the un- spaceship contains self-contained societies, known, an agent of Chaos, the unreason space families, and sometimes is even"human." hidden by all rational structures, the oppo- itself.In a hostile but ultimately transformable site 'of technology. The Monster is less a universe, the spaceship gives man the means to villain than a problem, something to be apprcifiriate the unknown, and leaving the space-appropriated rather than annihilated, under- ship is a symbolic birth, an act aimed at helping stood rather than destroyed.' The only way the human race recreate itself in anenvironment to conquer a Monster is to know it, to use once chaos. science and technology to subdue Chaos and restore order. The Monster reminds, Also contrary to popular belief, science fiction us fearfully of our animal origins, our has not, promoted urbanization. The image of terrestriality, our vulnerability., but every the city leans more toward the smoky cellarsof victory over the monster broadens human Metropolis than the gleaming towers of megalopo- knowledge and power. HuMan understand- lis.Cities in science fiction. are barriers which ing is enhanced by knowing the beast. :trap and limit man, preventing him from appro- priating the unknown. Since cities are centra- Wolfe turns what. many people consider lized, collectivistic, xenophobic, authoritarian. exhausted images indicative of sterile con- stable, unnatural, of,the past, regressively ventionality into explosive icons representing technological, superfluous, and chaotic, they fundamental beliefs and values, and in so are barrierg to the questing spiritof man. Cities doing he gives our appreciation of science then, are beginnings not ends, and the,struc- fiction a healthy jolt. tural movement in most science fiction about cities is outward from a weakening center: a --Edward J. Gallagher In the wasteland image, such things as Dept. of English. war,- nuclear accident, plagues, poison gases, Lehigh University_ HESS, ,KARL. COMMUNITY TECHNOLOGY. NEW YORK: RAPER a ROW, 1979.107 P. Hess harbors a strong and § mirable belief in the sanctityof and human need for thecommaty. However, heia'convinced that the only true neighborhoois a self-sufficient island: "The neighborhood totally dependant on outside institutions for technology will be shaped by purposes of those institutions rather than by the purposes of neighborhood citizens."In accordance with this belief, Hess and some associates spent five years attempting to convince the residents of the Adams-Morgan area of Washington, D.C. that they ought to embrace self-sufficiency. Urban gardens were planted;basement sported a trout tank; plans for recycling centers, n ghborhood industrine, and alternative energy were discussed meetings. Nothing caught on. Why! Hess blames big government, big business, unreachable blacks, lazy hippies.- but rarely the wisdom of his own ideas or methods. MARTER, JOAN M. "THEODORE ROSZAK'S EARLY CONSTRUC- TIONS: THE MACHINE AS CREATOR OF FANTASTIC AND IDEAL FORMS." ARTS MAGAZINE (NOVEMBER 1979): 110-113. Roazak's artistic productionsihave been eclipsed in recent decades by his sociological writings on technological civilization. Marter's tracing of the formation of Roazak's technology-science inspired style in sculpture is therefore welcome. She documents his career from the Art Institute of Chicago, to study in Prague, M*E*T*A* to work with Moholy-Nagy as an instructor at the Design Labora- tory in New York. The "constructions" produced between 1932 and 1945 demonstrate that he was among the first Americans to MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS adopt machine aesthetics and to view the artist as a molder of industrial society. RECENT PUBLICATIONS OWEN, WILFRED. "TRANSITION TO AN URBAN PLANET." BULLE- TIN OF THE ATOMIC SCIENTISTS.35 (NOVEMBER 1979):12-15. BUSH, GEORGE P., AND DREYFUSS, ROBERT H., EDS...TECH- NOLOGY 11 COPYRIGHT. Mr. AIRY, MARYLAND: LOMOND That urbanites tend to have higher incomes and more access to tiOOKS, 1 79. VIII, 552 P. education and employment possibilities has convinced Owen that "urbanization needs to be encouraged ... as an instrument of / The Copyright Law of 1976, intended in part to addresis new development," The task is to overcome the disastrously haphazard .Problems created by such technologiCal advances as photocopiers growth that has characterized urbanization in developing countries. and videotape recorders, has confused perhaps more than it has Exemplifying ouch a victory over chaos is Singapore, where the clarified.This sourcebook provides a useful, guide to a number bold planning of a city-building corporation has been coupled with of concerns. An annotated bibliography encompasses articles, the labors of a newly created supply and construction industry books, legislation and reports on copyright as related to infer- assembled from the cadreit of the unemployed. The renovated old mation'technologY in general,,,computer systems, reprography, city Is now encircled by Industrial-residential satellites; villages video communications. microforms, education, libraries, and and medium-sized cities have also been improved.While similar other areas.Articles collected.in the emend part treat such projects in Korea and Hong Kong have enjoyed success. a failure Issues as the copyright status of machine-readable data bases, to Integrate the poor into the economy of Brasilia hae,hindered that Betamax recording of copyrighted TV programs, and the im- city's progress. Owen stresses the need for global projects to fur- pact of library photocopying on scholarly publishing. nish essential shelter and minimum services to urban areas where indigenous efforts have failed. DERTOUZOS, MICHAEL L. AND MOSES, JOEL, EDS. THE COMPUTER AGE: A TWENTY-YEAR VIEW. CAMBRIDGE: MIT MSS, 1979. ROLLIN, ROGER B. "DEUS IN MACHINA: POPULAR CULTURE'S IfFP. MYTH OF THE MACHINE." JOURNAL OF AMERICAN CULTURE 2 (SUMMER1979): 297-308. In twenty-two essays scientists consider the changes computers will effect during the next twenty years,in economics, education. Popular culture, especially hi the forms of movies and television, business, gnvernment, science, society and'cUlture, and the home. has long anthropomorphosized machines into heroes and villains; Among outstanding contributions we Terry Winograd's article on but more recently the tendency is a metamorphosis of the human "convivial computing," Joseph Weizenbaum's careful view of the hero or villain into machine. Beginning with the Wizard' of Oz computer revolution with replies by other scholars, a discussion of where Oz and the Tin,Man are opposites --"a man pretenaing to thesocial framework of the information society by Daniel Bell, a be a machine, and a machine trying to become a man"-- Rollin consideration of the effect of government regulation on public com- chronicles how film has used mechanized things such as planes, puting services by Roger Noll, and Martin Minsky's evaluation of cars, and robots to serve as ego extenders. Recently in Star the difficulties of producing artificial intelligence. Trek, 2001, Star Ware, and the TV cyborga, the anxiety 6This- , rfTEfiunieTTI tsilirbiTZOntroi of mechanized powers is carefully 000DPASTER, K. E. AND SAYRE, K. M. ETHICS AND PROBLEMS soothed. Popular culture serves its main function --the "feed- OF THE 21ST CENTURY. NOTRE DA. S. IND.: DIVIVRIISITY OF ing of our complacency." FraffraFrg PRESS, 079. 210 P. ROSZAK, THEODORE. PERSON/PLANET: THE CREATIVE DISIN- Essays by prominent philosophers "exploring the interface be- TEGRATION OF INDUSTRIAL SOCIETY.EARDEN CITY.7/7.: tween ethical theory and certain practical problems of an environ- ANCHOR PREM/DOUBLEDAY, 1978.XII, 346 P. BIBLIOG. mental and social nature" attempt tcsillustrate thvalue of critical ethical methodology asguidance,for decision-making in situations A number of trends --from the growth of special issue move- demanding moral response. Analyses of an environmental ethic ments for women, Indiana, homosexuals and others, to the re- precede studies of morality in technology assessment, "corporate awakened interest in mysticism and spiritualism-- suggests to modernity," nutrition, biomedicine, and historic preservation. Rom* the beginnings of a revolt against massification."We live in a time when the very private experience of having a personal identity to discover, a personal identity to fulfill has become a GREEN, MARTIN. "WRITING ABOUT ENERGY." ALTERNATIVE subversive political force of major proportions." From an acute ':FUTURES 2 (SUMMER 1979):3-16. vision of the self and a personalistethos may evolve heightened respect for nature and human relationships, accompanied by dis- . A professor of English contrasts the intellectUel and literary enchantment with the oversized political and technological struc- style of a prominent proponent of nuclear power, Hans Bethe, tures that now threaten to engulf the individual. and a vocal opponent-, Amory Levine. Not diegtdshing his own anti-nuclear sentiments, Green concludes from a brietcompara- the review that Sethi exhibits strong faith in power, big °°°Christine Roysdon °°°Judith Mistichelli science ,and big institutions in general. Lovins, in contrast. Lohigh University Libraries Librrry of Congress emerges from his writings as the "intellectual's Ralph Nader, our David against the Goliath complex.",,However,.while agreeing,with.his Ideals,.Green'is less pleased by Levine' prose. He Co-author Judith Mistichelli, who has recently become a reference finds it marred by rhetoric, unintegrated atatistice, unnecessary librarian at the Library of Congress, will provide asTilstanee to ,:accifmulation Of detail, cryptic allusion and the use of the unfor- readers of the STS Newsletter in areas which may be facilitlited :tunata phrasersoftlechnology."It is up to nonspecialists (like .by 'resources of ffie Library of Congress. Contact Judy at literary scholars) to overcome the.linguistic.fallures of. well- Library of Congress, General Reading Rooms Division, 10 First meaning anti - nuclear 206 Street, S.E., Washington, D.C. 20540; or tall 202-287-5526.. OPEN FORUM

Ethics in Science: ConferenceWorkshop on Pedagogical Issues in Teaching Ethics inCollege Science Courses

Under a joint NSF-NEH grant, Vassar College will conduct theabove entitled 5 day. conference-workshop, June 10-14, 1980. Although ethical and value-ladenissues in the Sciences will be discussed, the emphasis of the conference will be onthe rationale for inclusion of such issues in undergraduate science courses and, in particular, on acritical analysis of the pedagogical problems engendered by their inclusion orexclusion.In addition to a search for as many general conclusions as possible,specific attention will be focused on the different problems teachers may encounter: in 2-year vs. 4-yearcolleges; in technical vs. liberal arts colleges; in the social, physical,biological and applied sciences; in introductory vs. advanced coursework; etc. The conference will consist of a mixture of lectures,workshop sessions and contributed papers. Early in the conference there will be twosessions of 15-minute papers contributed by conference participants. Each paper should treat some aspect'of the teaching of ethics or values in science courses; it could be a position paper, arguing aparticular stand on ethics and values in these courses, a paper proposing a newteaching venture or pedagogical approach pertinent to' ethical 'issues' in the sciences, or a summaryof a teaching experience which included a, treatment of ethical issues. While a good selectionof such papers is expected, participation in the conference is not contingent on thesubmission of a paper.It is expected that approximately 100 college faculty,members with asgood a mix as possible from varied institutions and from the biological, physical (i.e.chemistry, geology, physics), social and applied sciences will attend.In addition, the participation of humanistsand others teaching courses at the undergraduate level in thesciences will be welcome. For further information on conference costs or to apply, pleasewrite to Professor Morton- Tavel, Box 471, VasSar College, ,Poughkeepsie, N. Y. 12601,by January 31, 1980. Your application should include a brief curriculum vitae and shouldstress your teaching experience and your particular reasons for wanting to participate inthe conference.If you wish, in addition, to'submit a paper, include an abstract of approximately 250 words. In order to obtain a mixture'of topics that is appropriatefor the conference, the acceptance of papers will be selective.All accepted applicants will be notifed by February15, 1980. Those whose papers are also accepted should sub-Mit a typed copyof the entire papenby March 15. The final progrim will be sent to all participan*s in March orApril, along with travel instructions and preliminary reading material., Neithersubmission of a paper nor priorexperience in teching ethical issues is a requirement for acceptance.

Philosophy of Technology Bibliographical Update The July 1979 issue of the Philosophy and Technology'Newsletter contains an annotated bibliographidal listingof Thrrty-five books and articles published primarily in 1977 and 1978. The listing represents partof an ongoing bibliographical project (see Issue #5, April 1978, p. 19) under thedirection of Carl Mitcham and Jim Grote. Contributed annotations for futurebiblio- graphical updates may be addressed to Carl Mitcham, St. Catharine College, St. Catharine, ItY 40061.Inquiries regarding the Philosophy and Technology Newsletter may be addressed to Paul T. Durbin, Editor,CentenrOr Science and Culture, University of Delaware, Newark,DE 19711. .1

The MIT Program in Science, Technology, and Society, with the support of the Exxon Education Foundation,knvites applications for several one-year research felloNIELption the relationships,oficience,technology, and society. Selection criteria include:a), a record of outstanding performance in aparticular field of science, engineering, social science or the liumanities;b) evidence of a commitment to research involving the interaction of science,medicine, or engineering with society; c) a pro7osal of study and research for the fellowship yearrelated to the Program's areas of research and teaching, whichinclude: o Social and Historical Studies of Science and Technology o Technology and thy; Distribution of Power in IndustrialSociety o Cultural Dimensions (e.g., ideological, aesthetic, ethical)of Science and Technology o Policy Studies involving Science and Technology Preference will begiven,to proposals involving substantial work in afield or area beyond the candidate's educationalbackground. Application should be made in- a letter constating of no more than five double-spaced typed pages and acurriculum vitae. Additional material will be requested if necessary. PhDdegree or equivalent desirable. PhD's at all levels of professional,career are eligible.Partial or full stipend available. Appointments will commence in September, 1980. Address aPplicatiOn to: Donald L.M. Blackmer, Director, STS Program, Bldg. 200-2,13, M.I.T. , Cambridge, MA- 02139. Deadline for receipt of applications:* January 15, 1980.

Science, Technology, & Human Values announces that, beginning with the Fall 1979issue, it will be co- sponsored by the Program in Science, Technology and' Society at he Massachusetts Institute of. Technologyand the. John F. Kennedy School of Government at Harvard University, and will be publishedby the M.I.T. Press. Founded in 1972 as the Newsletter of the Program bnPublic Conceptions of Science and now a quarterly review, Science, Technology , & 'linden V.I.E1FilulaTishes scholarly articles on :.(1) Ethical problems and valueconflicts4generateaTalZontemporary and historical developments in the natural and social sciences; (2) The impactof changing social values and current events on the conduct of science and technology,especially in regard to policy formation, research regulation, funding priorities and employment or educational opportunities; (3) Ethical problems 'and value conflicts that arisein the course of scientific research and technological development, including those encountered by scientists and engineers in their -professional activities'; (4) Public assessmentof science and technology, including public images and attitudes, legislative actions, publicscien- tific literacy, and citizen participation.All articles are refereed.' Readers are encouraged to submit announcements of new programs' and projects, curriculum development,conferences, calls for papers, employment opportunities andspecial publications to the. News Section and Meetings Calendar. Book reviews and an annotated bibliography cover recent publications on science, technology, and society in both the sciences and the humanities. Annual subscription rates are $12.00individuals; $22.00 - institutions; and $10.00 - students and retired persons.Subscription department: M.I.T. _Press journals, 28 Carleton Street, Cambridge, MA 02142.Editorial Offices: Aiken Comptitation Laboratory 234, Harvard University, Cambridge, MA 02138. ;/: -441111.-

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Return to: I would be willing to pay a $5.00 annual Dr. Stephen H. Cutcliffe subscription fee .($6.00 after July 1, Editor, STS Newsletter 1980) to continue receiving the STS 327 Maginnes Hall #9 Newsletter. Lehigh University Bethlehem, PA18015 My college/university library will be willing" 7 to pay a subscription fee. I am not willing to pay a subscription fee..

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-1.7-29 TABLE OF CONTENTS

Questions of Christianity andTechnology: A Bibliographic Introduction - Carl Mitcham p.. Technology and Human. NeedsH. Carlton Moore, Jr. p. 7 Course Syllabus - Science, Technologyand society_ Barbara Frankel P. 9 -Energy and the Way We Live:A Multi-Media Announcement.. p. 11 Icons of Science Fiction:A Book Review Edward Gallagher p. 13

M*E*T*A* Mankind, Ethics, Technology and, theArts Recent Publications p. 14 et OPEN FORUM P 15 Reader's Subscription Poll p. 17

Non-Profit Org. Science,. Technology and Society Pro-gram U.S. POSTAGE 327 Maginnes Hall #9 PAID Lehigh University BETHLEHEM, PA Bethlehem, PA, 18015 Permit No. 230

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Number 15 ° "Sditori Stephen,11-.: Cute liffe December 1979

TECHNOLOGY, FREEDOM AND INDIVIMIALAUTONOMY

A 'number of.clairns for -contemporary. "high by their individual acts (which are presnned technology' are advanced by its, proponents autonomous) cause shartages...."3 as self-evident truthd. .They claim:. --. "The negative-effects of technology ..are *That technology by nature is a pas- traceable ..: much more to the autonomy that siVe tool W ch. may 'be used beneficially our political and economicinstitutions grant , embodies,no valuesto indikridual deCi7sionr7Mitkirig," Sa ,kMinanVel. neutral sme oi `What..- Mesthene.4 Why megalopolis ?' BeCause'.... es etT01.0 4113aPeri :viant: to:lir:1 together in,- 1 respect o- tissue . . lareiegglOnieratiOns ..":..e -tike:Ciur 'control:, 1!00e1710: '"HP..S..01,,,,ITP Ar.?:.,...... EiSiebile einturleii=.6amL- .:47111,,...1wcreat 0.ti. people makint:e 0 ila Vs,1;:ipAr. ..:,,,,.... , i,.. 61 Orlillan, viiiiiit-.:':, Matt&4.4k/i,t4k 4,1-. Vpniviq,4 611001- 6 'iclar VOCO011 au to iee oinis,Cho ce,' ,..., T.5.4., ,.....1. ...., .., Okif4.X sei Ce OA q, ent'oriu;i44,14.kelt.,- -a-, ..P3o.t1:yiiv-ion,koe .ante m,o,,,,v441:,--g,-* :-..0..q, - by ' ea ;4:4..:44,.5, Ce Olet0IPC 41. (..2 6 14 ! olo

11F the contradiction, the same individuals 4' . nal -1 Technology is not simply the computer, for the one claim often also make the seconc example, but large-scale computer networks linked through telecommunications systems; it But quite apart from this logical fallac' is computer operating and managing systems; if both claims together cannot be true, r :-. is data banks, the know-how and the pro- one or the other is valid.In order to ju( grams to manipulate them and the ,power is important.to understand the fuwlame: plicit in controlling them. Any analysis of nature of contemporary technology.One- contemporary technological society which fails dimensional observations -- as of the proverbialto account for this multidimensional nature of elephant -- are inadequate to describe this multi-technology -- especially the notion of techno- dimensional abstract concept. The dimensions orlogical system will be deeply flawed. elements of technology plight be classified as follows. In this light, how can we interpret the pre- e ceding technological litany? Do these claims 1.Physical objectshardware - tools, instru-help to explain reality or do they create illu- ments, machines , weapons, appliances. This sion? Do they provide an accurate description. is the original, elementary conception of of contemporary technological society -- as a technology. science is descriptive? Is it "man" in the abstract,who is the'culprit, or more specific 2.Knowledge - not abstract , scientific know- agents? Does not somebody's profit enter the lege but know-how - methods, processes, picture at all?Is the nature of technology technique. For Harvey Broriks, this dimen-independent of the social order? sion is technology. It is my contention that neither the tech- 3.Human beings 7 not autonomous individuals nology-is=neutral claim nor: the technology- but people who' are largely interchangeable enhances-freedom claim is tenable. Further- with one another - have the appropriate more, a strong case can be made that the know-hoir to operate the hardware. assertions purporting to explain the nature of technology contain ,a large dose of ideology. 4.Organization and systemthe erganized They serve the instrumental function, of structures, the integrated networks within image-making, of inducing people to behave which the hardware is embedded and tech- as if the ills experienced by society' are con- ,nique employed; the linkages that tie to- sequences of objective decisions carried out gettrer-thelrordware and-the-technique-withfor-such-objective reasons-as-efficiency; By- the social institutions. failing to take political power and economic interests into account they conceal the exis- 5.Political and economic power - this dimensiontence of specific powerful corporations whOee is implicit in the preceding one but it shouldactivities in pursuit of their interests are be acknowledged explicitly. major determining factors of the ills ascribed Science, Technology a Society, supported by a dissemination grant from by the ideology to the'exercise of individual tie rational Endowmentfor the Humanities,is a newsletter devoted to autonoiny. material in the general area of science, technology, and human values. We will publish short erticios on the theorellial end speculative aspects of curriculum development, in-depth, coursedescriptions,reviews of texts and audio- visual aids, and current bibliography (annotated). In_ It is almost universally accepted that teeh- addition, we would welcome articles on successful techniques for such nological innovations in production'processes, tasks asinstituting andevaluating a course or program,arousing faculty and student interest,overcoming administrativereluctance, and in products serve such objective goals as obtaining visibility on campus,running a lecture or Cllm series,,Or efficiency, increase in produCtivity, and editing a newsletter.An,"Open Forum" section exists for readers with questions or corsmentregarding any curriculum need.Our goal is to human needs satisfaction.Nevertheless, help generate new courses and to provide an information exchangt in there is a. small, bUt increasing, body of the STS field.Please address all contributions and correspondence to: Dr: Stephen H. Cutcliffe, STS Program, 216 Maginnes Hall 29. Lehigh literature which challenges this perception. University, Bethlehem, PA18015. For example, David Dickson concludes from

-2- 21.2 Pa study of the development of the textile indus-The configuration of any segment of technology try in Britain during the IndustrialRevolution as it now exists is not the consequence of open that the organization of work in factories and thepolitical debate on the merits of alternatives introduction ,of many of the machines utilized in anc'l then selection through the political process. the textile indtstry Were carried out -- not so much for_ technological reasons -- but largely for Political scientist James Carroll has provided the managerial reasons of subduing and disci- some useful insight here."Technological plining the workers; not so much for production processes," he says, "frequently are the efficiency as to maintain authoritarian forms of de facto locus of political choices ....In disoiOine, hierarchical structure and regimenta-the absence of appropriately structured polit- tign.Richard Edwards reaches similar conclu- ical processes for identifying and debating sions about the complex hierarchy of the modern the value choices in what appear to be tech- large Corporation. 9 David Noble of the Program. nical alternatives, technical processes become, in Science, Technology and Society at MIT showsby default, the locus of political value deci- how such a modern innovation as numerical con- sions."12 These choices, says Carroll, are trol of machine tools is implemented in the U.S. binding on individuals and groups, and they in such a way as to remove control over the workmay have no immediate recourse from them. from the skilled machinist.10 Finally, the market. The image of the Most contemporary innovations arise from R&D market as a neutral, objective determinant activities carried out in the labs of technologyof social choice is a powerful shaper of the , intensive corporations. The goals of these cor- consciousness of Americans as autonomous porations are growth in sales and in profits". choosers among many options. There are a Product innovation -- no less than any other number of things wrong with' this image. One activities of the corporation -- serves corporate is the skewed asymmetry as between individ- purposes and would be carried out quite inde- uals and large, powerful corporations. Another pendent of any existing human or social needs. is that individuals have become highly depen- It would riot do for the lack of a need to thwart dent on the technological systems that define the corporation's desire to increase sales and the,conditions of contemporary life:trans- profits. portation systems, food production'.d distribution systems, energy 'systems, artifact There are several arenas in which human beingsproduction systems, health-care systems, are 'presumed to 'exercise their freedom of choice communication systems, etc. For most people _and_thus_influence the development of technology.`there is no' alternative to utilizing these They are: the workplace, the market , the votingsystems -- unless they drop out of society ,booth. That is, People are involved,as producer,altogether. They are hooked on these ,as consumer, and as participant in thepolitical systems and cannot detach themselves. It Process., Let us briefly examine each of these is estimated, for example, that low income areas. familiee now spend 30% of their income` ,on energy cost and this ratio will increase in th It makes no sense to imagine an employee -- one1980's. They can either eat and freeze or ;of .a vast number of others -- as exercising auton-heat and starve this winter -- clearly pot. by. omy in the wo lace; as using-presumably neu- choice. tral technology o his/her own desired purposes. (The absurdity of the notion hasibben clearly, But even' within the context of the regula- described by Langdoninner.)hl tion of technological .developments by the market, is it possible to describe accurately As for the political arena, there is at best a the current status of specific technologies tenuous relation between a,ci ken's exercise of (e.g. the transportation system) as4he con- the'franchiae and the deploymeritofN technology. sequence of untrammelled individual Choice

213. guiding the invisible hand? Market prices can be accurate, reason is that General Motors bought kept artificially low by transferring some of the the Pacific Electric Railway System and de- costs associated with production or use from the stroyed it in order to promote the use of the manufacturer and/or user to third parties in at private automobile. 13 (During the 1920's the. least two ways.: PER operated 1200 miles of interurban rail service. When the population of the area was only 1 million in 1924, the system carried a by subsidies fromthe government. volume of 109 million passengers. By comparison, almost half a century later when the by failure to account for "external costs" population was 800-900 per cent greater,- in setting prices. public transit using buses carried only 75 per cent more passengers.) Not individual In actual fact, both of these processes have autonomy but the technological order, capped operated widely to distort pri. 9structures. Nastby the power of large corporations, is the sums have been transferred to corporations in major cause, not only for smog but for the subsidies by the federal government,. either fact that over hdif the land area of Los directly (through grants and low-interest loans Angeles -- including freeways, streets, -or loan guarantees) or indirectly (through the driveways, parking lots, gas stations, auto taxing mechanism or by,having the government. show rooms, etc. --- is 'dedicated to the auto- assume responsibility for certain components of mobile. technological systems, like highways and air- ports).Similarly, inestimably huge external To conclude: costs, both privately borne and socially borne, have been transferred to. others. Purchasing From the analysis presented in this brief decisions are obviously influenced by prices that essay, it is clear that-the nature of contem- are artificially depressed in such ways.If this porary technology reflects the dominant ways circumstance permits a large-scale technological in which realityis interpreted in society. It development to take place, which then ind-aces is not independent of issues of economic and major changes in the way peOple live, would it political power and social control. A society be meaningful to assert that the detailed, forms in which rapid economic growth is a high of the resulting society are consequences of in- value necessitates a particular kind of tech- 'clivldual "free choice"? nology; namely, one with a high level of innovation, quite independent of social need. , An often-used illustration by.the.arguers for Policies leading to economic expansion have free choice is the transportation system. "The to be reflected in the particular form of tech- love affair of Americans with their cars" is an nology through which this expansion is :--image commonly used to explain Our automobile achieved. Hierarchical forms of social con- culture:In this era of fuel shortage, it is cus-, trol become reflected in the technology. Thus tomary for AmeriCan leaders to exhort the people large-scale, complex, interconnected tech- to conserve gasoline by driving less. The impli- nological systems require hierarchical struc- cation:hi clear that driving by Adericans is dis- tore for their routine operations. The pre- cretionary and it is only the perverse exercise ofsumed neutrality of technology then lends. individual free choice,that causes our current ills.legitimacy to hierarchical structure and to But do' individuals really have any choice? True, any policies required to 'maintain them, how- 'they can select this model car or that, this color ever repressive and, inimical to the public or.that, this upholstery or, that -- but most good these' policies might be, for example, people cannochoose not to have a car. The de- the recently proposed Energy Mobilization/ sign of cities, the location's of service's,places Board. of employment, shopping centers, etc. are all prediCated on the motor car as the dominant mode Contemporary technology has outdistanced : of transportation. These conditions induce an its simple, neutral-tool, liberating image. 'In institutionalized style, of living over' which individ-its present pervasive, all-encompassing form, uals have little control and to which they are com- , far from expanding human freedom, contem-- pelled to conform. porary technology limits individual autonomy; The reason'for smog in los Angeles, says Weinberg, it imposes conditions of life and a style of is that too many people, drive cars. A-much mare,living concerning which individuals have very -4- little choice. To chide individuate 'or rectuci- nrir %Jai VT A 4.0 460 .1. J. 161 lb /a A, 4nce,or perversity for their unwillingnesi "to ve up" their refrigerator orautomobile is to AT WINGSPREAD CENTER profoundly misjudge'the nature of contemporary technology.It ilike blaming the victim for the ON HUMANITIES AND TECHNOLOGY 6rime. Public policies resulting from such mis- erceptions -- such as, the recently proposed fuels program -- will deepen the pathology; they will lead to increased centralizationand In February, 1979 fellows of the NationalEndow- hierarchy and a further reduction of human ment for the Humanities Institute (at the Univer- sity of Chicago) met with faculty from theUniver- autonomy. sity of Wisconsin-Green Bay at a round table con- Values are central in the configurationand ' ference at the Wingspread Center in Racine, WI structure of technology. The contemporary to discuss the general topic Humanities and Tech- "advanced", highly-structured, centralized, nology. The work occupied the better part of two inflexible, all-pervasive form of technology is days divided into three meetings with a special' incompatible with individual autonomy and focus for each. The meetings began with an intro- human freedom.If the latter are truly valued luction and discussion of some reading appropri- ends, then it is essential that formaof tech- ate to the topic.The subjects of the meetings nology with different characteristicscompatiblewere: with these values by developed. Afirst step is the explicit placing of value issuesup-front 1.What models exist for the humanistic in the debate on technology: study of te-hnology? 2.Do the humanities require new Ilepar- Norman Balabanian ,tures, procedures and categc.ries ,Engineering and Public Affairs Syracuse University fot this study?

FOOTNOTES 3.What are the prospects for developing a general framework for the human-

1.Simon Ramo,Century of Mismatch.(Nev York: oavid McKay, istic study of technology? _ 1970), vi. 2. peter F. Drucker, -"Technological Trends in theTwentieth Century," models for in Melvin Kranzberg and Carroll Pursell, eds.Technology in The participants offered a number of WesternCivilization.2 vole. (New York: Oxford, 1907), 11, 32-33. their . the study of technology usually based on 3.Alvin Weinberg, "Can. Technology Replace,Social Engineering?", own particular interests.These were diverse and ° "Universityof Chicago Magazine,59 (October 1966). Reprinted In Albert H. Teich, ed.TechnologyandMan,sFuture.(New included the model of control and losing control; York: St. Martin's Press, 1977). 22-30. the study of technology as .a socialartifact; the 4: EmmanuelG.Methane,Technological Change: Its Impact Man conflict between humanities andtechnology as one and'Saciety:--(Cambridge:Harvard University Press, 1970), between conflicting world views especiallybetween -40. an organic as opposed to ainechanistic view, or '' ' 5. Kranzberg and Pursell. eds..Tecknolody in-Western Civilization, a mystical as opposed to amechanistic view; and II.700.. finally, the study of technology as a source of 6. Samuel C. Etonian,The Existential Pleasures of Engineering. (New York: St.- Martin's Preis, 1976), 69. mundane power. Hanle :F. bloyalhati, Honors Convocation Lecture, Syracuse Uni- versity, Reported in Syracuse University Record, February 1, In general the models expressed agreedWith ttte 1979, p. ° perspective that technology was embedded incul-;' E.David Dickson,The.Politics of`Alternative Technology. (New ture and that the possibility of establishing acoma`' York: Urdverse Books. 1974).. mon frannewor,k for studyingit existed although .Richard C. Edwards,Contested Terrain:- The Transformation of approaches might vary considerably. But the the Workplace in the 20thCentury,- (NewYork: Basic: Books. , possibility'that science and technology would be- 10. David Noble. "Social Choice in Machine Design: TheCase of come more organic and lessmechanistic in their 'Automaticidly Controlled Machine Tools." in Andrew procedures W4;113 strongly denied, especially by, Eimbalist. ed.Case Studiesinthe. Labor process.' (Now York: Monthly. Reviert Press. 1979). non-humanists:\ We were later to realize that thi , . denial implied special responsibilities fcr humanists: '.:11:,Langdon Winner. Autonomois. Technology.(Cambridge: MIT Press, '1977), 201. .(This book deals with many of the issues treated, in this paper.) ' The second session began with a discussion of ' 3enteitD7?Ciarro117 '-"Participatory Iechnology ."Science,171 Leon R. Kass"'Maldng Babies' Revisited," The ::(February.19. 1971):' .147-653., 'Reprinted in Teich, ed. Public Interest (Winter 1979): 32-60, which all the ; yiChnology.and Hatt's"Future.' 336-14. '- FiR7elpliiiITHid previously read. The principle 5;43...Bradford C. Snail,Amerioan Ground Transport.1974. prepared 1cr 'the Senate'Antitnhat Subcommittee.- ^ discussant of the article, a niathematiciatk, stress that the issue, the validity of carrying out Session Three began with a -discussion of eXperiments on blastocysts (3-6 ei a y old Hans Jonas, "Technology and Responsibility," embryos) which may have as their goal the Philosophical Essays (rentice-Hall, 1974): relief of,infertility, was entirely techno- 3°20, but turned into one dominated by Ow logical since the goal was not improved model, mentioned in Session One, of technology scientific information, otherwise the exper- and the power relationships of society, es- iments might as well have been undertaken pecially the manipulation of technology for cor- with animal tissues. porate ends.In this context ,it was observed that the' moralistic or individualistic approach The participants readily agreed that Kass' would have a limited effect on technology since essay was a true humanistic effort but as the the decisions in any caae would tend to benefit discussion developed, they becathe increas- the corporation.Looking at it in this way ingly consistent in,their criticism of Kass be- would tend to take the burden off the individual.; -criuSe he had establishedno objective standards. The humanists were additionally critical But can the corporation and the economic and it seemed, because they believed that hurna- social values it represents be controlled except nista should clarify issues or raise problems by individual decisions? Does not the issue rather than try to solve problems. Others necessarily come down to the courage of individ- em'phasized that it is with decisions that hu- ual decision-makers, others asked? And does manists must be occupied, primarily, otherwise not that imply the development of some models scientibts and teChnologists will make the for evaluating and making alternative choices. ,decisions and do so on a mechanistic or re- Otherwise the reductionist model will prevail, ductionist basis. They asked, "Isn't it pos- some feared. sible to describe dehumanized behavior or establish standards which will bracket tech- The session closed with an expression of the nological choice on some humanistic continuum that humanists with others should be in-n- between good and bad?"Several,humanists volved in the decision-making process:".... expressed doubtoabout this possibility. let's get around to human beings who are intelligent and willing to talk, .about issues." Drawing on the consensus established in the first session, that technology, was em- --Dr. Paul P. Abrahams bedded in culture, some humanists ques- Department of History tioned their society which would not provide University of Wisconsin- the basis to allow them to appeal to .shared Green Bay values; 'a society in .which they could not . .form any idea of the ideals to which huma- For further information on the conference nists should aspire, i.e. to greater objec- or a iist of participants, please write directly tivitY. Others argued that'many of the to Dr. Abrahams. standard procedures of academic humanists were addressing the ethical issues of technology and society in courses, etc. Still others seemed to feel that in the present situation there was more at stake than edu- bational goals; that some kind'of direct inter- CORRECTION face between humanities and technology should exist, but whether in the academy or elsewhere, they did 'not say. Discussion followed `In the #13, October 1979 issue, Gerald in regard to the urgency of -developing an Holton's Thematic Origins of Scientific interface between the humanities and tech- Thought (Harvard) was referred to as an nology with the humanists generally arguing "expensive paperback," (p. 3). The that-, together with. other institutionsaca- price of Holton's book was inadvertently demia was contributing to an improved ability confused with that of another volume.', of society to evaluate and assimilate tech- The correct price for the paperback ver- nology. aion is *5.95. Editsr PHILOSOPHYAND TECHNOLOGY

An experimental course entitled "Philosophy and Technology" was offered by two philosophers and a chemical engineer at Ohio University during the Spring quarter of 1979. Development of this course was made possible by a grant from the National Endowment for the Humanities under a project directed by Professor Donald Borchert of the Department of Philosophy. Professor David Stewart, also a member of the philosophy faculty, and Professor Nicholas Dinos, Chairman of the'Department of Chemical T'Tineering, were the other participants in' this team-teaching effort. The course was cross-listed in both the philosophy and chemical engineering departments and was also unusual in that it was a cross-disciplinary effort spanning two distinct colleges within the university, -Another distinctive aspect of the course was a Field Trip to three-technology intensive industries,--a petro-chemical plant, a consumer-products firm, and a-steel mill.Thewere selected to reveal a wide diversity akainst a background of similarities in contemporary industrial technology. Twenty -seven students were enrolled in the course, with their numbers about equally divided between engineering and hiima,nities students.. The course met twice a week in the evenings for two and one-half hours, and the usual format was a 50-75 minute lecture followed by a discussion among the three Orofessors. The overall aims of the course were to assist students in understanding the nature of the engineering/technological enterprise and to develop a philosophical pasture from which to assess the value systems served by technology. The course proceeded according to the following syllabus:- Philosophy's.id Technology Spring quarter 1979 Call No. 1489- Ch.E: 490 ,Prof. Donald M. Borchert

. 4620, *.Ch.E. '490 Nicholai Dinos .45.65 .Phil.'269E Prof. J.- David Stewart Objective of. the Course This course will attempt: (1)to explore the conceptual frameworks associated with developing technolo (2)to achieve an understanding of how engineers pursue their enterprise; (3) ..to develop a reasoned assessment oftechnological,development. Textbooks to be 2urchased Jacques Ellul, The Technological Society; New York: Vintage Books, 196e Saniuel C. Florman, -The Existential Pleasures of Engineering. New York: St. .Martin's Press, 1976. Lewis Mumford, Technics and Civilization. New York: Harcourt, Brace & World, 1963. Charles Susskind, Understanding Technology. Baltimore:Johns Hopkins University Press, 1975. Alfred North Whitehead Science and the Modern World. New York: Mentor Book, 1925. 217 Part I: The Conc-Plual Frameworks Associated with Developing' Technology, moderated by Dr. J. David Stewart. Reading A'ssignments: Lewisliumford, Technics and Civilization (in part). Alfred North Whitehead, Science and the Modern Work!' (in part). Session #1 (March 29) - Eight contemporary definitions of technology were critiqued, and the lecture,offered his own definition for, discussion. The nature of philosophy as a discipline was examined. Session #2 (April 2) -The conceptual contribution of the Greeks to the development of science and technologywas discussed in terms of (1)the, power ofabstraction, (2)the view thatchanges in quantity can generate changes in quality, (3) the notion ofthe rationality of nature, (4)the notion of'the quantifiability of nature, and (5)the development of logic. Session #3 (April 5) Whitehead's suggestion -that a "sleep of reason" .prevailed from the time of the Greeks to the modern era (17th century) was examined. Four-factors were suggested to account for the awakening of reason and the mushrooming of science and technology (1), the desacralization of nature, (.2)the growth of an experimental attitude, (3)the developinent of inductive reasoning, (4)the belief that, knowledge is power. Session #4 (April 9)The "machinification" of human thought and action with the attendant subversion of the human cogito dUring the '17th and 18tkcenturies 'was examined. Session #5' (April 12)The 19th century romantic reaction to machinification was explored particularly with reference to Kierkegaard and Nietzsche. The continuation of this reaction in 10th century existentialism was also digcussed especially in the thought of Sartre and Marcel.Parallels to these movements were explored in the music of Bach, Mozart, Beethoven, Wagner, and modern jazz.

. Sessiorv#6 (April 16) - Examination No1 covering Part I of thecourse was given. The test lasird 75 minutes, after which the movie "The Mari in the WhiteSuit" starring, Alec, Guineas was shown to enhance appreciation both for the engineer's delight in Iech- nological development and also for the unexpected mixture of good and evil which frequently attends' technological: advance. Part II:Engineering Methods and Paradigms, moderatgd by Dr. Nicholas Dinos Reading Assignments: Carles Susskind, Understanding Technology (in part). Samuel C. FlorMan, The Existential Pleasures of Engineering (in part). Session #1 (April 19) The engineeringt. enterprige was depicted as limited by three sets -61-Z:Tnittraints: the possible, the probable, the feasible. The possible over-against the impossible was 'discussed in terms of the three laws of thermodynamics. Session #2 (April. 23) -.The second major constraint under. which the engineer works the probable over-against the improbable was elucidated by discussing the mathematical models which engineers use to identify probably successful projects within the sphere of possible projects.In this connection, a brief historical survey of applied mathematics was presented, the distinction between linear and non-linear systems was explored, and the nature of computer....as examined. Session #3 (April 26)The attitudinal, sociological, philosophical and scientific presuppositions of a "typical" engineer were suggested and discussed. Those presuppositions were explored further in a role-playing scenario in which Stewart adopted the position of a right-wing capitalist, Borchert assumed the stance of a left-wing Marxist, and Dirios acted as a middle-of-the-road "typical" engineer. Session #4 (April 30)The, third major constraint for engineers the feasible over-against the non-feasible was discussed in terms of economics to give an analysis whose goal is, not a perfect solution but rather an optimal solution. Session #5 (May 3) The engineer's acceptance of the physicist's stochastic, inde- terminate universe was juxtaposed to the common engineering practice which depends upon a deterministic, causal universe. The puzzles and problems associated with this situation were explored.

, Session #6 (May 7)Examination No. 2 covering Part II of the course was given. The test lasted 75 minutes, after which the movie "Citizen' Kane" starring Orson Welles was shown to illustrate the corrupting influence of unrestrained power by which the good can be transformed into evil. Part III:Philosophical Assessments of Technology, moderated by Dr. Donald M. Borchert Reading Assignments: Lynn White, Jr.:, The Historical Roots of Our Ecological Crisis Harvey Cox, The Secular City (in part). Karl Marx, The Economic and Philosophic Manuscripts of 1844 (in part). Jacques Ellul, The Technological Society (in part). Samuel Florman, The Existential Pleasures of Engineering (in part). Session #1 (May. 14)- The debate between ethical relativism and ethical absolutism.was explored, and the position that the philosophical e*luation of technology presupposes a rejection of ethical relativism and the adoption of a set of norms against which to critique technology was suggested. Session #2 (May 21)Models of humanness from the religious and intellectual heritage of the West were generated as a position from which to evaluate technology. The relation of technolOgy to the' biblical perspective was examined and the positions of White and Cox were critiqued. Session #3 (May 24)Technoloty was presented as a human activity that participates in the strange ambiguity of human freedom: humanizing activities often yield unintended dehumanizing consequences. Marx's view of technology and alienation was discussed. Session #4 (May 31) - Ellul's assessment of technology was elucidated and Florman's critique of Ellul was reviewed and evaluated. Session #5 (June 6) - Examination No. 3 covering Part III of the course and the Final Examination involving a comprehensive question were/even. The Field Trip (May 17-18) To enhance understanding of a variety of technologies the class and instructors toured the DuPont polymer plant in Washington, W.Va. (an example of a high technology petro-chemical plant), the 'Proctor and Gamble Ivorydale plant in Cincinnati (an example of a mediuta technology consumer-products oriented firm), and the Armco steel mill in Middletown, Ohio (a basic heavy industry, capital- intensive technology). These sites werecarefully,selected to reveal a wide diversity against a background of similarities in contemporary industrial technology. Internal'and external evaluation indicated the course was successful in achieving its stated goals although, as is. normally the case with experimental courses, a certain amount of fine-tuning will, take place when the course is offered a second time during the Spring quarter 198CSpecific recommendations included: (1)Textbooks: Whitehead was too obtuse and must be deleted. Susskind does not portray adequately engineering modeling and must be replaced.Ellul, though difficult, may be retained because of its seminal nature. Mumford and Florman were eminently readable and pedagogically useful, and would be retained. Marx would be retained, although difficult; and White and Cox might be retained as representatives of an important, but somewhat dated, debate. (2)Part I:The Greek background (session #2) would be condehsed and the discussion of 17th and 18th century developments would be enlarged (sessions #3 and 44). (3)Part H: The analysis of the probable over-against the improbable would be strengthened by a clearer presentation of mathematical modeling and linear versus non-linealystems (session #2).Also, the laws of thermodynamics would be given additional clarification (session #1). (4)Part III:The debate between relativism andabsolutism,would be' condensed (session #1) and more time would be given to "developmental ethical absolutism" and to the critique of major philosophical assessments of technology (sessions #2, #3, and #4). (5)The Field Trip: The travel time must be reduced by eliminating the Cincinnati segment of the trip and substituting similar site visitations in the Ashland, Kentucky/Huntington, W.Va. area. In addition, more post-trip time should be devoted to formal class discussion of the sites visited. (6)Films: The film "Citizen Kane" seemed to fail as a pedagogical device whereas "The Man in the White Suit" seemed to be a winner. Accord- ingly, "Citizen Kane" should be replaced with a film such as "Bridge on the River Kwai" starring Alex Guiness in which the engineer's fascination for his enterprise carries him beyond concern for the moral struggles associated with war. Persons desiring further inforthation on the course should write to Professor Donald Borchert, Dept. of Philosophy, Ohio University, Athens, Ohio 45701. LEM'S LUNATIC ROBOTS: CHARTING THE CYBERIAD

Introducing Stanislaw Lem, the little-known by suggesting our relationship with a mecha- Polish science fiction writer!I have been in- nistic moral order. But Lem's lunacy almost trigued by Lem ever since I read he had the shades the traditional form completely. The temerity to complain that Isaac Asimov's three- didactic punctuation does not dominate the lawed robots were "doomed to goodness," but story as it usually does in the fable.In the his fiction has not been readily available in first story mentioned above the "machine English until quite recently. Now that I have that could create anything starting with n." taught The Cyberiad: Fables For The Cyber- (and that includes, alas, "dynamic, agres- netic Age (New York: Avon, 1976), I would sive Nothingness") rearranges natural order, like to report' the near tumultuous response it causing comic juxtapositions, by substituting evoked. And I have got to think that any linguistic relationships ior physical ones. book beginning "One day Trurl the constructor The second story is based on a broad pun: put together a machine that could create any- disassembling the Machine to Grant Your thing starting with' n." will interest readers of Every Wish permits the dissembling which STS. enables Trurl to triumph.In the third, Lem's language play takes over. The con- Mankind in the Cyberiad is .a memory, a myth,structor hired to kill Cupid sees the Prince's maybe even make-believe ("the Missing Clink"). love for Cybernella through the scientific The universe is inhabited by robots, and Lem's jargon of "enamorization" and "unrequited heroes are two knight-like constructors, Truil `amatorial superfixation," conceives of his and Klaupaucius, who have just received their ' task as "decaptivation" and "disenamorment," Diploma of Perpetual Omnipotence, who can and concocts an (unsuccessful) femfatalatron "kindle or extinguish suns as easily as shelling replete with concupiscence coefficients, ardor peas," and who "sally forth" to bring to distant dampers, alternating tantalators, and volup- lands the benefit of their expertise. Gawain ticks, which is powered by lascivicity mea- and Lancelot must be rending their mail, how- sured in megamors and kilocupids. ever, for these cyberknights-are a pungent mixture of Bugs Bunny, the Road Runner, Wile E. Secondly, there are several stories in which Coyote, the Three Stooges, Rube Goldberg, Lem seems to be consciously invigorating such, Jean Tinguely, and Monty Python --oh my yes, science fiction cliches as Frankenstein ("Trurl's definitely Monty Python!While most science fic- Machine"), personality transfer ("The Mischief .tion writers solemnly humanize their robots, Lem of King Balerion"), robot soldiers ("The Trap htunorizes them. Humor --antic and frantic, sick of Gargantius"), robot poets ("Trurl's Elec- and slapstick, linguistic, ironic, always satiric-- tronic Bard"), and robot toys("The Offer is both the fuel and the fruit of the Cyberiad. of King Krool").In contrast to Shelley's eight foot humanoid, for instance, Lem's Let me chart the territory for youby dividing Frankenstein is a sensitive eight story com- the fifteen stories into four, not mutually exclu- puter which rips itself off its foundation and . sive categories. First, the clear morals of severalthrashes about the countryside after Trurl stories signal the didactic function of traditional and Klaupaucius insult it for declaring, over fables.Aesop. stands behind such lessons as and over again, that two plus two is seven." think before you speak, he who laughs last, Precisely because it is so basic, this comic laughs best, and love conquers ull in "How the math error threatens the whole rational order, :':World Was Saved," "A ,Good Shellacking," and and it takes an act of Nature to protect the "How Trurl Built a Feinfatalatron.'-' Lem'a.use two robots from the monster's hulking wrath. of robots instead of animals, his substitution of The constructors: "solve" the natural desires the world of technology for the world of Nature of King Ferocitus and King Atrocitus for the as the didaCtic vehicle, however, surprises perfect army, an army that literally functions ,as. one man, by inserting a plug in the front and spinach, the thoughts of, unmarried whales socket in the back of each soldier. With unity, getting on in years, six ways to cook cream :however, also comes increased wisdom, a wisdom of wheat, the cloacal diameter of the tufted `,..directly-proportioned to the numbers involved, .twit, the size of bedroom slippers onCob:... which turns fighters into philosophers: Thus, :,.instead of a battle plan there is a painting of The last four stories in the Cyberiad all battlements: Shock tr000pis and a firing squad deal with the search for perfection, 'and are write a sonnet entitled "On the Mystery of Be- characterized generally by a grimmer, more .:ing".while on guard duty; and the Eightieth serious tone.On 'Legaria Truil interrupts :Marlabardian Corps" maintained that the whole an angry mob in their daily ritual of resur- :concept of 'enemy' needed to be more clearly de- recting and then murdering the scientist 'fined, as it was full of logical contradictions and Malaputz, whose revolutionary utopian theory might even be meaningless." of substituting electrical connection in series for that in parallel caused general "malaputz- ment" everywhere."Take that for the A third kind of story, the best in the Cybe- Prophecy of Happiness!And have that *for riad I think,, presents new insights into such the Bed of Roses, and that for the Bowl of things as the Mythos of science, bureaucracy, Cherries! " they Chant as they rip Malaputz and theinform_ation explosion rather than invig- to pieces.Trurl tries to stop the carnage, orating older forthulas.In "The. Dragons of but when he'learns the scientist has learned Probability" Leni hits at the abstraction of science, nothing from his experience, that he has its divorce from reality,through the School of "an. entirely new formula" for Perfect bliss , Higher Neantical Minty, which delights in exam- "foolproof" this time, he permits the :. iri-Ing non-phenomenon empirically.One analyst re-murder.Beware of scientists bearing ,'discovors three kinds of dragon, each of which gifts!Dark humor, indeed!And the trip non-exists,in an entirely different way, and then to the land of. Highest Possible Level of theinvention of a \probability amplifier provokes Development is a surreal nightmare.One a plague of real d agons.on peasants with cockneyH.P.L.D. has penny whistles for eyes, accents, neeessita ing dragon fighters armed with thuribles for ears, wears orchid pantaloons, dragon dampers d dragon repellent. The ma- high heels, and eatsa gingerbread mando- chine based paradise of the - Suess -like Steelypips lin.Another has a bell-shaped head, three ("We are the Steelypips, we have no fear, no horns, and carries a jewelled pillow. A- spats in our vats, Lilo rules, no'schools, no gloom,third has ears that flit like butterflies, no evil Infinence oil the moon, for we have a hostile eyes in numerous moles on his cheeks, machine, with riprii4s and gecrs and perfect in and holes filled with raspberry jam on his every respect") -h threatened by an intruder chest.A fourth picks his own nose as his (a "that") as pasatve as Poe's Raven. "Trurl's face lays on his knees.These abominations Prescription" is to set up an office, create l.,..!_ have failed 64,513 times, most notably with establish a bureaucracy replete with unaccept- 300. hunchbacks, tohelp others:The. clear able forms, undecipherable rulesi and illegible message is that no civilization can be helped, signatures, to tree the alien as normal, kill it no revolution can change things.. The with paperwork, d finally revoke its lease. humor turns skeletal.Just as Trurl's "Pirate Pugg" is airate\ with a Ph.D. who stories are stories within Lem's story, what steals only informati n, echoing white-collar crime, if Lem's story --our reality-- is 'just a.-story -.and whose great weilipon is, a menacing whistle. in a higher story?What if, like Mymosh As punishment fora inordinate thirst for know- the Selfbegotten, we are 'just .a conscious- ledge, Pugg is chained to e metainformationator ness - accidentally sparked into temporary and_mentally crushed by- an eternal avalanche of vigor by an accidental concurrence of a (useless) facts:all the words that rhyme with kitchen jug, shoe, and bird dung in the

1 I mud puddle of a trash heap along some for- Rosenberg, Nathan and Vincenti, Walter G. gotten rural route at the 'edge of the uni- The Britannia Bridge:The Generation and verse?What if we are not the makers of fun Diffusion of Technological Knowledge. but the objects of fun, not the shapers of Cambridge, Mass.:The MIT Press, 1978. .humor but the subjects of humor? Whew , 107 p.Ill., map. as Emily Dickinson said, would not the jest. have crawled too far? This four part map of The Cyberiad hardly In a monographic case study, Rosenberg, does justice to either. Lem's virtuosity or ver- an economic historian, and Vincenti, an en- satility, but it should help you get started. gineer, combine as the subtitle suggests to Patricia Warrick provides a helpful context for present an understanding of the development studying the Cyberiadwhen she suggests that of technological knowledge and its subsequent "the machine must be made laughable rather diffusion to other spheres of technological than threatening if man is to learn to live con- activity.The Britannia Bridge, a wrought- structively with it,", that we need a new my- iron tubular railway bridge completed in the thology in which the machine is a buffoon year 1850, was erected to span the Menai rather than a bugaboo. Lem, who has written Straits in Northwest Wales'. The new, knowl- a major, but as yet untranslated, work en- edge of materials and design acquired in sur- titled the Summa Technologiae, does indeed mounting problems of government limitations seem to be engaged in such new myth making. on traditional building materialsand minimum More revealing,'though, is this following state height requirements would -ultimately be :ment about the life of inanimate objects froM found to have applications in ships, cranes, Lem's autobiography: "To this day- I have a machine tools, and commercial building gen- special feeling for all sorts of broken bells, erally.Within their broad belief that techno- alarm clOcks, old coils, telephone speakers logical change can be viewed as "problem- and in general for things derailed...used up, solving activity," the authors suggest that homeless, discarded..:.I used to be a phi- the Britannia Bridge experience may serve lanthropist to old spark plugs, I would buy... as "a paradigm for a much larger classof fragments of incomprehensible gadgets... I events that collectively make up the histor- would turn some crank or other to give it ical process of. industrialization." pleasure, then put it away again with solici- tude. Simply put, Lem, has a warm feeling for machines, and to me, whose cellar is a This is the tenth volume in a series of modern day elephant's graveyard, where monographs in the history of technology and -Emerson television sets, Philco refrigerators, culture published jointly by the Society for and Westinghouse fans have crawled to die, the History of Technology. and The MIT Press. enriching my whimsy with their technological Rosenberg and Vincenti have produced an ex- tusks, that is a joy. cellent piece of work which could very easily be incorporated intp a history of technology ° And I haven't even told you about Lem's course concerned with the nature of inven- other works available in English translations: tion, innovation, and the transfer of techno- the planet where people believe that water is logical knowledge, or perhaps a course de- their natural element in The Star Diaries, signed to expose non-engineering students the benignimizers and the chemocrats of to the kinds of political, economic, and social The FuturologicalCongress,_the cybernetic as well as technical considerationswhich en- espionage center of Memoirs Found in a Bath- gineers face in design decisions. The book ti413; Sciss the statistician in The Investigq- is well-illustrated with contemporary paint- tion, the fly-like mechanisms of The Invincible, ings and engineering drawings making the the colloidal sea of Solaris . text readily understandable. The authors have also included a separate, fold-outfac-:, ° Edward J. Gallagher siile of an 1851 malS'of British railways. Dept. of English D 't miss this little gem. Lehigh University SHO, Editor

-13223 GAY, RUTH. "THE MACHINE IN THE LIBRARY." AMERICAN SCHOLAR 49 (WINTER 1979-80):66-77. Next year, the Library of Congress will close its catalog and "bring to an end a century-old system for the organization of knowledge." Gay knowledgeably describes the intricacies, quaintnesses., and social values that characterize the Library of Congress classification system. While admitting that the card catalog is a deteriorating "dinosaur," plagued by dog- eaten cards and inconsistenc es, she is skeptical about the wisdom of libraries' eager, ab tndonment of the catalog for the computer.; There will be no more serendipitous discoveries , for the card-shuffling scholar --"only the right code word will release the treasure." HUNTER, LOUtS C. A HISTORY OF INDUSTRIAL POWER IN THE UNITED STATES. 1780-1930.Vol. I. WATER POWER -KITE CENTURY OF THE STEAM ENGINE. ChiaTiTaville: UriiireTiTry Press of VirginTa71979. xxiv, 606 p.III., tables, appendixes. Hard cover, 534.95. Louis C. Hunter, long known for his excellent study, Steam- boats on theWestern Rivers (1949), has with the publication of nifs-ifollime switchedri mine study of mobile power to that of stationary power as used for industrial applications in mills, mines, and factories. Waterpower in the Century of the Steam En ne is the first of a projected three'volume study Ong M*E*T*A* story of power which wee such a centred feature in the process of industrialitation. The author's primary attention is directed to power generation but he is also concerned with distribrtion MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS and application. Thus, with water power the essential styport- lug facilities --the millwork., dams, and raceways-- receive extensive consideration. Vrom 18th century rural grist mill RECENT PUBLICATIONS to thesdeirelopment of the hydraulic turbine, Hunter discusses design, construction and operation through excellent diagrams, illustrations and text. Numerous tables help to flesh out the moms, DAVID R. "SCIENTIFIC KNOWLEDGE AND VALUES: economic framework within whin his technological analysis IMPERATIVES IN ECOLOGY'." ETHICS IN SCIENCE AND MED- rests.The effect of this volume'should be to reestablish atten- ICINE 6, NO. 1 (1979):49-57. tion to the importance of water power for American industrialization during the 19th century.Publication of volumes 2 and 3 The confrontation of knowledge and values evident in philo- on steam power and the "transmission revolution" and the spread sophical discussions of ecology demonstrates the inadequacy of of electrical power respectively should round out the evolving the general model of knowledge upon which investigation is still story of industrial power. A well-done, comprehensive study based. The central current of Western epistemology sees the in the history of technology and economics. social role of science es the practical mastery and manipulation of nature for human survival. As a result, scientific knowledge IVASHEVA, VALENTINA. ON THE THRESHOLD OF THE TWENTY- concentrates on "formal and efficient causes" rather than consi- FIRST CENTURY; THE TENIMOGICAL REV6E1.113% AND derations of "purpose or teleology," The values which can be LITERATURE. MOrdZW:.- PROGRESS,PUBLISHERS, 197E- interpreted from our understanding of nature are thus limited by 211 P. emphases on certain aspects of nature and deemphasis of others. Biggins suggests a beginning toward the resolution of this prob- A communist view of the influence of the scientific and techno- lem in the writings of Habermas and Marcuse. logical revolutions on Western literature begins by attempting to, explain the increased popularity of the documentary, science fiction, and the inclination to "philosophize" in literature.Ivasheva BOZEMEN, BARRY, AND ROSSINI, FREDERICK A. "TECHNOLOGY then turns to the literary use of the theine of time and space as ASSESSMENT AND POLITICAL DECISION-MAKING." TECHNO- conceptualized by Einstein. Discussion of the influence, physi- LOGICAL FORECASTING AND SOCIAL CHANGE 15(SErBii7ER ology, and "psycho-physiology" on writers leads to a treatment 1979):25:35. of the growing placeIn Western literature, of themes centered on personality disorders. The final chapter discusses the altera- largely an activity undertaken by the research community, tions in the artistic portrayal of the human personality as a re- iichnology assessment is requested, funded and controlled by bureaucratic agencies. Like other research, TA derives its legiti- sult of increasing knowledge of psychic processes. macy from logic and reasbn; In contrast, the source oflegitimacy for bureaucratic agencies is political. The authors raise the question of how TA and bureaucratic decision making can accommodate KELLY. PATRICK, AND KRANZBERG, MELVIN, EDS. TECHNO- one another without compromisingiheir distinctive normsand LOGICAL INNOVATION: A CRITICAL REVIEW OF CURRENT values. To that end, Allison's three decision making models are KNOWLEDGE. SAN FRANCISCO: SAN FRANCISCO PRESS, discussed In the context of TA and bureaucratic processes. The 1978.XVIII, 390 P. BIBLIOC.;27,50. "Rational Actor" model utilizes a technology assessment as ths best possible information that determines the best possible decision. This state -of- the -art study was compiled under a National In the "Bureaucratic Politics" model, a technology assessment be- Science Foundation grant to further understanding of R and D. comes a political weapon to be used or discardedaccording to the Part 1 covers "The Ecology of Innovation," while Part 2 covers situation, while in the "Organizational Process" model, TA is a "Aspects of Technological Innovation," Among the contribu-,- routine, intrinsic part 'Of daily activities.Taken- together, the tors are Kranzberg, Frederick Rossini, Nathan Rosen-berg, Paul models illuminate the persuasive power of information generated , .Strassman. James Bright. Thomas Parke Hughes, and Simon by research, the impact of values and interests on the end use Kuznets. There is a lengthy bibliography which, although not of such information, and the incremental nature of bureaucratic annotated, contains a wealth of material, action. All three models are thus required to depict the complex interaction between the political and scientific communities that characterizes technology assessment efforts. MEIKLE, JEFFREY L, TWENTIETH CENTURY LIMITED: INDUSTRIAL DESIGN IN AMERICA, 1925-1939. PHILADELPHIA: TEMPLE all- BYRNE, EDWARD. "TECHNOLOGY AND HUMAN EXISTENCE." VIHISITYMESS, 1979. XV, 249 P,ILL. BIBLIOG.817,50. SOUTHWESTERN JOURNAL OF PHILOSOPHY 10 (NO. 1, 1979): Metkle focuses on the emergence of the industrial design profession . during the Depression era.Designers hoped to -create a coherent By some anthropologists, the development of machines has environment for the "machine age" and reverse the economic down- been interpreted as part of the natural as well as cultural evolu- swing. Although no theory was recognized as supreme, streamlining tion of human beings.Following this view, "technophiles" have was the most important component; it gave visual impetus to the de- tended to depict the machine as an extension of the human ner- sire for "frictionless" technological progress."In the American tra- vous system, a prosthesis to overcome human physicallimitations. dition of practical eclecticism they [industrial designers] took what- Opponents to technology, 'Byrne observes, typically view it as a ever seemed modern and transformed it for commercial use .. In. addition to serving an economic function,, the style ... both ex- cultural, but not a natural force.'essentially distinct from man, pressed and stimulated an optimistic, often utopian mood shared by and perhapis,even beyond man's control. Byrne contends that ordinary people concerned with nothing more than purchasing the man and michine are not becoming one, arguingthat the human latest refrigerator." Although streamlining and the larger vision of being Who neglects the cultivation of mind_andbody because a a hamonious machine age failed to survive World War IIIntact, in- machine can do things better is not enhanced by that machine. dustrial design_continues to influence business as a sales technique. Given the choice, he concludes. "people would rather do for 169 photograjohs contribute to the usefulness of this history. - -- - PICKETT. WILLIAM BEATTk. ED. TECHNOLOGY AT THE TURN- SIIEPARD. JON M.; KIM, DOUG. I.; HOUGLAND, JAMES it., JR . ING POINT. SAN FRANCISCO: SAN FRANCISCO rg7 1977. "EFFECTS OF TECHNOLOGY ON INDUSTRIALIZED AND INDUS- 11715P.$6.25, TRIALIZING SOCIETIES." SOCIOLOGY OF WORK AND OCCUPA- TIONS 8 (NOVEMBER 1979):457-81. . Six Papers presented at the Rose-Hulman Bicentennial Confer- American studies have suggested that in the course of techno- 'ence on American Technology -- Past, Present, and Future are logical development, worker alienation peaks during the mass pro- included in this brief volume. Authors and titles are: Thomas duction stage, but then declines with the advent of automated ..P. Hughes, "Edison's Method;' Ruth Cowan, "Women and Tech- systems.Resultsof a comparative survey of American and nology in American Life;" Melvin Kranzberg, "Technology the Korean workers in the'oil refining and auto industries providea Liberator;" Paul Horwitz, "Public Fiends and Private Technology;" new evidence for the idea that the stages of industrialization Joseph ifeizenbatra," Computers and Hope;" and Victor Ferkiss. create similar structural and cultural changes wherever they "The Future of American Technology." The "turning point" occur. However, Korean workorsappear, on the whole, to be generally reflected in all papers is the changing perception less satisfied and more alienated than their American counter- which no longer regards technology with unbounded optimism, parts. The authors suggest that, perhaps as part of the indus- but rather recognizes its threat to life and liberty at the same trializing process, nations develop appropriate adaptive mechan- time it benefits humankind. isms. SJOBERG, LENNART. "STRENGTH OF BELIEF AND RISK." ROBERTSON, JAMES. THE SANE ALTERNATIVE; A CHOICE OF POLICY SCIENCES11 (AUGUST 1979):39-57. FUTURES. ST..PAULTVINN.: RIVER BASIN PUBLISHING iPTRY, 1978. 152 P.$4.95. Subjective probability, the subject of this paper, is defined here as "the strength of belief that a certain person holds in The "sane alternative" Robertson liebiocates is a decentralized the occurrence of an event." A consideration of subjective equilibrium economy based on the individual, unstructured eco- probability is Important to the study of risk for two reasons: nomic activities of households and communities. The SHE future experts incorporate subjective judgements in empirical risk (sane, human, ecological) is compared with four less desirable assessments; and society responds to technology in accordance futures:business as usual; disaster; totalitarian conservationist with subjective perceptions of risk.Sjoberg reviews the re- (TC); and hyper-expansionist (FM., The attainment of a SHE search on subjective probability, encompasshig psychological future requires not only the transformation of economic institu- versus statistical uncertainty, the interaction of beliefs and tions, but also a shift from a societal paradigm based on academic values, and problems of measurement. knowledge, bureaucratic government, and professionalism to one based on intuition, community politics, and personal relationships. A directory of groups and individuals supplements the, °°°Christine Roysdon °°°Judith Mistichelli book, and there are study questions'at the end of each chaptei. Lehigh University Libraries Library of Congress

SHOT SYLLABUS EXCHANGE 0 Additions to the history of technology syllabus exchange (see Issues#11., pp. 11-13. #12, p. 16; and #13, p. 11) include the following courses and brief descriptions:

Prof. Lee Smalley Industrial Teacher, Education Department University of Wisconsin-Stout, Menomonie, WI 54751' Impacts 91 Technology A two-credit graduate course taking a historical, contemporary, and futhristic look at some of the economic, sociological, psychological, and political implications of industry and technology.

Profs. Merritt Roe Smith and David F. Noble Program in Science, Technology and Society Room 20B-222, M.I.T. , Cambridge, Mass. 02139 History of Technology in America:1776-1876 A one-semester course that examines specific engineering achievements from the Revolutionary Era to thePhiladelphia Centennial Exhibition. Particular emphasis is placed on technology as an expression of American culture. OPEN FORUM

Science, Technology, and Human Values Seminars

, The National Endowment for the Humanities has announced that its program of Su Timer Seminars for College Teachers will offer 120 eight-week seminars during the summer of 1980. Twelve college teachers will be selected to attend each seminar, and participants will receive a stipend of $2,500 to cover travel expenses to and from the seminar location, books and other research expenses, and living expenses. The purpose of the program' is to provide oppo,tunities for faculty at undergraduate and two-year colleges to work with distinguished scholars in their fields at institutions_ with library collections suitable for advanced research. The'1980 Simmer Seminars for College Teachers brochure, which lists seminar topics, directors, dates, and locations will be available locally from department chairpersons or from the Division of Fellowships, National Endowment for the HUmanities, 806 15th Street, NW, Washington, D.C. 20506 after January 1, 1980; College teachers interested in applying to a seminar should Write directly to the director (addresses are listed in the brochure) for detailed information and, for application materials. The deadline for submitting applications to directors will be April 1, 1980. Four seminars are particularly related to Science, Technology, and Human Values:

Director/Location Topic Director /Location Topic Anger Aaboe Exact Sciences in Antiquity and the E. Fred Carlisle The Functions of Discourse in Science Dept. of History of Science Middle_Apes___ Dept. of English and Literature Box 2145 Michigan State University Yale Station East Lansing, Michigan 48824 New Haven, Connecticut 06520 Dudley Shapere The Interpretation of Scientific Change Stephen G. Brush The Second Scientific Revolution Dept. of Philosophy Dept. of History University of Maryland University of Maryland College Park, Maryland 20742 College Park, Maryland 20742

The 1980 Business History Conference OP will be held March 6, 7, 8 at Lehigh University. Numerous-papers on the technological aspects of business growth and development are included under the following session headings: o The Iron and Steel Industry: Aspects of Industrial Organization in the Eighteenth and Nineteenth Centuriesi o Businessmen as Innovators:Ideology and Organization. o Thy Rise- of'Big Business: Aspects of Reform and Reorganization. ° Investment and Building Strategies:Canals and Railroads. o Labor, Technology, and Finance in the Early Years of Industrialization. o The Iron and. Steel Industry: Labor and Community Relations. o For further information on specific .paper titles and' their authors or on times and registration for the conference write to: Bruce R. Ilalgaard, Director, Center for Economic Education, Drawn Hall #35, Lehigh University, Bethlehem PA 18015 or call 215-861-340t: 'INTERFACE 80 _

The Department of History andEnglish of Southern Technical Institute in conjunction with-the Humanitiesand Technology Association is sponsoring the fourth annual national conference ontl4e humanities and technology in Marietta, Georgia, October 23-24, 19E0. Papers and presentations in the growingdiscipline of technology and culture studies which examines theintegration of humanistic concerns and technological growth are invited. To focusfully on this interaction, submissions could deal with the following areas: -History and philosophy of science, technologyand architecture --Public policy and understanding of science anqtechnology --Curriculum design for the humanities and technology -Roles and effects of technology in sciencefiction, American culture studies, and popular culture --Responses of literature, aesthetics, and the artsto technology The deadline for,submission'is May 1,1980. Abstracts and/or papers should be. addressed to:Dr. Roberta D. Gates or Dr. Amos St. Germain,Department of English and History, SouthernTechnical Institute, Marietta, Georgia 30060 (404-424-7203 or424-7202).

A Workshop On Ethics And Public Policy for teachers, scholars, and practitionersinterested in the field of ethics and public policy will be held in Chestertown,Maryland on the campus of Washington College, June 22-28, 1980.The workshop will be sponsored by theUniversity. of Maryland's Center for Philosophyand Public Policy, in collaboration withthe Institute of Society, Ethics and the LifeScienCes. Workshop participants 'will be exposedto readings-,,,examples,and discussion of two areas where normative concernsand public policy join :-(1) moral problems Confronted by public officials; and (2),analysis of policy tools available for decision-making. The first half of the programwill concentrate on two areas whereprofessionalS,_ must exercise moral judgmentin the course of their employment:truth-telling and reverse discrimination.The second portion will turn todecision-making tools and frameworks policy-makers often rely on whenfaced with decisions.These tools such as cost /benefit analysis and welfareeconomics are seldom ethically neutral. The workshop will examinethese tools from normativeperspectives. The format will inclUde speakers from governmentagencies with relevant pro- grarn responsibility arid facultymembers with experience in ethicsand public policy. Readings 'will be distributed in advance, andthere will be extended small-group discusslans.The sessions will be designed to beespecially .useful to persons of both academic and policy-making institutions. For further information and applicationforms please contact:Peter G.'.Brown, Director, Center for Philosophy and Public Policy ,,University of Maryland, College Park, Maryland 20742-- phone: (301)454-4103. TABLE OF CONTENTS

Technology, Freedom and Individual Autonomy Norman Balabarilan p. 1 Report of a Conference at Wingspread Center on Humanities and TechnologyPaul Abrahams p. 5

Philosophy aneTechnologyDonald Borchert 7 Lem's Lunatic Robots: Charting The Cyberiad' Edward Gallagher p. 11 The Britannia BridgeA Book Review ---HC - Editor n.13 M*E*T*A* - Mankind, Ethics, Technology and the Arts Recent Publications p. 14

SHOT Syllabus Exchange 13 15

OPEN FORUM 16

Science, Technology and Society Program Non-Profit Org. 327 Maginnes Hall #9 U.S. POSTAGE Lehigh University PAID BETHLEHEM, PA Bethlehem, PA 18015 Permit No. 230 ..

Director:- Steven L. Goldman Number 18 Editor: Stephen H. Cutcliffe June 1980

Arrogance and Learning In the human condition, no form of arrogance This complacency of ignorance has contrib- is.more striking than that of ignorance determineduted to the temptation in education to forego to preserve itself. The history of humanityis in studies in the humanities, the sciences, the significant measure a record on the one handof fine arts, and matheffiatics.Education in - triumphs over resolute ignorance and on the othermany settings has yielded to these temptations of defeats by ignorance totally self-satisfied.i Be---in order to attract students., balance bud- ea:1w every generation of humanbeings begins ingets, and in general pander to fashion Thus total illiteracy, ignorance is in constant supply;. in 1967, R. S. Crane could write in The,Idea ..and because it is so _arrogant --that is, .because Of the flumanities that the humanities "have ignorance normally has its own strong convictionsbeen undermined by the increasing 'neglect about what is worth learning and what'is unimpor-of the classical languages, by the ravages of .tant--;- education is often- an uphill struggle. the elective system, by the rapid infiltration of vocational and professional subjects... ," Ignorance finds innumerablesanctuaries to pro-while just twelve years -later Frederick tect it fiefs 'the encroachments of learning.In Rudolph could call attention in Curriculum: practice, the disciplines of the humanities; the A History of the American Undergraduate sciences, t fine arts, and mathematics are the Course of Study Since 1636 to the fact that q,most to the convictions of ignorance, be- 'scientific illiteracy became a characteristic ,cause they take the greatest patience and effort of college educated Americans' sometime toward :.to-learn. The most notable refuge of ignorance the middle of thetweritiefh century, ifnot. appeal.to .utility; here ignorance reigns before." k:supreme. By appealing toutility,--by asking 'Ic"What is this knOwledge`for, 'how is this learning The sciences, the fine arts, the humanitiesi, titir Uted?"-- ignorance scan always presume to'and mathematics are together the victims of ronounce,on the question. of -what'individuals the appeal to utility, and together they must or, are likely to need to .know: -In this marshal their defenses. They constitute and represent much of the life of the mind; r s on, orance can deny at .willthe need ow, these specifi.disciplines',, they are the repositories of .much of the his- line itself..And in fa't ; 'it is pre- tory of civilized intelligence; andthe opportut this ;es istce_to i lne as such nity to gain access to them ought to be viewed; exercises its 'gre test and most as a birthright to everyone born in civilfzed'' assion..:. society.It is an affront to reason that an'

gcf. trzr vision of education should neglect opportuni- ground that it is impractical and self-defeating lies for students to learn of the cultural heri- to treat either oneself or one's education as a tage of humanity, of the great achievements means merely to any end whatsoever. The dis- of human intellect and feeling made through ciplinesof the sciences, mathematics, the fine the practice of these disciplines. But igno- arts, and the humanities have, as Moody Prior --ranee is not by its nature amenable to reason, explains in Science and the Humanities, a poten- and no one can be persuaded by reason to be tial formative influence which may or may not reasonable. For this, there must be a Will to take in specific individuals, a potential forma- know, to understand, and this will must be tive influence on breadth of vision and depth sufficient to overpower the inertia and barren-of comprehension'. They are means of ordering ness of ignorance, content with itself. a life and of coming,to grips with the world. They are among the basic definiens of taking Of the appeal to utility, the community of life seriously. educators deserves to understand its limits and its frailties. The arrogance of the appeal To this line of argument, the appeal to utility is patent in its insistence that the valtie of inevitably replies that the relation of these dis- any particular learning mus b OTistrated ciplines to making one's way in "the real world" to the satisfaction °Liza° ance, ignorance is not adequately clear.It is in this that the which refuses to pursue learning until the arrogance of ignorance is most pronounced, -demonstration is complete. Prove, the appeal for here it offers a prescription for what should runs, that understanding the evolution of be viewed ail "real" and thus for what should be science and of scientific method, that know- taken truly to matter. On this subject, the ledge of humane letters or of languages, that disciplines ought never to retreat. They must, the capacity to listen with comprehension to in fidelity to the conditions of their own possi- a symphony or to look with informed sensibility, explain without exception that classrooms bility on a painting or dance, that grasping are as real as the rest of the real world; that a geometric proof --prove, that the achieve- ideas, thoughts, reflectioni; and informed judgment of these powers has some use: The ment are real and have potency in human exis- appeal puts disciplined study on defense, and tence; that a disciplined mind is a reality and it frees ignorance from defending itself. that the alternatives to it are all too real in Things ought to be the other way around human history; and that the world --the mean- --ignorance should be made to justify itself, ing of events, the directions of the future-- is because the folly .of any such ostensible justi- net transparent to ignorance. Coming to a fication would be obvious on its face --but reliable sense of what 18 real and what matters things are not likely ever to take that shape. is an achievement.)It takes effort and patience, Accordingly, the question becomes what the and it is a career for a lifetime.In the pursuit response of these disciplines to the appeal to of this career, learning generates humility and Vutility ought to be. combats the arrogance of ignorance. First, the disciplines ought to acknowledge The sciences, the arts, mathematics, and that the appeal to utility is not without force, the humanities are, at their best, faithful to and that people ought to have opportunities tothe same ideals of personal discipline and study what is obviously useful-in the market- intellectual integrity. They cannot afford the place.At the same time, they ought to insist luxury of quarrels with each other, but must that the practical is not reducible to the immed-stand together in the interest of students and iately useful, and they ought to stand on the of their having opportunities to learn of the giants on whose shoulders humanity is able to Science. Technology a Society, supported by a tAssemination grant from stand. To neglect these matters in education Titional Endowment for the Humanities,is a newsletter devoted to material in the general area of science, technology, and human values. is to lose sight of the fundamentals and to en- We will publish short articles on the theoretical and speculatiie aspects courage the persistence of indifferent ignorance. of curriculum development. in-depth coursedescriptions.reviews of texts and audio-visual aids, Ind current bibliography (annotated).In It is to cheat the young of their rightful inheri- addition, we would welcome articles on successful techniques for such tance. tasks asinstituting andevaluating a course orprogram,arousing faculty and student interest,overcoming administrativereluctance, obtain.,-.I;visibility on campus,runninga lecture or film series, or Edwin J. Delattre, Director editing a newsletter.An "Open Forum" section exists for readers with National Humanities Faculty questions or comments regarding any curriculum need.% Our goal is to help generate new courses and to provide an inforrnatfon exchange in Concord,nMass. and President-elect, the STS field.Please address all contributions and correspondence to: 2 Dr, Stephen H. Cutcliffe. STS Program, 216 Maginnes Hall 09, Lehigh vU St. John's College, Annapolis, Maryland University, Bethlehem, PA 18015. and Santa Fe, New Mexico Course Syllabus Materials In thb Developmentof Man ,

Materials in the Development of Man takes a Hollomap , Kantrowit z , Schumacher, Snow, somewhat different approach than many other 'Bevan) .The class visits the Lock Ridge STS courses; it seeks to study the inter- Furnace Museum (a reconstructed anthracite actions between technology and society throughiron blast furnace) to study the iron tech- a deeper examination ofdevelopments in one nology extant during the Industrial Revolution specific technology area. As such, the coursein the U.S. The development of X-ray re7 requires some qualitative understanding of search techniqueS and their importance to materials science and technology (acquired in experimental studies andunderstanding of class during the semester) in order to make atomic and crystal structure is presented as sense of its societal implications. a case study. The philosophyof modern engineering design is discussed `through The first part of the course introduces the examples relating mostly to mechanical failure s udent to some fundamentalqualitative con- of engineering, structures.In connection c pts of the structure andcomposition of with this the film -"No Highway" (Jimmy aterials.This is immediately followed by, an Stewart, Marlene Dietrick) is shown in class xample of how this newly acquired under- and discussed: Finally, the current ap- tanding of materials technology may be used proaches to research and development,in the o examine the economic declineof the Roman U.S. are compared and contrasted-with Empire and Republic through a study of its Europe and Japan, and the particular prob- coinage. The development of copper, bronze, lems of research for social needs such as and iron working technologies in the Middle energy technology and masstransportation East and China are examined in detail, and systems are discussed. the interactions between the developing technologies and the coordinate civilization are The past semester, the major emphasisof described. General examples of the develop- the Semester Study Project. was related to ment of, empirical technology are given, as an examination of the book Giving Upthe well as one particUlar in-depth case study Gun (Noel Perrin Godine Press, 1979)./The concerning the metalworking processes for book describes Japan's rejection of the use the manufacture of the Japanese sword. of. Western firearms for warfare and its re- version to the sword duringthe period The instructor finds it useful to focus on 1543-1879. The class .examined this event the interactions of technology and societyin in terms of the ability of a technologically the Eastern cultures of China and Japan,and sophisticated society to make decisions that then. to compare these With more recentWest- influence its cultural values. Term papers 'ern cultural developments. The students on various aspects ofthe topic. were handed appear to perceive criticalrelationships and in prior to the end of the term, copied, and values more clearly with this approach, pos- the entire project report given to each student sibly'because of lack of any built-in biases. during the last class; each student then gave a five-minute'verbal presentation on the The development of modernscien4e;and thosehighlights of the work done and the instruc- aspects of the IndustrialRevolution in both tor summarized. This last class was held- Europe and the U.S. which relate to .materials at a local pub where the environment was technology'Efre reviewed, and a historical per- found to be eminently conducive to a free spective is given to the apalysis of the social and easy discussion. impact of science and technology (Ludd, Marx, ° Huxley, Bernal, Taylor, Schumpeter, °°Michael R. Notis STS-MET 221 Dept. of Metallurgy and Materials Engineering Instructor: *Dr. Michael vn..Notis Lehigh University

COURSE OUTLINE

Lecture No. Topic Introduction Technology and Society; Role of Materials Technology. 2.- o Concepts of. Atomic Structure; Arrangements of Atoms.

3. . Pure Elements and Alloys; Solid Solutibns; Phase Diagrams;"Cu-Ni System. 4. Peritectic'Alloys Cti-Ag,_Cu-Zn, Cu -Sn Systems. :5. Metallurgy,of Ancient Coins; Optical Microscopy (Demonstration Lab).

6., Technology and Civilization ; ,,,The Development of Pyrotechnology. . .. ,. . Copper Age; Bronze Age; Trade Routes in Middle East; Tin Mystery; Chinese Bronze., ,,- , . 8. Crystallography; Imperfections; Solid Solutions; Defects in Solids.

9. DiffusiOn; Bonding and Joining Methods; Reerystallization and Grain Growth; Modern Analytical Methods (Demonstration Lab); SEM and . Electron Microprobe Analysis.

10. Feirous Metallurgy; Early Iron .Age to Post-Medieval Metallurgy; The Fe-C Phase Diagram. 11. History of Iron in China, Korea, India, and Japan.

, 12. Empirical Technology and Science; History of "Japan; The Japanese SwordThe Epitome of Empirical Technology; The Development of Japanese Metalcrafts:Interactions of Technology and Culture.

. 13. Formulation of Semester Study Project Technology Religious, Historical, Culture Aspects of Seinester,Study Project. 14. Mechanical Properties of Materials; The Mighty (or Weak) Dislocation; Cold Work, Annealing, Recrystallization.

15. Fracture and Crack Stopping: Of Ships, Bells and Molasses Tanks Engineering Design Philosophy.

16. Ceramics Ancient and Modern; The Development of Ola'ss; Polymers; Paint Pigments and the Development of Painting; Composite Materials Natural. (wood) and Manmade.

17. Technology, Science and Society -- East versus West; Bernal, Luddism, 18. Ferrous Metallurgy. Medieval Metallurgy.

19. Recent History of Iron and Steel Making: TheIndustrial Revolution.

20. Steelmaking in the U (s. 1776-1976+; -Modern Industrial Steel Practice (visit_to Lock-Ridge Museum).

21. The Science of Metallurgy: Modern Heat Treating ofMaterials:Hardening and Aging: X-ray Studies of Materials.

22. The American Research and Development System; MaterialsProblems in Modern Energy Technology: Nuclear.

23. Materials Problems in Modern Energy Technology; EnergyTransport SuperconductorsMass Transit Systems.

24. Review of Semester Project at the Tally-Ho Tavern.

Texts A. Required Perspectives on Technology, Nathan Rosenberg (available inbookstore). Notes on the History of Materials, class notes (availablefrom instructor) B. Optional - (please read at least one)

*,** 1. Gordon, J. E., The New Science of Strong Materials, Walker & Co. (1968). ** 2.Gordon, J. E., Structures, Pelican (1978). *** 3.Rosenberg, N., Vincenti, W. G., The Brittannia Bridge The Geney:ation and Diffusion of Technologic/al Knowledge, MIT Press (1978). **4.Seligman, M. E. P., Helplessness, W. H Freeman & Co. (1975). *,**5.Pirsig, Zen -and the Art of Motorcycle M intenance, Morrow (1974). **6.Clavell, jr., Shogun, Dell (1975). **7.Dolgun, A., An American in Gulag, B 1lantine (1975). **8.Shute, N., No Highway, Morrow (1948 . * 9.Doan, G. E., Bradley Stoughton, AS.M (1967). **10.Perrin, N., Giving Up the Gun, Go4ine (1978). (M) **11.Alexander, W. and Street, A., Metdls in the Service of Man, Penguin (1976). (M) **12.Hudson, M. Structure and Metals; Hutchinson (1973). -***13.Tylcote, R. History of Metallurgy, The Metals Society (1976). *,**14.Smith, C. S., History of Metallography, University of Chicago Press (1960) .

NOTES: (*) available in library. (**) available from instructor. (M) materials science backgrouncl,i,reading. .1

233 -5- Course Syllabus. Perspectives in Technology and Environment

History 185 Brown University Prof. A. Hunter. Dupree Providence, R.I.

General Information: 1.This course is a history course which will attempt to introduce concepts from several other disciplines as well. Asisuch it is open to students from all departmentsof the university on the assumption that whatever background a student brings will be useful.

2.The reading will be an integral part of the course and should be done during the period indicated on the lists as a preparation for understanding the lectures and class discussions.

3.There will be a paper due the first day of the reading period which will be an exercise in applying systems concepts to a specific historical situation. A more detailed instruction sheet will appear later.

4.The mid-term examination and the final examination will comprehend the material in lectures and the required reading lists. Reading List

General a Contemporary Background: Required Reading by October 4: Required Reading by End of Semester: R. M. Piraig, Zen and the Art of Odum, H. T.,. Environment, Power and Society. Pacey. The Mole of Ingenuity. Chs. Motorcycle Maintenance. Simon, H. A., The Sciences of the Artificial. Morison, B. E., Men, Machines and Modern Times. Science magazine is a weekly which Mumford, L. , Technics and Civilization. covers the news of contemporary Required Reading by November 1: Marsh. G. P., Man and Nature. technology and environment. Each Webb. W. P., The Great Plains. student is expected to check it for Pacey, A., The Maze of Ingenuity, Chs. 1-5. Either Landes. D .S. , The Unbound Prometheus. editorials, letters, general articles, Braudel, F., Capitalism and Material Life. 0-17-Ciedion, S.. Mechanization Takes Command. and news reports each week. Crosby. A. W., The Columbian Exchange. Schedule of Lectures: Interactions in the Age of the Expansion 21 Europe 1.Sept. 20Introduction: technology, culture, and environment. 2.Sept. 22Systems and history:systems thinking since World War II. 3. Sept. 27Information and energy.(Simon). 4.Sept. 29 The units of measure in the interaction of technology and environment. 5.Oct. 4 Ecology and technology.(Odum). 6.Oct. 6 The Old World System.(Braudel). 7.Oct. 11.Sixteenth century expansion of Europe.(Braudel). 8.Oct. 13Maritime technology and the Americas.(Braudel, Crosby). 9.Oct. 18The measure of the earth. , 10.Oct. 20Technology and environment in pre-Columbian America.(Crosby) . 11.Oct. 25Cultural and biological interaction between the hemispheres. 12.Oct. 27 The foundations of the worldwide technological system. 13.Nov. 1 Midterm. Transformations oi Technology and Environment, 1750-1850 14.Nov. 3 The end of the pre-industrial era.(Mumford). 15.Nov. 8 The Industrial Revolution I.(Morison, Mumford, Landes). 16.Nov. 10The Industrial Revolution II. 17.Nov. 15Machines, people, andfactories. 18.Nov. 17CanalS and railroads. 19.Nov. 23Progress or dark, satanic mills. 20.Nov. 29Agricultural systems in an industrial setting. 21.Dec. 1 Agricultural systems II. 22.Dec. 6 Risks and safety in nineteenth century technology. 23.Dec. S Environmental costs of nineteenth century energy systems. 24.Dec. 13Control systems for a.high energy technology. 25.Dec. 15 he role of science in technology. FINAL EXAMINATION 234 Retrospective Technology Assessment: A Review Essay

If technology assessment is the study of tech-the potential insights that might be gleaned nology's projected impact upon society, espe- from historical analysis, for example, an cially in areas where the results are unexpectedawareness of the kinds of social questionsthat or,delayed, what is retrospective technology contemporary 'technology assessors might other- assessment and what is its purpose? Answers wise fail to raise. Thus was born a new sub- are still emerging and these questions are by nodiscipline, that of historical case studies of the means resolved, but a brief review of some of development and societal impact of new tech- the literature in the newly developing field of nologies, in the hope that it would refine our retrospective TA may be useful, especially for insights into the relationships between tech- those who, even if not technology assessors nology and society and improve future tech- themselves, might be contemplating the inclu-' nology assessments. sion of a section on TA in a course on technology and human values. What of the offspring? To date only a handful of retrospective .TA's have emerged. Gen- In what has become a frequently quoted erally they have been of%good historical quality article, at least by historians of technology, but reflect the growing pains of any new field. Lynn White, then president of the American This has been especially true when the authors Historical Association, set the tone for the move from historical reconstruction to generali- emergence of a new field by noting that,"tech- zations useful to contemporary technology nology assessment, if it is not to be dangerous- assessors. The problem of making history ly misleading, must be based as much, if not "relevant" to- today's society has been with us more, on careful discussion of the imponder- a long time and need not be discussedhere at ables in a total situation as upon the measurablegreat length. However, one example from elements. Systems analysis must become cul- recent historiography may help suggest a tural analysis and in this historians may be framework for reviewing the current literature helpful."It was White's contention that "his- in retrospective TA. tory can offer no solutions, but it may help to guide an acute mind toward kinds of questions In 1965 Prof. Bruce Mazlish published the that in the present state of systems analysis results of a research project, using historical tend to be overlooked. Above all it may illu- analogy as a "device of anticipation" for better minate the limitations as well as the possibilities understanding the impact of the, then rela- of assessing technology."1 tively new, space program on society. Mazlish and his co-authors chose the coming \Since then others have picked up the call. of the railroad as the "social invention" most Carroll Pursell in his March 1974 Andrew W. analogous to the space prograth.In what may Mellon lectures at Lehigh University offered a well have been the first retrospective TA, so critique of ,current technology assessment prac-to speak, The Railroad and the Space Program tices and in addition to other suggestions encapsulated the team's attempt at "a syste- echoed White's contention that historians have matic, integrated 'study of a comparable total a useful role to play in the assessmentprocesg.2impact."4 Mazlish outlined several goals for In the same year, Joseph Coates, then withthethe project, the two most 'important of which National Science Foundation, actually coined theinvolved the actual history of the impact of phrase "retrospective technology assessment." the railroad on American society and the value In-a request for proposals, Coates suggested of thiS analysis as a "device of anticipation." the usefulness of historicallyinformed insight With respect to the historical reconstruction for testing and analyzing methods used in an- the team which included such noted historians ticipatory technology assessments.3 This was as Thomas Parke Hughes, Robert W. Fogel,' not because the historian can teach us absolute Paul Cootner, Alfred D. Chandler, Stephen truths learned from the past, but because of Salsbury, Thomas Cochran, Robert Brandford, 23.5 -7- and Leo Marx succeeded admirably well. They TA's.If they are to be useful for their provided a good analysis of the technological, intended purpose of helping contemporary economic, political, sociological, and intellectual technology assessors to ask better questions, impacts including those often unexpected, de- they must be more than just good social his- layed and secondary results. Concerning the tories of technology , for we have had that second Major goal, that of providing an analogy for some time with little discernable impact. with the space program, the project did not fare They must draw out generalizations and as well.Recognizing that the difficulties of hypotheses which can be further refined each of the historians acquiring more than just through successive case studies and applied a superficial knowledge of the space program to the ongoing process of technology assess- would at best be difficult, Mazlish took upon ment. With this in mind, I should like to himself the task of drawing out appropriate com- comment briefly on a number of studies which parisons and reaching some general conclusions. have emerged in the last half-decade. His generalizations included the following: Following Joseph Coates' call for proposals, 1.All social inventions are part and the NSF funded four retrospective technology parcel of a complex - and have complex assessments in 1975. The results of these results. Thus, they must be studied projects are now generally available in one in multivariate fashion. form or another.. The projects included studies of the telephone (MIT); management 2.No social invention can have an over- practices (Forecasting International, a private whelming and uniquely determining research institute); wastewater management economic impact, and this is; so partly (Carnegie Mellon University); andsubmarine because no completely new innovation telegraphy (George Washington University). is possible in reference to any set of Initial findings in these studies were pre- economic objectives. sented at a conference hosted by Carnegie-7 Mellon and sponsored by the NSF in 1976. 3.All social inventions will aid some areas In addition to presentations on these,topics, and developments, but will blight others. there were a number of other papers on TA methodology, case studies, and technology 4.All social inventions develop in stages, and human values. The results have been, and have different effects during dif- edited by Joel Tarr and published as ferent parts of their.development. RetrOspective Technology Assessment 1916.6 As might be expected from an initial confer- 5.All social inventions take place in terms ence in\an emerging field, the results were of a national "style", which strongly mixed. Of the four methodological papers affects both their emergence and their only .one, \that of sociologist Mary Hamllton, impact.5 dealt With the use of history directly.In that case, the primary concern was with Mazlish went on to warn against being misled by developing a based standard the "rhetoric of supposed primary purposes" be-case of the in roduction and development of cause theyoften,become subsumed by unexpecteda particular technology, which could then be secondary consequences. Although there were used to better understand future applica- several other lesser points made regarding the tions, continued expansions, or new locations analogy, when all is said and done, the reader of the technology in question.It would seem comes away from the volume with the feeling thatthat this was not quite what Lynn White had he or she has learned a lot /about the-social im- in mind when he suggested the value of his- pact of the railroad, but has learned little that torians to the cultural analysis of imponder- could be applied to the space program. ables.Happily the section on case studies remedies this concern to some degree. That the volume succeed's as well as it does as an analytical device attests to Mazlish's insight, The eight papers range chronologically from foany such groundbreaking endeavor will be a study of the impact of the Erie Canal in diicult. At the same time, however, it points Onondaga County, New York from 1820 to to:;problem which faces more recent retrospective1840 (Roberta B. Miller) to an analysis of

-8- 236 modern communications satellites (Delbert D. conclusions could be of particular use to Smith) .In between are papers on the origins contemporary assessors who need to recog- and impact of San Francisco's BART system nize that many of today's water/waste (Henry Bain); the ways in which diplomacy was questions are the heritage of much earlier affected by the Atlantic Cable (Henry H. decisions. A single volume summarizing Hitchcock and Thomas F. Jams); the U.S. In- this research is planned for a series edited dust Commission, 1898-1902 (Anne K. Nelson);by Tarr entitled, "Cities and Technology," e development of wastewater technology (Joel University of Indiana Press. A. Tarr and Francig Clay McMichael); the electric "Superpower" movement, 1915-1924 (Terry Two of the NSF funded projects are avail- Kay Rockefeller); and the evolution of the air- ableonly in manuscript form in a limited way, port (Jerome E. Milch).6 that of Forecasting International (FI) on, management practices and of the MIT group The value of these papers varies widely, not on the telephone. Authored by .Anne Nelson because of the quality of the research (they all and George Foster, FI's report, A Retro- seem more .than adequate in this regard), but spective Technology Asseesmeiit of Manage- because of the useful conclusions they reach ment Technology: The Case of the United applicable to anticipatory TA's.. They ranged States Industrial Commission, 1898-1902,8 from Miller's which does not really generalize analyzed the USIC which was created by outward from past historical events which have Congress in 1898 to examine the rapid techno direct parallel in today's society to those of nical and industrial changes which had. Tarr and McMichael and Smith which offer fairly affected the economy, the work process, concrete suggestions regarding water supply andand consumers. The Comtnission's impor- communications satellites that could be incor- tance lay in the fact that it concluded that porated into future anticipatory TA's.It is clearlarge industrial firms were economically from these papers that while history can offer beneficial and could be compatible with a valuable suggestions,for contemporary assessors,democratic society. Their recommendations the suggestions will come from those analyses had some long-lasting industrial policy.iMpliL which treat specific examples of broad social- cations. Based upon its analysis of the for- historiCEil trends involving technology. To be mation, 'functioning, and findings of the truly useful, historical findings must be comparedUSIC, FI's report offers a number of addi- directly to contemporary concerns Or placed in a tional implications for current technology generalizable framework that recognizes and out-assessments: lines the value-laden nature of the technological decision-making procesS and the complementary 1.Holistic approEiChes contribute to interaction-of technological results and their the assessment and facilitate public second -order effects. acceptance of the recommendation. Several of the NSF funded projects that were 2.TA is not an isolated event but an initially reported on at the 1976 conference have element in the larger policy-making subsequently received more extensive analysis process. and the results are generally available in one form or another.Joel Tarr has published a 3.Technical analysis and policy deriva- series of articles on wastewater technology, tion are separate functions. several of them In conjunction with Francis McMichae1,7In 'general Tarr and McMichael 4.While the technical analysis and, stress the importance of understanding that the policy formulation are separate adoption of a past technology frequently influ- functions, coordination of these ences subsequent choices and developments. functions contributes to the overall They further stress the importance of recognizing success of the TA process. the inter-related social, political, and economic values underlying technological choice as well as 5.Conflict resolution is an important subsequent impacts upon health, environment, function of such assessments. To this government policy, even technology itself: Their end it is vital that citizen input be accommodated. Policy formulators must not be so international news organizations, revised polarized in viewpoint that they are military strategies, and an increased cen- unable to work toward a consensus. tralization and bureaucratilation of, diplomacy. A third component is an analysis of Legitimation of an assessment's results Victorian observations and expectations ,may best be accomplished during the regarding cable technology, including process itself. hypothetical, role-playing assessments based on gaming workshops and a Delphi question- . Implementation of formulated policy naire, to determine whether or not they might cannot be assumed. have more accurately forecast the results. 9.It appears to be difficult to institution- The final and most important section of the alize TA's that take holistie approaches. volume, at least for contemporary society, is that containing suggestions for prospective The MIT study on the impact of the telephonetechnology assessments. These summary coordinated by Ithiel de Sole Pool emphasizes conclusions bear quoting at length: the importance of economic analysis for success- fatechnology assessment.9 The bulk of the 1.In many technological developments the report recounts those social impacts of the tele- most socially significant and long-lasting phone 'which receivedsome discussion during impacts will derive not from the physical the period 1876 to 1940 including such effects as 'characteristics of the technology but from he rediktion of farm isolation, the rise of the the capabilities, services, and products it skyscraper, the facilitation of decentralized delivers.This feature should be considered management, changes In political campaigning, both in choosing "subjects for assessment and revised social etiquette. Of the 181 impact's and in allocating efforts within an assess:- noted, approximately ihree-quarters could be ment project. anticipated based on,an economic analysis of available.technical alternatives and consumer . 2.In assigning priorities for allocating demand. While this is certainly a useful point limited resources for anticipatory tech- of which to remind prospective technology nology assessments, highest priority should assessors, it does not seem overly surprising. be given to technologies that Unfortunately the analysis does not go beyond this concern. While it is often unfair to criticize (a)will provide new societal capabil- an author for not doing something he never in- ities rather than incremental increases tended to do, it does seem unfortunate that a in existing capabilities or in the economy more complex analysis of the general nature of and efficiency of technologies providing those economic concerns and more particularly those capabilities; the non-economic secondary social impacts was not attempted.It was precisely for the latter (b)are systems technologies, and that Lynh White hoped history might be helpful. therefore create new interdependencies between markets, institutions, social Perhaps the most conceptually sophisticated functions, communities, regions, or study is that coordinated by Vary Coates and. nations; and Bernard Finn on the Atlantic cable.10 The study does several things.First, it provides a crisp (c)promise large public benefits while historical summary of laying the cable, followed potential private sector benefits are by an analysis of the technical, entrepreneurial, balanced or outweighted by threats to and political challenges and responses necessary existing, heavily capitalized technolo- for the success of the venture. The second gies and industries. major aspect of the study is an examination of the significant and long-lasting effects of sub- 3.It is important to assess the capacity marine telegraphy --effects such as futures of social institutions relevant to a techno- trading of commodities and stocks in an organized logical development to adjust and accom- world market, improved and standardized tech- modate to the new technology and new niques for weather forecasting, the rise of societal capability "including adjustments aimed at utilization of, support of, or This study, which is available in paperback, defense against, the technology and result- could fruitfully be used in a history of teching social change. nology course as well as courses on technology assessment or technOlogy,and humanvalues. 4.These intititutional adjustments appear to folloW a pattern:first, simple substitu- In addition to these major NSF-funded tion of one' technology for another with littlestudies there have emerged two articlesin the change in activities and functions; second, past several years which while onwidely dif- adaptations in organizational behavior and- ferent topics might be of some use to those operations to use the new technology more teaching in this area. The first by Arlene efficiently; and third, generation of new Inouye and Charles. Siisskind analyzes the functions and activities made possible by Roosevelt administrations' 1937 report,'Tech- the new technology. nological Trends and NationalPolicy." The Report which was primarily the workof the 5.Institutions differ in the speed and noted sociologist William F. Ogburn was an effectiveness with which they make such _attempt to analyze the relationship oftech- adjustments.In the case of submarine nology to social and economic changeand pre- telegraphy our study suggests that the dict, at least for the short run (ten totwenty- most -rapid utilization of the technology, five years), the "effects of key innovations. and the swiftest adjustments to it, were Inouye and Siisskind find that theReport was in institutions where correct in its predictions only aboutfifty percent of the time .and far less effective atfore- (a)organizational objectives were casting secondary and tertiary socialeffects. profit and/or growth; Because it relied primarily on the opinionof conservative technical experts and onlya few (b)the organizational mode of opera- social scientists, the Report made few bold tion was transactional and aimed at predictions, rather it consisted largely of mutual benefit (exchange of cash, extrapolations of existing trends. Eventhough goods, ideas); and by today's standards the Report had an unsophisticated methodology, it is historically (c)the organizational resources useful as a means "to validate current and traditionally utilized to achieve objec- proposed methods in technology assessment tives were economy, efficiency, and by a sort of regression analysisa critical risk taking. examination of methods known to have been successful in the past." The authors also The slowest to achieve utilization and adjust-suggest based on their analysis that notonly ment were institutions where must assessors understaild the policyprocess, but that the existing political framework must (a)organizational objectives were provide "a way in which recommendations and protection and preservation of existing policies based on the assessment can be imple- advantages; mented and enforced." In all this', a historical understanding of TA and itsdevelopment (b)the mode of operation was as "an art and a science"is important. strategic, aimed at maximizing the In contrast to the broad-ranging nature ' .benefits to Qne sidb; and' of the 1937 Report is John Perkins' focus on (c)organizational resources tradi-, contemporary attempts at boll weevileradica-, tionally mobilized to achieve objection.12 The boll weevil is a serious pest in tives were experience, judgments, the cotton, industry causing an approximate and minimization of risk. in the first 8% annual loss of crop yield.It is estimated category were merchants, financiers, that 30% of the pesticides used in American and newsgatherers; in the second, agriculture are directed toward the boll weevil diplomats and national armed for...vls. with a resultant high environmental contaminatioi esistance to traditional pesticides and outbreakssome use to contemporary assessors, it seems - ,of secondary pests have also occurred, with the that the time is ripe fOr some broader analytical `result that new controls for the boll weevil are framework to be tentatively attempted. To my now being sought. The two major approaches knowledge, no one has yet undertaken this task presently under pilot study projects are cost- for retrospective TA's.In doing so, I would effective pest management without introducing hope that sight-will not be lost of the human and secondary pests (containment) and eradication. value-laden nature of technological decision- These two mutually exclusive' strategies raise making and of the importance of the single event interesting questions regarding effectiveness, and human being.If there is'one primary lesson future'research, and possible socio-economic to be learned from these RTAs and other social dislocations.Perkins offers a historical analysis histories of technology it would seem to be that. of the biological and political limitations that re- However, if RTA's are to move beyond the realm sulted in an earlier inconclusive, trial eradica- of "merely" good social history of technology tion project in the hope that evaluations of (as if that wete not enough) and its function present trial projects will not suffer a similar of understanding the development over time of fite.Here we have an example of a very direct culture and tradition (in a technological context) and immediate use for historical analysis. then something more is necessary. While a number of good tentative suggestions have been Having looked briefly at a number of retro- offered, as noted above, they are still diffuse, spective technology assessments, what can be frequently offering contrasting emphases.13 said of this emerging field? Clearly the studies I find most of these studies useful in a case stud' range widely in time froni the early years of the contekt and see them as good possibilities for us( grie Canal to contemporary entomological rein a number of STS-type courses. ,search and in scope from specific transportation and communication systems to national industrial I would be pleased to hear from anyone 'assessment panels.Their approach ranges from who knows of or is working on other retro- traditional narrative to experimental techniques spective technology assessment projects. in gaming. and Delphi.If history is to be of SHC , editor

(FOOTNOTES Va.: Forecasting International, 1977). The unfortunate price of $100 per copy for the manuscript will make this material un- 1.Lynn White, Jr. "Technology Assessment from the Stance of available to many scholars except perhaps through interlibrary a Medieval Historian," American Historical Review 79 loan.Presumably technology assessment projects or panels (February 1974):3, 13. would be able to afford a copy of the study. 2. Carroll Fussell."Belling the Cat: A Critique of Technology 9.Ithiel de Sole Pool, Retrospective Technology Assessment of the Assessment," "A Savage Strvck by Lightning: The Idea of Telephone:.A Report to the National Science Foundation. a Research Moratorium," and "'Who to Ask Besides the Vol. 1 (Cambridge, Mass.: Research Program on Communica- Barber' -- Suggestions for Alterustive Assessments." tions Policy, Center for International Studies, MIT, 1976). Lex et Scientia 10 (October-December 1914):121-178, A separate study also edited by Pool entitled The Social Im- see especially 171., pact of the Telephone (Cambridge, Mass.: MIT Press, 1977) contains a series of papers prepared for an earlier centennial 3.Joseph Coates, National Science Foundation, Awards for Tech- seminar ton the telephone held at MIT anfl includes a progress nology Assessments in Selected Areas, program solicitation 'report on the retlrospective telephone assessment project. 74-34, Washington, D.C. 1974.pp. 5-6 as quoted in Joel Tarr, ed. Retrospective Technology Assessment - 1976 10.Vary T. Coates and Bernard Finn. A Retrospective Technoto!..-y (San Francisco:- San Francisco Press, 1977). p. Assessment: Submarine Telegraphy: The Transatlantic Cable of 1866 (San Francisco:San Francisco Press, 1979). 4.Bruce Mazllsh.The Railroad and the Space Program: An Exploration in Historical Analogy (Cambridge, Mass.: MIT 11.Arlene Inouye and Charles SUsskind.'Technological Trends and Press, 1965), p. ix. National Policy,' 1937: The First Modern Technology Assess- ment."Technology and Culture 18 (October 1977): 593-621. 5.Ibid, 34-35. 12.John H. Perkins."Boll Weevil Eradication." Science 207 6.Joel A. Tarr, ed., Retrospective Technology Assessment - 1976. (7 March 1980): 1044-5Q. This article is a revised version of A useful summary of the conference including the major find- a paper delivered at a special session on RTA chaired by Joel ings of each study are included in a conference summary by Tarr at the 1978 meeting of the Society for the History of Tech- Joel Tarr in Technology and Culture 18 (October 1977) : nology (SHOT) .A second , as yet unpublished paper, "The - 655-58. Politics of Urban Technology: Urban Growth and the Water Crisis in late-19th-Century Philadelphia," was read by Michael 7.Joel A. Tarr and Francis C. McMichael, "Decisions About Waste- 'McMahon, in which he argued Ova the lack of a "coherent water Technology:1850-1932," Journal of the Water Resources community" accounted for a failure to implement clearly out- Planning and Management Division ASCE.103 (May 1977): lined engineering alternatives to Philadelphia's water needs. 47-61; Tarr and McMichael, "Water and Wastes: A History," Wa,ter Spectrum (Fall 1978):18-25; Tarr, '"The Separate vs. 13.Joel Tarr has offered several parameteri which might be used to Combined Sewer Problem: A Case Study in Urban Technology delineate the field in his summary of the SHOT session noted Design Choice," Journal of tfrban History 5 (May 1979) : above. 308-339; and Tarr, Terry Yosie, and James McCurley, "Dis- (1) RTA should take as its starting point a contemporary putes Over Water Quality Policy:Professional CIO.tures in policy problem involving technology and society; (2) in- Conflict, 1900-1917," American Journal of Public Health 70 vestigators should utilize an analytical rather than a des- (April 1980):427-35.Tarr's final NSF report is published criptive approach that focuses upon concepts and processes under the following title and is available from the National 0 rather than events; (3) investigators should utilize inter- Technical Information Service.Tarr, et. ai. r Retrospective `-,f disciplinary methods and, if possible, a team approach; and . Assessment of Wastewater Technology in the U.S., 1800-1972. (4) the study should examine both quantitative and qualita- 2 vols.(Pittsburgh: Carnegie-Mellon University, 1977). tive variables. Main Report: PB 275 272/3 SL $13.00; Appendix: PB 275 884/5SL $7.25. Technology and Culture 20 (July 1979):597. 8.' Anne IC. Nelson and George Foster, A Retrospective Technology 1 would like to thank Joel Tarr for his assistance in the preparation of Assessment of Management Technology: The Case of the this article. Stephen H. Cutcliffe, Editor United States Industrial Commission, 1898-1902 (Arlington.i2 e BAUM, ROBERT J.ETHICS AND ENGINEERING CURRICULA. THE TEACHING OF ETHICS'VII. HASTINGS-ON-HUDSON, NEW YORK: HASTINGS CENTER, 1980.79 P.BIBLIOG.$4.00. r Beginning in 1977, the Hastings Center undertook a systematic 'study of the teaching of ethics in American highcr education.li;his is the seventh of nine monographs that resulted from that project. Engineering ethics has generally been concerned with legality and professional protocol; engineering codes of ethics have never been analyzed in a critical way. Baum suggests a different scope for engineering ethics, with four goals for instruction:"stimulating the moral imagination,""recognizing ethical issues;" "eliciting p sense of moral and personal responsibility;" and "tolerating-and resisting-disagreement and ambiguity." Baum argues that "ethi- cists" from such.professions as industrial psychology, law, history of engineering, or the sociology of the professions - not engineers ought to teach englneering'ethics. A suggestion for topics for class discussion, an assessment of available literature, and a list of research needs and priorities are also included.

BELASCO, WARREN JAMES. AMERICANS ON THE ROAD: FROM AUTOCAMP TO MOTEL, 1910-1945. CAMBRI15a: MITPR01- 980.ILL. 1T4.95. Rather than looking at what automobiles have done to people, Belasco explores the way Americans enjoyed their cars during the first three and a half decades of widespread automobile ownership. M*E*PA* Stiffled by Victorian hotels and crowded boardwalks, bored by resort verandas, and scandalized by extravagant_ hotel fare, Americans found motor- touring (or autocamping or "gypsying") MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS an irresistible alternative. The railroad, not the car,symbolized the scheduled rigidity, speed, and mechanized impersonalityof RECENT PUBLICATIONS the modern era.In contrast, the automobile projected individuality, freedom from formality and timetables, and the opportunity to explore remote and secret 'places. Aided by well-chosen photo- ,graphs from the Library of Congress and the National Archives. Belasco skillfully explores the evolution of the family autocamp through subsequent stagesmunicipal autocamps, more exclu- ANDERSON, ROBERT M.; PERRUCCI. ROBERT; SCIIENDEL. DAN sive "pay camps," family cabins and early motels. As auto-camp- % E.; TRACHTMAN, LEON E. DIVIDED LOYALTIES:WHISTLE- ing's popularity increased, so did its entrapments - elaborate BLOWING AT BART. PURDUE UNIVERSITY SERIES IN SCIENCE, plumbing, campfire cooking equipment, magazines, and the like. TECTINDLOW-ATIIYHUMAN VALUES. WEST LAFAYETTE. Belasco's is a rich and rcwarding study on what at first might INDIANA: PURDUE UNIVERSITY. 1980.397 P. '34.95. seem a humdrum topic. On March 2.ind 3,1972,,three 'engineers working on the can- struation of San Francisco's Bay Area Rapid.Trieudt:System were BUSH. DONALD J. "FUTURAMA: WORLD'S FAIR AS UTOPIA." fired;, -Concerned' about th'e safety of the, automatic train control ALTERNATIVE FUTURES 2(FALL 1979):3-20. aystemi they. hid.lhepressed their fears to management,but had received. little response.. rf-.Frultrated they had turned* to. BART'S At the 1939 -40 New York World's Fatr, the most popular exhibit Board of Directors:and an outaide.coneultant;':subeequent.news- was the diorama Futurama, housed in the "Highways andHorizons" paper. reports. triggered; the', dismissals:_, Utilising interviews with building. The viiiaThrman Bel Geddes (sponsored by GM). theiprotagonistar. correspondence, memol,..rePOrts,, and:published the diorama presented a City of the Future featuring well-spaced storieri,-:thabOok 'afire thorough,,,if,Unexciting documentation skyscrapers, pedestrian skyways an interstate highway and.analytils of ;the highly -.publicized incident. Oddly, it, appears system complete with cloverleaves!.u- .,roue tear-drop autos ' that, theirelativelYopen.. creative independent :elimsite at. BART circled these roads, reflecting Be! celebration of the contributed tri'the crisis.Responeibilitieri,Were too loesely. car. which "enables us to go out into the world ourselves." Bush aseigried: 'engineers ..coult1' diecover, ,.but;'ncit'solve:nroblems. The reveals that in designing Futurama, 13e1 Geddes made use of authors ciao point;te the " political naivete:of the engineers, who phisticated futurist techn cpmiItuwuding trend, extrapolation. did not comprehend, management's need to,. project and protect scenarios, and models. But, while he laments the dearth of well- thetrouble-free,, space-age image of ;BART,.:...- informed visionaries today,' Bush questions the desirability of a 0 master-planned utopia: "Futurama was risk free not only in terms AYRES; ROBERT U. UNCENTAIN FUTURES: CHALLENGES FOR of etitti safety but in eliminating any possibility of aesthetic error DECISION. MAKERS.; :NEW YORK: JOHN WILIT'AND SONS, . by"lts inhabitants." A more flexible scheme that allows inhabitants 1979.V111,429 P.$19.95.,;!' to fashion "an ever -fresh vision" is preferred. .2 . . "Tirart'after time, ". Ayres .writes, turns out:to be social. pOlitical, ideological, legal:and economic issues that stand in 'the FRYE, RICHARD. "THE ECONOMICS OF ECOTOPIA." ALTERNA- .way of technological solutions to. human'problemii" :1Contrasting 71-81. alphaforecasts,.whichdepict the future. ea an exaggeratedct ver-. TIVE FUTURES 3 (WINTER 1980): Which project 'some-, . eion of thepresent, with omega-fOrecasts.,'. W The, economy of Ernst Callenbach's Californian utopia is examined. thing. radically different, Ayres,,hopes to steer:a middle course. that a' Achieving a satisfaCtory future requires that a:balanCehe struck Four economic principles implicit in the novel are explored: between four competing: social gOalsequity, ,economic efficiency., steady state economy can be fair and efficient: that an environmental personal freedom .and stability or order.., Ayres fears an .Artieri- ethic can be infused into an economic system without loss; that I/ non-material human needs must figure into our accounting; and that .. can decline ineconemiC:efficiency. To renew thateffiCiency7e- '. quires fresh Optimiam,"a concern, for.the fetureiMotivition, a collectivist society can exist within a free enterprise system. Cal- ; a more positive attitude.toltard work. .Helpfulanct harmful poterv-, lenbach's enviable Ecotopians are described as "merry materialists" tial technologies for the:rnext. fifty. years, are sketched, including. who enjoy a'few, fine possessions. leisure, and a clean environment. ..developaients.ia agriculture, new products 'andmateriale,. com- Frye's only reservation is that Callenbach places too much weight on municationa, undersea technology, and.transportation. The activities in the public sector, an emphasis which seems incongruous book concludes somewhat pessimistically with scenarios depicting with the individualism and suspicion pf government voiced by his .enereyrfo0, and political crises in the 1980s. characters. succeeds in explicating the birth and nurturing of the American JOURNAL OF THE NEW ALCHEMISTS-6. WOODS HOLE,MASS-.: ideology of environmental manipulation an a product of this THE NEVTIORWV-INSTITUTE, 1980. PUBLISHED BYTHE early literature. She also provides new understanding of the STEPHEN GREENE PRESS, BRATTLEBORO, VERMONT. roots of the "American Dreal.:.- 184 P.ILL.$9.95. The sixth annual of the Cape Cod "New AgeTool and Die Com- pany" includes an absorbing history of the group aswell as an overview of current projects at the Cape and at the "ark"in TUCKER, BARBARA M. "THE FAMILY AND INDUSTRIAL. DISCI- Costa Rica. Techniaal articles focus on windmills, tree crops, PLINE IN ANTE-BELLUM NEW ENGLAND." LABOR HISTORY from and agriculture. Concluding philosophical essays range 21(WINTER 1979-80):55-76. ruminations on art and the ecology of mind to a personal account of therQhilean civil war. . The study of the social environment of two earlyindustrial communities, Slatersvllle, Rhode Island, and Webster, Massa- chusetts, reveals that the nuclear family as a laboring unit MEWS!, MARTIN V., ED. POLLUTION AND REFORM INAMERICAN contributed heavily to the achievement of strife-free factories CITIES, 1870-1930.. AUSTIN, TEXAS:NIVERSITY-15P TEXAS between 1790 and 1840a. The towns were organized to promote PRESS, 1980.XI[, 212 P.- BIBLIOG.$19.93. family solidarity, featuring small, but single-family, homes. Factory diecipline and obedience were readily integrated into The late nineteenth and early twentieth century American city a Calvinist tradition of childrearing.Males ruled'in the fee- witnessed an inflow of immigrants and an outflow of polluting tory hierarchy as well as at home; in some mills,'entire families effluents. Only after the pollution "nuisance" threatened to halt worked together: The family system eventually died out for a urban growth, as bad water and bad air sickened residents and number of reasons. Among those cited by Tucker are the elimi- disoouraged potential investors, did many cities begin to seek solu- nation of parental supervision of working children, outcries tions. Stuart Galishoff shows how the quality of the water systeln against child labor, and the payment of individual, rather than helped determine the growth or decline of Atlanta, Newark, and family wages. Chicago. R. Dale Grinder writes abciut the energetic but' ultimately futile and naive anti-smoke efforts of.refor:..ers in the Progressive Era, when smoke still symbolized progress. Anti-noise efforts between 1893 and 1933 are traced by Raymond W. Smilor, who notes WARRICK, PATRICIA S. THE CYBERNETIC IMAGINATION IN that the work of Julia Barnett Rice, in particular, culminated in SCIENCE FICTION. t AMERIDGE: IT PRESS, 1980.288 P. the creation of quiet zones arounti hospitals and schools. The rtispon. $15.00. leadership of municipal engineers and women in urban environmental form is stressed in concluding papers. A useful bibliography is A comprehensive history and a critical analysis of the cub - appended. genre of science fiction concerned with computers and robots are presented. Warrick is concerned with recurring images and patterns but she also explores the "cross-fertilizations" between writers and developments in theoretical science and PILE, JOIN F. DESIGN: PURPOSE, FORM, AND-MEANING. technological innovation. Based on 225 stories and novels written between 1930 and 1977, the study provides an aesthe- AMHERST: UNIVERSITY OF MASSAMMETTY,T7107- tic of science fiction and reveals the discrepancy between the 203 P.ILL., MAPS, BIBLIOG. $20.00. dystopian outlook of the fiction and the positive assurance Accepting the assumption that we will continue to live in a prevailing in the field of computer. science. The distinctiona technologically complex environment, Pile calls for a recog- between the imaginative responses working from a "closed- nition of the poor design of most of our modern artifacts and system model" and the bright visions of man-machine symbio- ,more control of the decision-processes that result in how things sis resulting from an "open-system model" are delineated. are made. The intermediate steps between invention and de- The author concludes that much of the literature is "ill informed livery of manufactured products are the focus., A critical _about information theory and computer technology and lags be- study of the range of design activity, meaning the process of hind present developments instead of anticipating the future." I choice in the creation of objects, towns, buildings, vehicles. Discussions of such topics as the role of consciousness, com- etc., is presented. Those directions deemed generally harm- plementary perception, the choice between a natural or arti- o ficial world, transformations, totalitarianism, computer and .ful to the purposes of human life are identified. One problem is that the design or planning professions are divided in.their community, Asimov, Lem, and Dick are followed by extensive" attitude toward thearts--engineers steer away while archi- bibliographies of fiction and non-fiction. Among the most val- tects identify with aesthetic pursuits. A teacher of design. uable critical studies of science fiction. Pile provides a concrete, stepmby-step method for analysis in which he advocates identification of all elements of the function of an object and its means of production. -Careful understanding of the effects of design decisions on resources.' WEISBERG, GABRIEL P. "FRANCOIS BONHOMME AND EARLY . wastes, and health' are demanded. Cqmputers are seen es.a - REALIST IMAGES OF INDUSTRIALIZATION, 1830-1870." helpmate. ARTS MAGAZINE. APRIL 1980, PP. 132-5.ILL.

TICHI, CECILIA. NEW WORLD, NEW EARTH; ENVIRONMENTAL ,The son of a painter of scenes for carriages of aristocrats'. REFORM IN AMERICAN LITEHATITRE PROM THE PURITANS Bonhomme found new patronage in the entrepreneurs of the TITEStraff-WHITMAN. NEW HAVEN AtT15125 OWN: YALE budding French industrial revolution in the 1830s.Fascinated with mechanization and modernization, Bonhomme painted mills, giffrEMITYTATOZ 1979.290 P.$18.50. factory techniques, workers, engineers, and factory visitors. American literature from the Puritans to the Romantics voices A follower of Saint Simon, he was convinced that the poor of the concept Of "modification" of the environment as an "ideolog- France could be aided only through industrialization.His ical imperative that must proceed together with America's moral Realist murals and paintinga glorify the transformation of-the regeneration." Beginning with the Puritans, who considered French landscape by factories, and depict labcir and capitalist the New England experience to be a carving of a New Jerusalem harmoniously jdined to promote social well-being. As cliaillu7 out of the wilderness, the virgin land was seen as chaotic and sionment and strikes marred this idyll in the later pert of-the satanic.Its "reform" called for "aggressive topological change, century, a disheartened and-impoverished-Bonhomme, along much of it thought to be 'corrective' or 'reparative." This with his work, was relegated to obscurity. ideal appeared not only in literary form but also in such social programs as F.L. Olmsted's parks. Writers like Edward John- son and Joel Barlow are considered "literary engineers" who decree that the American Eden is to be man'-made. While Tidhi "" "Christine Roysdon """Judith Mistichelll may attach too much importance to technological Considerations Lehigh University Libraries Library of Congress as the "impetus" of some of the' literary works discussed, she , , ' 242 OPEN FORUM

/ / THE PROGRAM ON MAN-, TECHNOLOGY, AND'SOCIETY at Saint Louis University has,just completed its developmentphase under a five year curriculum development grant frpm the National Endowmentfor the Humanities. Four- teen departments participate in/MTS,/which has a curriculum of over fifty courses that students may select from to earn mini disciplinary certificates infour areaS:Technology Studies;. Technology, the:Futtire, and the Dynamics of Change; Technology andHuman Health; and Technology,Corrimunication, and Culture. The certificates complement majors in traditional, disCipliriary/areas. At the request ofNEH, MTS has prepared a booklet to disseminate inforination about theProgram. it includes an overview and history of MTS, as well as course descriptions. For a copycontact either Fredrick Dobney or Peter Zetterberg, DireatOrs, MTSProgram, St. Louis University, 221 N. Grand Blvd.', ,St. Louis, Mo.63103.

SCIENCE AND TECHNOLOGY STUDIES: TORONTO-80, the first joint meeting of the Historyof Science Society, the Philosophy of Science Association, the Society for the History of Technology, andthe Social Studies of ScienceSociety, willrbe held at the Park Plaza Hotel andthe Univer- sity of Toronto on October 16-19, 1980.Each society will have its full regular program'ras well as specialinterdisciplinary sessions of more general interest. Registration fees are (U.S.) $15 for members,$25 ,for non-members ($17 or $28 respectively in' Canadian funds). For furtherinformation please write Local Arrangements Committee, IHPST , University ofToronto, Toronto, Canada, M5S 1A1.

THE WINTER 1981 ISSUE OF ALTERNATIVEFUTURES: The Journal of. Utopian'\ Thinking will bp' devotedto the topic "Political Vision and the Future of Governance." Contributed papersishould consider the content and implications\of visions of governance inutopian and futurist liters- 'ture, speculate on th\future of politics or describe And consider possibleand preferred forms and processes of governance in the future. Papers maytake any poSition or approach, may represent any discipline, solong as they address the general theme Individuals interested in preparing\ acontributiOn for this special issue should send a1pne,page, prospectus to the guest editors as soon aspossible.Individ- uals with a manuscriptavailable= for review should submit it no later than August \15, 1980. . Inquiries submissions should `be made to the guest editors, DavidE. andtlainel Rich, DepartMent of Political Science, University of Deraward, Newark, DE 19711. COURSES BY NEWSPAPER . announces the development of "American Families in Transition"and "The Nation's Health."' "Families" will be dffered during the fall of 1980 and "Health" in January 1981.

Coordinating development of the course on "American Families" ifi Dr. it Elizabeth Douvan, Professor of Psychology, and Director, Program on Family and Sex Roles, Institute for Social Research, University of Michigan. Philip R. Lee, M.D. , Professor of. Social Medicine at the University California, San Francisco, School of Medicine, is coordinating development of the course on health. Dr. Lee, a former Assistant Secretary for Health and Scientific Affairs in the Department of Health, Edudation and Welfare, is now Director of .the Health Policy Program at,UC San Francisco. "American Families in Transition!! will examine our most basic institution and attempt to determine if the traditional family is obsolete, or moving once again in new directions. The impact-of changing social and economic conditions on the family will be assessed, and possible future family roles and forms' will be discuSsed. Among the outstanding authors for this series are Robert S. Weiss, Professor of'SociologY at the University of Massachusetts and Lecturer in PsychiattY at the Harvard Medical School; Jessie Bernard, Research Scholar of The Pennsyl- vania State University; and Kenneth Keniston, Professor of Psychology .at the Massachusetts Institute of Technology. r "The Nation's Health" will consider thegrowing criticism of our system of health care and assess the reasons behind it.The various aspects of the health care system will be examined, along with itsvalue and cost and its availability to various sectors of our society. Among those joining Dr: Lee in this assessment of medicine and health will be Rene Dubos, Professor Emeritus_of Biology at Rockefeller Institute Daniel Callahan, Director of the Hastings Institute of Society, Ethics and the Life Sciences; and-Ddnald Kennedy, Provost,and Professor of Human Biology at Stanford University. For further information on either of the courses write to: Courses By Newspaper University of California, San Diego X- 002 LaJolla, Calif.92093

THE. IMPACT ASSESSMENT ASSOCIATION invites those interested in the practice and uses of impact assessment, including environment impact assessment (EIA), risk assessment, social impact assessment (SIA), and technology assessment (TA) to join.in 'the formation of a profe6sional association dedicated to the advancement of the practice of impact assessment. Plans for the association are still-in the formative stage and further information can be obtained and suggestions made by writing to:Alan Porter or Fred Rossini, Georgia Institute of Technology, Atlanta, .GA 30332'4

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245 TABLE OF CONTENTS

Arroaance and LearningEdwin J. Delattre 13 Course Syllabus Materials in the Development of Man Michael R. Notis 1) 3 _ . - Course Syllabus - Perspectives in Technology and Environment.- A. Hunter Dupree p..6 Retrospective Technology ,Assessment: A Review gssay SfIC,Editor\ p. 7- M*E*T*A* - Mankind, Ethics, Technology and the Arts Recent Publications p.- 13

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24 0

1." friCti#::' 'S*rien GOkliiiin, Numberml\s ''editor : Stephen H.°Cutcliffe September 1980

PRODUCT DESIGN FOR A SUSTAINABLE FUTURE: A MATTER OF ETHICS?*

Because of resource scarcity, environmental in large measure attributable to the fruitful- constraints,and changesvin ethical and moral ness of science and technology. The perceptions, our root values.are in process of tions have ravenous appetites whetted y -change whether we.like.it or not. The contem- institutions that seek to convince us that salvation is to be,had with the acquisition of the , porary, scene Is quite:different ..from John ;Locke's seventeenth century theory of individ- latest shiny new product. When consumption alliberty, Adam Smith's eighteenth century of these new products slacks off, we find it sse!4aire,e.conomics or Jeremy Benthara's.. increasingly difficult to, provide jobs for our eteentli/century.:utilitaritinisra... It can .be people.All -of this in a world where there are. guedIhat..the'reelitiessof Otirtimes...areforc- nomore, virgin'continents exploding with un- retiOluatiOn. of:these ;fundamental values. tapped resources. The carrying capacity Bentrham"S;:views were.re- limits of the environment are being pushed by entrenched,.:InatitUtiOnaand assaults of waste streams driven by our con- steel interests": of .the olcyfendal society that sumptions. Governmental actions to cope with realcing..rup .aroundthem1;2' Analogously It health and environmental problems produced e:Postuletedtfiat.a good; -bit`: of the by our appetites, helps somewhat with the entthat _exists in the world today Oli:efrood ern loyment problem by creating government ouncescarcity, :;environmental issues jobto correct for "market deficiencies" and problems such as inflation; is.a "ext srnal diseconornies." But,:` growth of t` iif the:processof transition 49:11PIN. government is bemoaned and said to be,infla- oe861 tionary and inefficient. Some are suggesting pp to deal with this t. that Adam Smith's "invisible hand" has tunic into an ''invisible foot" that threatens to er: live faith's . destroy the common 'good (air, ter' and market utomatically land) with pollution Etnd other. xternalities. ene ue eon . . uestioned today as ,:never e contemporaryeconomists and others, e of ourinstittitio 6;1E04 tech-who are still not heard very loudly by their , wn) toItigantieai*e with` ex eco,nomics colleagues, are attempting to call .ereciruisations4and dependeriCies. our attention to-the entropie nature of our is entropic in that we extract high quality (low technological society, the basic framework with- entropy) non-renewable resources frogn nature' in which economic and technological action takes and diffuse them in extraction, production, place is established by government with its tax consumption and disposal into irretrievable policies, health and environmental regulation, waste products (high entropy) in the air, water, energy and hosts of other policies. Governmental and land.This process cannot go on forever. policies when appropriately focused and imple- Unfortunately, the idea of growth in production mented can be helpful in encouraging the con- and consumption is built into the entire fabric servation view. of our society including our philosophical premises. To suggest a slowing of the rate of Taking the conservation view, there are many consumption flys in the face of the glue that ways in which technology can be designed so as has held the system together in the past.So to be less resource consuming and less environ- long as the "pie" has expanded, conflict with- mentally destructive. To list a few of these op- in and between groups- has been contained tions, products can be designed so that --(a) reasonably well. less material is used initially --smaller size, more sophisticated design approaches, etc.; (b) they There are two paths we might follow in at- have greater durability, reduced wear, less cor- tempting to adapt to contemporary and likely rosion, etc.; (c) they can be more easily re- future circumstances.(A) We can continue to paired; (d) they are more easily adapted for al- believe that the future will be but a mirror of ternative use after the primary design use has the past,-and -that use of vir6ini resources can been fulfilled; (e) they can be more easily re- grow to 200+ pounds/person/day by the year cycled as products (remanufactured --inner 2000.If we hold this view our focus will be loop recycled); and (f) they can be more easily on the "supply" end of things --how to arrange, and efficiently recycled to basic reuseable through force if necessary to have a sufficient materials (outer loop recycling). supply; how to improve and focus our science and technology so as to more efficiently extract Although there appears to be some growth needed materials from our own lower quality in product recycling (remanufacturing) within virgin deposits; how to find suitable substitutes the USA, there are still many issues in need for scarce materials, etc.Price increases will of further exploration. Some of these areas assist in this process. include:(a) life cycle energy dimensions; (b) material consumption implications; (c) Alternatively, (B) we can recognize that there waste and pollution reduction implications; are probably some limits, and ask ourselves a3 (d) employment impacts; (e) quality and re- engineers and scientists how we might create liability characteristics; (f) life cycle cost products and technology so that they are less from a consumer perspective; (g) standardi- consumptive of virgin materials, and less destruc-zation of components and parts; (h) product tive in an ecological sense.If we hold view B style updating; (i) leasing of products; (j) (a conservation view) our \actions and focus will design criteria for remanufacturability; (k) be quite different than if we hold view A. international dimensions of product recycling; and (1) public policy considerations to en- Since paths are usually never polar as out- courage product recycling. lined above, the direction we take will orObably be some combination of A and B.Unfortunately, Should further exploration of "product" because of trajectories set in the past, view ,A recycling indicate the desirability and feasi- still dominates even though much lip service is bility for government to increase or change presently given to the conservation view. its involvement, there are several options --all of which need more analysis. These *ven should view B. grow in strength, we possibilities include:(a) deposit charges; knoW that it is not sufficient that engineers and (b) tax changes; (c) direct regulation; scientists apply their creative energies with new (d) labeling and warranty policy; (e) ad- design criteria --products designed for a more vertising and promotion; (f) education and / sustainable future.InstitUtions and individual information; (g) federal, state, and local/ consumer patterns and attitudesmust also change.government procurement; (h) governmental nnwirrnmarg+ ;a (top nipop of the "MP" (in Addition refurbishing of the durable Products it uses; Although engineering and scientific change The above are not idlequestions.In- are needed to help us. move towardsustain- deed, it has recently come to the author's ability, institutional change is also needed. attention that the West German government Let us illustrate with one example. Wehave is asking. such questions relative to the developed an amazingly effective distribution education of engineers, architects, and and delivery system for spreading anddif- skilled craftsmen.The focus in Germany fusing the produCts from our factories all is on energy conservation.Should we not across this nation and the world.Unfor- broaden the focus to include other virgin tunately "market forces" have not worked to non-renewable materials iaddition to energy establish an equally effective "disdelivery" substances? system-- a collection system to channelthe flow of old and discardedcarded products back to Is the idea of product design for a more appropriate centers for recycling to basic sustainable future a matter of ethics, oris materials, or for recycling as products.Thus, it simply a response to pragmaticcircum- the governmental policy idea of"deposit stance --or is it some of both? charges" is of interest as a possibility for encouraging the development of anefficient °°Professor Charles Overby "clicsdelivery" system. This idea isfundamental Industrial and Systems to all well designed beveragecontainer de- Engineering Department posit laws.It was implemented in Sweden Ohio University in 1975 to channel the flow of oldautomo- Athens, Ohio 45701 biles back to appropriate recyclingcenters. Footnotes It seems appropriate to closewith some questions about engineering educationfor 1, William Ophels, Ecology and the Politics a sustainablefuture. of Scarcity.San Francisco: W. H. Freeman, 1977. 1. Should we in engineering education be doing more, or doingthings 2.Nicholas Georgescu-Roegen, The Entropy differently in our education of Law and the Economic Process, Cam- fledgling engineers relative to bridge: Harvard University Press, theory and design for a sustain- 1971; Kenneth Boulding, The Meaning able future? of the Twentieth Century.N.Y.: Harper and Row, 1964; and ,Hazel 2.Should we be concerned with con- Henderson, Creating Alternative tinuing education of practicing FutureS:The End of Economics. N .Y engineers relative to these Berkley Publishing Corp., 1978. ideas? 3. For further information on these points 3.If the answer to questions (1)and see'Charles Overby, ."Product Design (2) is yes, then what might we for Recyclability and Life Extension," do in engineering education to ASEE 197,9 Annual Conference Proceed- strengthen the conservation ings, pp. 1.81-96 and "Scarce Resources: ethic in engineers? Technology Assessment and Materials Policy: A Year,With the Office of 4.Is it appropriate to think of "de- Technology Assessment," Ibid., sign for sustainability" in terms pp. 163-72. of professional licensing? should 5.If we think more could and This article was abstractedwith the be done in educatingengineers author's-permission* from a longerversion relative to these ideas, can we presented at the AmericanSociety for do it ourselves?Or, would Engineering Education AnnualConference some kind of governmental Massachusetts action be helpful?If so, what held at the University of kind? in June 1980. 51-IC Science and Technology in the Public Administration Curriculum

Traditionally, schools of public administra- Intelligent and informed decisions con- tion and public policy have been concerned cerning technological issues requires four with four aspects of science and technology: basic skills:(1) an ability to identify the (1) science policy at the federal level; information necessary for decision-making; (2) the role of technological innovationin (2) an ability to consider and evaluate public organizations; (3) the role of science technological alternatives; (3) an ability to and technology in economic development; and communicate with scientific and engineering (4), the transfer of teChnology tounderdevel-communities; and (4) an ability to effec- oped natibns.Yet, changing attitudes to- tively inform the public about risks' and ward science and technology as well as the benefits of various technologies.These can increasing role of government in the regula- be considered to be the minimum skills re- tion of high technology industries have quired by public administrators to achieve placed new demands on prOfessional education."technological literacy." Public officials are being confronted with The following syllabi outline twocourses tasks that require an understanding of oriented toward students of urban planning science and technology at all levels of govern -or urban public policy.The course titles ment.. The responsibilities of federal agen- are Technological Issues inPublic Policy cies, once limited to supporting the develop- and Administration and Technological Change, ment of new technologies, has been expandedand Urban Policy.They are designed to to include vast new planning and regulatory provide students with an ability to (1) functions.At the state and local level, recognize a technological question; (2) public agencies have attempted to apply tech-utilize scientific and technological informa- nology to public services as a means of im- tion- sources; and (3) exercise critical judge- proving productivity.Debates and contro- ment in working with technical experts. versies involving the deployment of new technOlogies have occurred in a variety of The courses'are part of a project con- forums.. These controversies have imposed ducted by. The '-Maxwell School of Citizen- new demands on public officials to serve as ship and Public Affairs, Syracuse Univer- conflict-managers and mediators; a role for sity; the Harriman School of New York, which few are adequately prepared or SUNY-Stony Brook; and the Graduate trained. School of Public Administration at New York University under a grant from the Alfred The technology-based 'tasks of public P. Sloan Foundation. officials, once largely confined to the management of technological enterprises orto' decisions regarding a specific technology, have clearly broadened to include new responsibilities.Knowledge about technology has become an integral aspect of almostall public sectors, °°Prof. Mitchell L. Moss e.g., health, energy,transportation, etc. Graduate School of Public As a result, all public administrators arefaced Administration with the need to understand and evaluate New York University technologies as a basic element in decision- 4 Washington Square, North making processes. New York, New York 10003 COURSE SYLLABUS TECHNOLOGICAL ISSUES IN PUBLIC POLICY AND ADMINISTRATION

Prof. Michael Tyler P11.2173. New York University Spring 1980 Grad. School of Public Admin.

The aim of this courseis: "To analyze public policyissues that arise from technologicalinnovation Or which have a majorscientific or technological content; todemonstrate that these issues and the necessarybackground knowledge can beunder- stood by the analytically mindednon-specialist ; and to equip students , with the skills and experience toconfidently tackle problems of thiskind." The course is based on casestudies of real public policy issuesand choices. The case study material includes selectedtechniCal and scientific literature intended tofamiliarize students with the 'selective anddiscriminating use of such literatureby people from outside the specialist fields concerned.The sequence of case .studiesis designed to illustrate general themes common to manydifferent technologies and policytopics. These general themes include: The relationships betweenwedal and private costs andbenefits. -- The extentto which policy cananticipate events which mark abreak from past trends, as opposed tomerely reacting to these eventsretrospectively. The assessment andmanagement of risk. iaared. Books: will be provided in the formof case studies with associated Most of the course materials orientation. background reading.However, the following provideessential background and Joseph E. Piel and John G.Truxal,Technology: Handle with Care. New York: McGraw Hill,1975. Donald Schon, Beyond theStable State.New York: W.W. Norton & Co.,1975. Scientist in the Joel Primack and FrankVon Hippel, Advice andDissent: Political Arena. New York:Basic Books, 1974. Recommended Books: Power and Human Reason:From Judgement to . Joseph Weizenbe,um, Computer Calculation.San Francisco: W.H.Freeman, 1976. Course Requirements: studies a short written statementwill be due before the classdiscus- For each of the case intensive project or term paperwill be sion of the case and inaddition, a somewhat more the semester.Possible topics will be discussedin class and required 'towards the end of All term papers are due onMay 14. the results will bepresented and discussed inclass. 1: Introduction (February 6). 2. Analytics of risk and uncertainty (February 13). 3. Risk case study: Recombinant DNA laboratories(February 20). What are the potential benefits and risks ofresearch and production based on 'genetic engineering' ( artificial manipulation of living organismsby modification of the chemically encoded inforniation which controlscell reproduction)? What are the counterbalancing risks ofinhibiting scientific enterprise? Should such work be permitted, and if so under what safeguards? , Risk case study: rapid transit safety in the BART systemSan Francisco (February 27).. A retrospective case study of anadvanced transit system with reliability problems.' The BART case is especially relevant to understandingthe relationships between:expert', planner, and policy maker. 5. Risk case study:the New. York City black-out (March 5). An example of the problems ofreliability and vulnerability presented by large, complex systems. 6. Urban technology lecture:land, sea and air transportation and theireffect on the urban waterfront (March 12). 7. Impact of new technologies on employmentand job satisfaction:analytic approach (March 19). l 8. Employment and job satisfaction:recent research (March 26) . 9. Employment and job satisfaction:case study (April 9). 10. The assessment of social and private costsand benefits:an introduction to analytical frameworks (April 16). 1976 (April 23). 11. Costs and benefits case study:the "Sivine Flu" vaccination program of Illustrates the difficultiesof anticipating outcomes of innovative policies, evaluating scientific evidence in such a setting,and associating economic

valuations with the outcomes., _ 12. Costs and benefits case study!'investments in the telecommunicationsinfrastructure in a developing country (April 30). A composite case study baged largely onexperience in. Africa, this case study illustrates issues of very general relevance (for example,'consumption' versus 'growth' and 'income distribution' versus'efficiency' aswell as providing insights into technological planning in developingcountries). 13. Anticipatory planning:approaches to forecasting and planningfor 'discontinuous' change/urban cable television case study (May7): This session discusSes how public'policy in high-technology areas can be 'pro- active' as well as merely 'reactive' and introduces a casestudy on urban, cable television and the franchising process designed .toillustrate and develop this theme. 14. Anticipatory planning:direct brbadcasting satellites (May 14). Further discussion of anticipatory planning,with illustrative lecture on. Direct Broadcasting satellites. Illustrates how governmentsand international agencies have sought to anticipate the practicalimplementation of Direct Broadcast Satel- lites:also provides some insights into thecreation of international agreements about technological issues and the operation of the relevantpublic international organizations,. 15./Discussion of term papers (May 21 and May 28). COURSE SYLLABUS TECHNOLOGICAL CHANGE AND URBAN POLICY

Prof. Mitchell Moss P11.2404 New York University Spring 1980 Grad. School of Public Admin.

Required Texts: Martin's Albert Teich, ed.., Technologyand Mar's Future.2nd edition. New York: St. Press, 1977. G. Boyle, D. Elliot, R. Roy,eds., The Politics ofTechnology. New York: Longman, 1977. New York: Oxford University W. Henry Lambright,Governing Science and Technology. Press, 1976. State. New York: W.W. Norton &Co. ,1975. Donald Schon, Beyond the Stable Washington, D.C.: The Urban Institute, TheStruggle to Bring Technology toCities. Urban Institute, 1971. as a Theme in Landon Winner, AUtonomousTechnology: Technics-Out-of-Control Political Thought. Cambridge, MA:MIT Press, 1977. Course Outline and Reading Assignments:(* = optional)

1.The Future Now (February6). "Politics and Inventing theFuture:Perspectives in Science and 1.1 Todd LaPorte, Review, June 1967. Government," Public Administration Science, 1.2Nicholas Wade, "For the 1980's,Beware All Expert Predictions," Vol. 207, 18, January,1980. 2. Technology and Choice(February 13). 2.1L. Winner, AutonomousTechnology, Chapters 1-5. 20). 3.Alternative Approaches. toTechnological ase (February Technology, Chapters 6-8. 3.1L. Winner, Autonomousand Man's Future, pp. 93-228; pp.354-369. 3.2A. Teich, Technology Technology in Society, 3.3 Harvey Brooks,"Technology: Hope or Catastrophe?" Vol. 1, 1979, pp. 3-17. 3.4 Lyman Sargent, "Utopiaand, Dystopia in ContemporaryScience Fiction," The Futurist, yoi. 6, No. 3,June 1972. 2-24. 3.5G. Bbyle, et al., ThePolitics of Technology, pp. Technology (February 27). 4.The Federal Role in Science and 1-83; pp. 136-209. 4.1H. ,Lambright, GoverningScience and Technology, pp. Walter Baer, et al., Analysisof Federally FundedDemonstration Projects. 4.2 April 1976, R-1926-DOC or W.Baer, Final Report,-Rand Corporation, ," et al., "Government-SponsoredDemonstrations of New Technologies Science, May 27, 1977. 25-36; 68-75; 88-97. 4.3G. Boyle, et al., ThePolitics of Technology, pp. 5.The Management ofTechnology (March 12). Teahnology and Man's Future, pp.229-277; pp. 301-354. 5.1A. Teich, Science and Technology, pp.113-135. 5.2H. Lambright, Governing 109-161. 5.3G. Boyle, et al., ThePolitics of Technology, pp. 5.4 Todd R. LaPorte, "Nuclear Waste:Increasing Scale and Sociopolitical Impacts," Science, July 7, 1978'. *5.5 Alan Mazur, "Science Courts," Minerva, Spring1977. 5.6 Donald N. Michael, "An Aesthetic for.Technology-Assessment," Alternative Futures, Spring 1978, 6.Innovation and Diffusion Processes (March 5). 6.1G. Boyle,- et al., The Politics of Technology, pp. 36-45;76-87. 6.2 David Roessner, "Incentives to Innovate inPublic and Private Organizations," Administration and Society, Vol. 9, No. 3, November 1977. 6:3W. Henry Lambright anti -Paul J. Flynn, "BureaucraticPolitics and Techno- logical Change in Local Government," Journal of UrbanAnalysis, Vol. 4, 1977, pp. 93-118. 6.4Robert Yin,. "Production Efficiency Versus BureaucraticSelf-Interest: Two .Innovative Processes,". Policy Sciences, Dedember 1977.

7.Public Involvement in Technological Decision-Making (March19). 7.1G. Boyle, et al., The, Politics of Technology,pp..164-225; 319-328. 7.2 Langdon Winner, "The Political Philosophy ofAlternative Technology," Technology in Society,. Vol. 1, 1979, pp. 75-86. 7..3Robert Warren and Louis Weschler, "TechnologicalFederalism: Research and Development at the Local Level," Politics, 1972. 7.4 Donald N. Michaeli "On Coping with Complexity:Planning and Politics," Daedalus, Fall 1968. 7.5Hans R. Hussey, "Dealing with the NegativeSocial Consequences of Technology," Technology in Society, Vol. 1, 1979.

. The Application of Technology to Urban.Communities (March 26).. 8.1 The Urban Institute, The Struggle toBring Technology, to Cities, 1971. 8.2 Kenneth Kraemer, "Technology and UrbanManagement': The Power Payoffs of Computing," Administration and Society, Vol. 9,No. 3, November 1977. 8.3H. Lambright, Governing Science and Technology, pp..84-112. 8.4G. Boyle, et al., The Politics of Technology, pp.248-255. 8.5Stephen White, "Towards a Modest Experimentin Cable Television," The Public Interest, Summer 1968. 8.6Peter Blake, "Mickey Mouse for Mayor," NewYork, Vol. 5, No. 6, February 7, 1972. 8.7.Donald Schon, "The Blindness System," ThePublic Interest, No. 18, Winter 1976. 8.8 James N. Danziger, "Computers, LocalGovernments, and the Litany to EDP," Public Administration Review, Jan./Feb. 1977.

9.Time, Space, and Distance (April 9). 9.1Melvin W. Webber, "Urbanization andCommunications," in G. Gerbner, et al. , eds., Communications Technologyand Social Policy, New York: John Wiley and Sons, 1973. 9.2Kenneth Boulding, "The City as an Elementin an International System," Daedalus, Fall 1968. 9.3 Barry Wellman, "The Form and Functionof Future Communities," in L. Bourne, et al., Urban Futures for Central Canada,1975. 9.4 Richard Meier, "The Metropolis as aTransaction-Maximizing System," Daedalus, Fall 1968. 9.5Richard Meier, A Communications Theoryof Urban Growth, Cambridge, MA: MIT 'Press. 1.963, Chapter 3. 10.Role of New InformationTechnologies (April 23). Science, 10.1Lewis M. Branscomb, "Information:The Ultimate Frontier," January 12, 1979. Journal of 10.2B. Dervin, "Strategies forDealing with Information Needs," Broadcasting, Sunnier 1976;- 10.3 D. Bell,"CommuniCations Technology for Better orWorse," Harvard Business Review, May-June 1979. 10.4 Richard Harkness,"Innovations in Telecommunicationsand Their Impact on Urban Life" in G.Golany, ed., Innovations forFuture Cities, Press, 1976. Urbana: University of Illinois, Univer- 10.5Richard Meier, CommunicationStresses in the Urban Environment, Paper. sity of California Berkeley Working Science, *10.6Herbert A. Sim:in, "What ComputersMean for Man and Society?," March 18, 1977. *10.7 Edwin B. Parker, "Networksfor an Information Society,"Bulletin of the American Society for Information Science,Vol. 2, No. 1, June/July 1975.

11.Communications Technology. and UrbanDevelopment (April 30). 11.1 Ronald Abler, "The Telephoneand the Evolution of the AmericanMetropolitan System," in Ithiel de Sola Pool, ed.,The Social Impact of theTelephone, Cambridge, MA: MIT Press, 1976. the. American 11.2Forrest Warthman, "TelecOmmunicationand the City," Annals of Academy of Social and PoliticalScience, ,March 1974. 11.3 Jean Gottmann, "Megalopolisand Andpolis: The Telephoneand the Structure of the 'City," in Ithiel de Sole Pool,ed., The Social Impact ofthe 70ephone, Cambridge, MA:- MIT Pree3s, 1977. City," Saturday. Review, April 1979. 11.4Karl Meyer, "Love Thy 7, 11.5H. Kerbo, et al., "ReestablishingGemeinschaft," Urban Life, Vol. No.. 3, October 1978. Utopian Dreams and 11.6Robert Johansen, et al.,"Electronic Meetings: Complex Realities," The Futurist,October 1978. Metropolitan Areas: *11.7National Research Council,Telecommunications for Opportunities for the 1980's,National Academy of Sciences,Washington, D.C., 1978, pp. 1-38; pp.81-87.

12.Public Uses of TelecommunicationsSystems (May 7). Nation," in 12.1Ithiel de Sola Pool and H.Alexander, '"Politics in a Wired I. Pool, ed.,Tcilkirig Back: Citizen Feedback andCable Technology, Cambridge, MA: MIT Press, 1973. 12.2Kenneth C. Laudon,Communications Technology and Democratic Participa- 1-49. . Lion, New York: Praeger, 1977, pp. Journal of 12.3Mitchell L. Moss, "Ca%le Television:A Technology for Citizens," Urban Law, Spring 1978-. 12.4 Mary Gardner Jones, "TheNew TelecommunicationsTechnologies Answer to Needs;" (Mimeo) . Consumer Information Policy in 12.5Thomas F. Baldwin, Thomai A. Muth,and Judith Sacton, "Public Two-Way Cable: Difficult Issuesfor a Developing Technology,"in Telecom- munications Policy, Vol. 3, No. 2,June 1979. Journal of Communications, 12.6Harold Mendelsohn, "Delusionsof Technology," 1979. Vol. 29, No. 3, Summer The American 12.7Mark Foster, "City Plannersand Urban Tranaportation: Response 1900-1940," Journalof Urban History, Vol. 5,No. 3, May 1979. 13./ Presentation of Papers(May 14 and May 21). 14. CONNECTIONS: Literature, Science, and Technology: A Second Semester Freshman English Course

During the spring 1980 semester, several In the introductory unit we discussed not members of the English Department atLafayette only the two cultures but various directions in College offered an. English 2 option called"Con- science and technology, of which any educated nections:Literature, Science, and Technology."person living in 1980 shouldhave some aware- Visiting Mellon Professor Henry Dan Piper had ness. The primary readingassignment for this successfully introduced a smiliar course for section was the factual account (though itreads seniors during the fall 1979 semester (see like a novel) of the discovery of the DNAmole- STS Newsletter, #16, February 1980, p.16). cule.James D. Watson's The Double Helix Hence five of us Vitelli, Dave Johnson, proved 1111' excellent stimulus for speculative Hans Wirth-Nesher, Susan Ward, andI-- discussions on what man could possibly do now decided to give the option a try withfreshmen. that he has the "key" to life and, more importantly, what he should --and should not-- do As humanists and English teachers, we nat- next. urally chose imaginative writing as the center- and piece of the course. But because English2 The other four units focused on science is primarily awriting course, we did notlook technology as these relate to religion; human to the students for literary analysis.Taking nature, society, and ethics.Naturally, none oi our cue from Dan Piper'sexperience, we these is an exclusive category, nor did we try chose our readings on the assumption thatthe to make it so, but all offered ideas'concerning excitement of discovery could more readily be the urgent issues of our century. To supple- generated by` literature than by expository ment the discussions of the relationshipof'sci- prose. Yet we did supplementthe reading of ence and religion which grewout of our reading novels, plays, and poems with a recent anthol- of Jerome ,Lawrence and Robert E. Lee's Inherit ogy consisting primarily of essays:Frederick the Wind, we saw the film version of thatplay. E. Mosedale's Philosophy and Science: The The writing assignment for this unit, whichin- Wide Range of Iriteraction (Prentice-Hall, cluded readings such as Genesis, "-Freud'Ex- 1979).Containing pieces by some of this plains Religion Away" (an excerpt from The century's most influential thinkers, including Future of an Illusion), and H. L. Mencken on, Freud, Einstein, Russell, Mencken,and anthropology and religion, asked the student Skinner, the collection was especiallyvaluable to attempt a reconciliation of the biblical accoun in that its contents were organizedinto groupof creation with the theory of evolution.(Coin. ings I found convenient in structuring my' cidentally, just as the students completed their essays, a news articleappeared in the Easton course. Express: Ralph Wendell Burhoe, a Chicago I divided the' semester into fiveunits of three theologian had been awarded the $206,000 weeks each (with the last unitbeing one week Templeton prize for his work in reconciling short), During the first week of eachunit, we -.Genesis and barwin. Even deservedly good, discussed a work of literature; duringthe grades were not enough_ to appease my student: second, students gave reports,later developed they felt that since th.ly had. just accomplished into term papers., on individual essaysfrom. the this very thing, they too were entitled to a ram Mosedale collection; and during thethird, we materialistic reward.) focused on writing matters, revising essays which grew out of class discussions andread- In the "human nature" section, we read ings. Burgess' A Clockwork Orange.In conjunction with this novel, students reportedi essays Bomb, crowning the semester with an outrage- exploring such concepts as free vri., determin- ous but sobering vision of our potential.Others ism , the. existence of a soul, and the dehumani- who taught the option "oproachedit somewhat zation of man. Burgess' title, suggesting the differently, using many of the samereadings imposition of the mechanical on the organic, I did but also such texts asLives of a Cell, led naturally to a consideration of man's rela- Frankenstein, Galileo,. Zen and the Artof tionship, to the machine. and the question of Motorcycle Maintenance, "The Birthmark," whether man is master or slave. Charlie Chap-"Rappiccizd's Daughter," Pynchon's"Entropy," lin's Modern Times, shown in connection with Pope's Essay on Man, and Frost's"Design." this segment, comically but effectively reinforced the seriousness of the threat of dehuman- Throughout the course, our role wasnot ization, particularly through the sequence in that of the specialist in science butrather that which Chaplin, at work an an assembly line, of the humanist committed to opening up some is unable to stop his automaton-Like movements of.the fundamental questions raised byscien- even after the line stops.. tific and technological advances whichdirectly relate to changes in the way manlooks at him- All Of the readings in this section ofthe self and the world. The courseadmittedly, course led to a disauesion of man's changing offered few answers, but we do notconsider role in society, and so we opened the nextunit that a failing, for it certainly helpeddestroy by reading Ibsen's An Enemy of the People. biases and stimulate new thinking--all of We talked at, length about people's resistance which gave the students a basisfci'r freff4rit: to overwhelming scientific evidence:that ing and left us with the feeling thatsuch cigarette smoking causes cancer, that seat questions would be well worthtreating further belts save lives, that California is duefor a in an upper level seminar.Probably the best major earthquake. We 'attempted to understand testimony to the achievement ofthis course is the conflict between man's need topersist in histhe students' own comments.Ieslie Koska quest for the truth and.his need tocontinue ('83) represents the consensuswhen she his life free of the disturbances entailedby the writes:"Perhaps the most beneficial thing consequences of discovery. Oneof the more this course has done for me isthat it has pertinent selections froth the Mosedaleanthologyforced me to sit down and reallythink. Never Zen before had I been asked to analyze anyconnec- in this "unit was an excerpt from Pirsig's I am a and the Art of Motorcycle Maintenance, express-tion between science andliterature. ing the intentional.ignorance of technology on chemistry major, so science and thestudy of, the pert of two people who depend on itbut whoscience are indeed an intsgral partof my life. refuse to relinquish the humanistic viewof life Now, however, I have come torealize that I have always had a very narrowview of science. they feel technology opposes. ,Up until this point, I had neverreally contern-k, Finally, with Ibsen's Dr.Stockmann serving plated any of the moral issuespresently con-\ asthe model of the scientist who zealoualyin- fronting scientific development, norhad I even \ sists upon society's acaeptance ofhis discovery given much thought to precedentspreviously but who ultimately may be doing no one a, ser- fought over. *I believed, perhapsrather and naively, that everything just fellinto place, .vice, we discussed the respOnsibilities ethical limitations of the scientist andof society.without any opposition to the consequencesof In this section of the °course, studentsreported science and technology. Afteetakingthis on theoretical eSsays such asBertrand Russell'icourse, I amnow,able to correlate my original views, knowledge gaiz:ed throughreadings, "Can Scientists or Anyone KnowAnything?". As realistic opinion a group we read two worksof: literature: Normanand others' views into a more 'Mailer's Of a Fire on'the Moon and Heiner of what is actually going on.," Kipphardt"s In the Matter of I.Robert Oppen- 0° June Schlueter heimer. The play was followedby Stanley Dept. of English Kubrick's satiric film, Dr. Strangelove:' .or Lafayette College How I Learned to Stop Worrying andLove the Easton, PA 18042 Course Syllabus SOCIETY AND TECHNOLOGY: IMPACTSAND INTERRELATIONSHIPS 1890-1980 Prof. Mark H. Rose SS 261 . Department of Social Sciences Fall Quarter 1980 ,Michigan Technological University

explore the relationship betweentechnological Lectures and readings in this course will century or so. change and the shaping of American societyduring the course of the past Equally, we will investigate the influence ofsocial, political, and economicideas and practices upon the development oftechnical systems. The growthof transportation facilities and urban centers --among severalitems-- will serve as focalpoints, especially as they housing. This course, then,should encourage an have influenced family patterns and --promoting change in some fea- examination of the valuesunderlying-technical networks in tures and persistence in stillothers-- and the counterpartplace of technical values molding the historic dimensionsof contemporary Americanlife. Required Readings (available atthe bookstore in paperback). Carl W. Condit, Chicago,1930-1970: Building, Planning,and Urban Technology (University of Chicago Press,1974). )k, James J. Flink., The CarCulture (The MITPress, 1975). Development of AmericanTechnology Elting E. Morison, FromKnow-How to Nowhere: The (New American Library, Mentor,1977). `Reserve Readings (available on.reservein the library). George H. Daniels, "BigQuestions in the History ofAmerican Technology," Technology and Culture 11(Jan.,1970)':1-21. Thomas P. Hughes, "EmergingThemes in the History ofTechnology," Technology and Culture 20(Oct. ,1979):697-711. .Paper. roughly 8-10 pages in length(typed, double space), Each student will prepare a paper, system such as telephone net- that focuses On the historicdevelopment,of a technological electric, utilities, miningoperations,\or sewerage treatment works, highways, water, gas, or You shotild also seek toexplain plants and on its social,ecoroinic, and political significance. economic, social, and politicalcustoms on engineere,business leaders, the influence of local You might prepare this paper and others who were activein constructing these systems. brief in the form of a report tothe President of a firm in theindustry, concluding with a recommendation. Topics, sourcesavailable in our library,and (two paragraphs) policy and outline of this paper; organizing ideas will;be discussedin Class. A bibliography final approximately 3 pages in length, arethie: during the fourthweek; two copies or the paper are-due atthe end of the ninthweek. Walking Tour: will take a walking tour Provided that our schedule,and-the weather cooperate, we (rougliy 50 minutes in length) of 'one ortwo areas near theuniversity. We want to look etreets, rail lines, and thebridge, at the designand interior arrange- at the location of of building materials'(architecture, broadly ment of homes,Offices, plants, and at the use Hancock- defined), and thui at thehistoric relationship betweentechnology and society in Tgal nruf .,rillto iniriwith me in "reading." technical'artifacts as Slide Essay (extracredit). You might volunteer to prepare aslide essay of historictechnical-social developments, As an illustration, prepareslides -whether in Hancock- Houghton orin another locale., of con- (40 or so should do nicely)and. a brief, accompanyingscript (identification, date significance) of a central electricoperation including prime struction, ,location, and lines, a substation-- and theattachment movers, generators,transmission and distribution purposes if you tt.-/ industrial plants and holiseholdasrliances.So much the better for our are able to locate, say,historic prime movers and "old"electric refrigerators. Class Schedule. What Americans believed:Core Values in Americanlife; Week 1 - Class organization; What is society and whatis social What is technology and whatis technological change?' change? In what directionhave social and technicalsystems changed? and'the Weeks 2 - 4 - 1890 -1917:The Systems Builders:-Business, Technology, Shaping of Modern AmericanCities and Villages in America. . The growth, 'socialpatterns ,Dand arrangeaientof ,"walking Cities". Inventors, Innovators, andSystems: Thomas .A, Edisonand Henry L. Doherty. Electric lines, sewers, oil,transport, and-the reversalof the urban order. industry; the socialbases of the auto's popularity. Early days in the automobilearchitecture, and the sequesteredhome. Electricity, nature] gas, the public and privatetraditions. Going back downtown:Technologists and refdrm in Part I:Liberation? A .day' atConey. Island. Technology at home, due; week 4. Note:20. minute Quiz, week3; draft of paper Lindbergh, and the Herbert Hoover,Alfred Sloan, Chalres Weeks 5 - 6- 1917-1929: fildl'shortages, and social consequences. all-Electric Kitchen.Transport shortages, The persistence ofheroes. Reshaping General Motors. I:. Liberation yet? The modern home;Technology at home, Part Collapse of the economy. The housinfpand autoindustries and incomedistribution. Note: mid-term exam, week5. LoiwY, and the New YorkWorld Fair. Week 7 - 1940-1939:Monopoly, Raymond Technology, business, andpolitics: New Deals for thehigh-ttechnolog-1" The TechnOcrats. Towns,and old ones. . ., industries.Redesigning America; New I 'and Space. . :1 1940-1970: Electricity,the Interstate High Sstem, Week 8 - 9 Winds Messages and thecultal confines of technicalsystems. Technology at war: -The.Egst Part III:Liberation- yet? Suburbia: Technology onthe urban 'periphery, Going, to the,moon. SerVing themselves andmotorists: Engineers inpolitics. . Note; Paper due, week9, . , Society;' Culture; andTech ology in the1910s. Weak la - Wh,at is this Age? sit. '' TechnologIcal innovation andthe pace of economic gro. through technology? 4nergy,, Heat, and the SocialOrder: Are ther,elimits Oa economic growth The idea of the individualin a bureaucraticenvironme .

t.. ry Finai exam during exam wee4...\

. \ . - Jilin Schedule ,-, - Fac Weeps 9-10 Weeks 4-5. , -'Weeks 6-8 Weeks 1-3 7.- ,`" Morison pp. 95-138- Morison, pp. 139-177 . Morison, pp 1-670 Morison, pp. 68-92 Condit, pp. 205-281 Flink, pp. 17112 Flink., pp...113233 Condit, pp. 1-204 Hughes, pp.697-711' -Daniels, pp: 1-21 I, BOOK REVIEW Bugliarello, George and Dean DOner, eds. The History andPhilosophy of Technology: Urbana:University of Illinois Press, 1979.XXXi ,384 p.$17.50.

This anthology brings to print more than and balanced cultural life"(p.29) valued twenty papers_ delivered at the Symposium on philosophy and mechanics, sustained the the History and Philosophy of Technology held interests of these communities and promoted, at the Chicago Circle campus of the University their interaction." of Illinois in May 1973. The symposium, funded by private foundatioa money, was viewed as Nathan Rosenberg's "Technology, Economy, "an end unto itself, an opportunity for histor- and Values" examines the influence of per- ians, engineers, and philosophers to exchange sonal and public values on the development views and to become sensitized to the coritri of technology as well as' the' effePt of changing butions that their own disciplines could make technology on the values themse.,res --a true to the other disciplines" (p.xi). Beyond that, dialetic..While. this was certainly Ef.timely the organizers hoped to bring historians and essay when it was written in the early1970s,-: philosophers of technology together at a time it now restates issues which have been 4.eatec when both disciplines remained in a formative in depth in both the pbpular and scholarly stage and major conceptual gaps did not yet ' press.Yet, as a concise economic interprets- separate them, as had happened with histor- tiOn of technology, values, and choices ians and philosophers of science. that follow from their interaction, it remains . quite valuable, especially for students.' It is very refreshing and in many ways quite useful to have an ,anthology with such enviable George Bugliarello, co-editor of the volume goals:in going beyond the usual disciplinary and himself an engineer, makes .a` strong argu formulations, to addfess questions concerning ment for engineers to study the history of the value-laden decisions inherent iq the, technology in Order to underStand the complex development of technology and thus o examine interactions of technology and cuAure. In from many points of view the historiCal tech- his paper "The Engineer and the'Historian," nology-society dialectic.Unfortunately, only he places the burden on both engineers and about half of the papers succeed in this en- historians to brine £i fully realized history. deavor.- The remainder, while they may make of technology to engineering edUcation and contributions to their respective fields, add asks historians to deal with technology in little to the cross-disciplinary discussion. ways (systematic, data-based) that engineers ; can understand' and-appreciate.While his.- It is not possible to deal with all of the papers torians might counter that their 'most impor- in the volume individually, but I would like to tant job is to help engineering students mention a few which I think will be of most understand history from a non-engineering interest to historians, philosophers, and stu perspectiye, Bugliarello's 'argument provides dents of science/technology/society inter- the basis for bringing the camel's head,well actiond.In "Toward .a Social History of Tech- inside the tent. nological Ideas: Joseph Black, James Watt, and, the Separate Condenser," Arthur Donovan In "Praxis and Techne," Peter Caws tells illustrates how social and intellectual environ- us that "the philosophy oftechnology can ment can influence the developmentof .tech- scarcely as yet be said to exist; What Passes : nology, in this case through attitudes toward for it usually amounts to no more than insert- both the attainment of understanding and the ing technology ... as aboundary condition pursuit of improvement. He shows effectively into some other branch of philosophy . ." how 18th century Scotland, whose"integrated (p.232).Caws' paper is a delightful exceptio He works with the basic conceptof praxis -- and technology reveal theoutlook. of the which he defineb in terms of man's elemental classic schizophrenic). relationships to the material world where he functions and shows how this relates to the This discussionof a- few papers should "planned, purposive, relatively complex ... suggest the diversity to be fottnd in the sequence of .p.raxes" (p.233)called technology. volume., There is, almost literally, something Caws goes beyond the analyticalapproach and. for everyone who is concerned with the his- argues quite effectively by, resortto historical tory and philosophy of technology 'or more example and everyday life. general studies in technology-society interactions. Henry Skolimowski's "Philosophy of Tech- nology as a Philosophy of Man" is a forceful One distinct problem with the book is call to re-examine the positive -valuesassociatedsegregation of the fields.First we are with chapge in western thought. Heexplains - presented with the historical papers,' then why,. haVing missed the="promised land" with the philosophical ones, andfinally with with. Mode rn technology, we must go a short section on "The Futureof Technology." beyond the western world :view shaped bysci- This tends to reinforce the historical -. entific and technical rationality to new percep- :philosophical dichotomy.If the readership tions on the place and uses of technology. were confined to historiansand philosophers, Skollmowski wants to see philosophy of tech- it would not be so serious a problem.' But nology consider "basic presuppositions, assump-the general reader, and particularly the tions, and modes of -thinking, which, atleast 'science/technology/society student, will find in part, led. to our present predicament"ratherthe desired synthesis rather difficult to than being confined to the "comfortable achieve.This is not to say' that the book problems which our analytical techniquesallow fails in its aims, but that the structure, in us to tackle, and therebyacknowledge our representing traditional disciplinary lines, intellectual impotence .. (p.335). While works strongly against them. certainly addressed more to philosophersthan Finally, let me say that the booksuffers to historians, this paper raisesissues that of the need to be dealt with by both. from too great a leniency on the part editors.Given the purpose of the anthology, a number of papers which are very,narrowly A few other particularly provocative papers matter are: Heather Lechtmarrand Arthur Steinburg, focused along disciplinary lines -- no ."The History of Technology: AnAnthropologi- what their pretentions -- would havebeen anthropologists better left out, and some of those included cal Point of View" (Aiming at Yet, and archeologists, they argue that an'under- . might have been pared considerably. standing of cultural behavior conies through even the strictly disciplinary paperswill analysis of a society's technology);Werner serve an important purposeif they warn per- Koenne, "On the Relationship betweenPhilos- ceptive readers of the limits to the narrowly- ophy and Technology in theGerman-speaking focused approach in understanding the Countries" (This is a well-conceiveddiscussion development of technology in society -- a of how social and intellectual forces keptphil- complex process that works on many levels osophers from understanding the placeand and does not confine itself neatly to any one importance of technology in thedevelopment of disciplinary approach. values); and Heinz Von Foerster,"Where Do We Go From Here?" (Suggesting that wemust --Leonard S. Reich learn to integrate world forcesinto our being Thomas A. Edison Papers rather than viewing them as hostile,the author Rutgers University shows that our presentattitudes toward science New Brunswick, NJ

-15- 261 HAMILTON! WILLIAM.: ELECTRIC AUTOMOBILES; ENERGY, ENVIRONMENTAL, ANDECONONI1C PROSPECTS FORTire TFITJAF NEW YORK: NICGRAW-HILL-BOOK CO., 19;r0.

Initiated under contract wiih*the U,S. Department of Energy and conducted by n team at,Generel Resenrch Corporation. the detailed study measures future prospects. advantages, and disadvantages of the electric car.It ;considers technical feitures and costs;: ability to- serve- the needs of driyers: marketing; effects on use of fuels,and energy,air pollution. noise and other environmental, considerations: the resources needed for batteries; and economie,impact. The report is :heavily supported by statistics.Some conclusions are that electric cars could serve the needs of urban drivers 95% of driving days. cost of such ears would remain .higher than conventional vehicles and they would fail to capture as much as 10% of the market in this century. energy efficiency would dOpend on the basic source of energy. petroleum savings would, be enormous with wide-sencl use of these cars. reduced emissions from automobiles; would in large port accompanied by increased emissions from power plants while sulfur oxides in the sir would' increase, wide use would have little economic impact especially on jobs.Finally, the study determines that "a national shift to electric cars to conserve petroleum andimprove,the environment would be far more costly than already - adopted moves M*E*T*A* to low-pollution, fuel-efficient automobiles." HIRSCHHORN, JOEL S. "RESPONSIVE TECHNOLOGY FOR IMPROV- ING U.S. INDUSTRIAL. COMPETITIVENESS." TECHNOLOGY IN MANKIND, ETHICS, TECHNOLOGY, AND THE ARTS SOCIETY 1(NO.4, 1979):287-300. The decline in U.S. industrial competitiveness that encompasses a loss in technological leadership and productivity isanalyzed. RECENT PUBIIICATIONS Hirschhorn considers productivity and competitiveness to be complex measures.Industrial competitiveness is found to .have three distinct aspects:resource competitiveness. technological competitiveness and international competitiveness,.None of these can be BADGER. REID. THE GREATAMERICAN FAIR; THE WORLD'S achieved, he contendS, if we continue our adherence to "autono- COLOMBIAN' EXPOS AND AMERICAN CULITTIE. mous" technology, the "singular." "congealed" technology that CHICAGO: NELSON HALL,ITTEXUS., BIBLIOG./ has dominated recent/ history.Rather, wemiust develop n "respen- Mire technology" appropriate to an age of 'limited resources, ace' A historian of American culture studies the World's Columbian ll0MiC mid political restrnints, and changing socin) values. The Exposition to determine flow it reflected the "psychologienTenki hostility that has chinracterized relations between government and emotional condition of American 'society in the 1890s" and to industry cannot continue.Government must not only repress Interpret its meaning in such a context.Badger considerstile through regulation. but must also fester and stimulnte resenrch "vision of unity" suggesting idealism and order achieved and development./ !through the design, plans. and architecture, as well as the effect of the celebration of technology, factory management., HOLMBERG, STEVAN R.PUBLIC UTILITY RESEARCH: A SYN- and electricity.A need for reassurance is found to be r: major THESIS OF CURRENT ANTidaSSIC ENERGY ANDC031311iTIT directing force as the White City arose out of the swamp. C.Tri-0871TILITY RESEARCH. POTOMAC. NIA-RYLAND: PMII creation of the fairf is chronicled from idea. through organism ion. PUBLISHING CONiPANY, 1979.303P. financing, and promotion, to the actual exhibits.Illustrations are useful with detailed photographs of archlteetnile, the mid- The extensive but unnnnotnted bibliography hasbeen compiled wny, the Ferris wheel, and an effeztiv° shot of the site after to serve as a resource for public policy end managementdecision- way, of demolitiOn. milking in the areas of regulation, marketing,and ownership utilities.Coverage includes journal articles. Iasi articles.books. anddoctoral dissertations largely pi/lilts:ea between 1060-197;9 DUDERSTADT,JAMES J. AND KIKUCHI, CIIICIRO. NUCLEAR\ with "classic"materials prior to 1960.iinginceringnind technic:it POWER: TECHNOLOGY ON TRIAL. ANN ARBOR.tilITT research are omitted.Sections of the bibliography include; public UNIVERSITY OF MICHIGAN PRESS, 1979. 228P.$8.50. 1 utility regulation, operating costs. rate structure, management, mnriceting, finance and accounting, ownership. Two supplemen- The authors are'nuelear scientists who offer a "scientific" tary lists provide names and addresses of stateanilfederal regu- analysis of "the most significant decision criteria" surrounding latory ngenclea as wellas trade associations and research organi- nuclear power policy making:is There n sufficient resource zations. base' for the technology; is It socially and environmentally safe:, is it economically sound? There answers to these three JAKIEL. S. 'JAMES AND LEVINTHAL; ROSANDRA E."TnELAWS questions are;yes; yes: and only ns n transition to an energy OF TIME TRAVEL." EXTRAPOLATION 21(SUMMER I9991; Along the economy based on breeder and/orlfusion reactors. 130-38. wayl to arriving at these answersa useful, if very concise :end persistently upbeat, account of the history, physics. In a graduate seminar in science fiction held at theUniversity` ondltechnology of nuclear power plants'and of the fuel cycle of Buffalo, * students analyzed n number of works and attempted is given. The fraction of the book given over to discussion to distill a set of "laws of time travel" on the order of Asimov's of the proliferation question is Substantial,and the final "law of robotics." Though stories contrndiet one another. chapter eiscusses breeder and fusion reactors in some (knell, twelve laws generally appeared to hold true.Time trnrellers. yet can readily be followed by n genernInudience. S.L.G. it was found. cannot change-history or bring things back-from the future: however, they can change the future and return with artifacts from the past.'flue study by no inenns represents EDISON ELECTRIC INSTITUTE. ETHICS AND ENERGY. WASH- Inspiring in INGTON, D.C.: EDISON ELECTI HTTBSTITUTE7H79.RtP. en exhaustive literature search. but it should prove course'development . $2.50. The ethical questions related to tne decision of nrnions in con- JOIIANSEN, ROBERT: VALLEE, JACQUES; SPANGLER. KATHLEEN. tinue the present course of economic growth and technological ELECTRONIC MEETINGS: TECHNICAL. ALTERNATIVES AND development are considered in n series of essays. Authors look CHOICES. ItEADIRTZ-MASS.; especially at how ethical nttitudes effect the decision-milking pm- CO., 1979.X. 2.14P.$15.95. cams and The impact of large reductions in energy supply on life 'styles.Sam II. Schurr, co-director of the Center for Energy Electronic meetings me defined as those encounters in whirl; Policy Research, Resources for the Figure. discusses theories "viSIIIII images, the spoken word or typewritten message' o, about the convergence of energy, economic growth, and human eisinged electronically by people who any be far ninirt."Eollow welfare. .Luther P. Gerlach views the grow h debate from arsenic \log n survey of the technology of teleconferencing. the volume ,probes the sociel potential or this new technology through pre,:ent.- and grass-roots perspectives.J. C. Arad ury, U.N. technical advisor, relates Europe's experiences 'with severe electric short- ing en fitturo scenario in "Camolin," n rinvtinping nation raping ages. .A Director of Public Affairs Reiicnr h at a power company 262 dn./1/101i.Though optimistic about the utility of trlemoteroncing enalyses criticism of utility docision-nniking. An ndditionel four iin such crises, the authors nschuw more ithipitin visirin- of Its ,articles on energy/environment round in the volume, ;Assets°. Y assist in the clarification of the process of science and technology KRANEBESCI. StILVIN. .ETHICS IN AN AGE OF PERVASIVE policy."Macro" aspects of the management of technology con- TECHNOLOarif GY. 8011 ER.Mr".7 IRSIVITW glass. 1990. sidered Include the economics of technology - government, organi- nirir sational it and D. forecsating. appropriate technology. and the marketing of techno/ogy. The author than turns to "micro" cool The proceedings of a 1114 conference hold In Haifa and Jerusalem polunts such as project selection and management , budgeting Cottons papers by prominent humanists. social scientists. and for it and D. mechanisms for control of technological innovation:" natural scientists.In Part I. authors generally agree thasoclety's and evaluation. current a:Acuities are unparalied in magnitude. interconnected- nests. political coneaquencss. and universal scope. Technologyhas RYAN, CHARLES J. "THE CHOICES IN THE NEXT ENERGY AND penesated modal and political institutions. and Is affected by as SOCIAL REVOLUTION." TECHNOLOGICAL FORECASTING AND well as instrumental in shaping socio',. values. Authors In the SOCIAL CHANGE 16(MAReH 1980):191-248. second session seek ethical systems suitable for the new age. Tra- ditional Judso-Chrtotian *tides. anclent ethics. natural law. a Cleilisation's growth is viewed as successive advances in the "religion of science," ecological lithimt. and "technoethies" are control of energy through energy and social systems.Historically, proposed. The social respoturibUities of scientists. engineers. energy "revolutions" In agriculture and fossil tools demanded architects and Institutions are addressed In the third part. while increased societal scale; traditional social structure was dis- authors in throonoluding section discuss prospects for joining rupted for benefits accrued from wealth and power. However. morality to power. Appended is the "Mt. Carmel declarationof each "revolutionary' society reaahed a critical point at which 1914." drafted in the final working sessions of the conforencs. growth could no longer be suatained, and smaller socictise Its ten tenets urge recogrdtion of the threat at technology andthe supplanted, over-extended large ones. Ryan feels that the need for control.Developing countries are encouraged to avoid selertion'ot fusion or some other large-seals energy form to the follies of the nisei- while developed nations are urged to supplant fosoil fuels would result in increased social complexity adopt "principled restraint" for their own growth. The need for and product similar decline through overextension.Solar "guardian disciplines", to monitor end assess technologicalinnova- energy is seen ma the miens to it smaller-scale, but more stable tions and impacts is stressed. future. SCHRADER-FRECHETTE. K.S. NUCLEAR POWER AND PUBLIC LANG. FRANKLIN A. AND OLESON. ALCCANDRA. APPROPRIATE POLICY: THE SOCIAL AND ETHICii. rilOBLEalreir PISSION TECHNOLOGY AND SOCIAL VALUES: A CRITICAL APPRAISAL. .TuctiNorzar DORDRrCAT. HOLLAND: REIDer-PL 1.1G1611- CAAIHRIDGE. X33.7-nrugarrPagUSMITTZO:7111107 ING CO., 1979.176P. 215P.$19.00. The author attempts a detailed and systematic articulation Disenchantment with the concept of appropriate technology per- of the social. :political, and ethical issues surrounding nuclear vades Part I.Langton Winner. having sketched the intellectual power specifically and pUblIc policy making in regard to tech- history of appropriate technology from Robert Owen to the New nological innovation generally. The central concern Le to Alchemy Institute. suggests that. in purging ourselves of high elucidate the moral charm:nor of the methodologies,like.risk- technology, we may be exorcising the wrong demon. Harvey benellt analysis, that either explicitly or Implicitly underlie Brooks questions whether Phut technology" is necessarily in- discussions of the social impact of low-level radiation. nuclear paverishing or environmentally degrading.In Part U. "Appro- waste, and catastrophic accidents.Ostensibly neutral-critical prime Technology in Practice.programs in several developing in its assessment of the logical consistency of pro- andanti- nations are examined. South Korea's success Is attributed to a nuclear positions, this hook Is more likely to please adherents high level of government-industry cooperation, good technical of the letter than of the former.S.L.G. Ina/ern/Hon flow. and a policy of Importing high technologyand exporting industrial products. China's contrasting programof SCIENCE 201k1.'.452): JULY 4. 1980*. 200P. rural small -scsie industry hi profiled. along with less promising In the opening paces of this centennial issue.William D. Carey ventures in Ghana and India. suggests that in an era of science journalism.Science has taken corseted groat- grandmother who RESEARCH IN PHILOSOPHY AND TECHNOLOGY. VOLUME 2. on the appearance of a "laced end EDITOR: is very sure of hor position, and. despite her great age.entirely WirlitOL T. DURBIN.EgInEW AND BIBLIOGRAPHY of CARL MITCHAM. GREENWICH. CT.: JAI PRESS.INC.. 1979. capable of keeping it." This special issue is itself worthy special commendation.Scientific progress of several eras as re- 403P. corded In the pages of the journal is profiled in fivearticles. followed by a collection of reviews of "present and futurefrontiers" The European contribution to the philosophyof technology is the the Society for Philosophy In various scientific and technological fields.Concluding papers -focus-of the-second volume of the annual of look at the interaction of science and technologywith societal and Teclusology.In Part I. ant Binka. a Polishphilosopher. environment and describes euthypiironics. the theory of adaptingtechnology to man. problem*, examining population. food. energy. Hans Lenk and Ginner Ropohi. contending thatphilosophy should Information. serve as a focal point forinterdisciplinary discussion of technology. SELFRIDGE. OLIVER G. AND SCHWARTZ.ROBERT T. "TELE- outline traditional and contemporary technologicaltheories. 'Daniel PHONE TECHNOLOGY AND PRIVACY."TECHNOLOGY CkesuiUe critiques the work of five French philosophers.including REVIEW 82 (MAY 1980):56-62. Jacques Ellin. who he says Is virtually ignoredin France.Part II offers n selection'ot pepers-read at Society.for Philosophy and Telephone surveillance goes back almost asfar as the inven- Technology panels at conferences helnin theU.S. in 1976-7. Albert inter:uper IdentiDed in a technological tion itself, with the first Inlamous'Acnericen Ullmann writes about freedom and determinism -as a greedy,1889 undertaker..Selfridge and Schwartz contend setting; Edmund Byrne urges a pragmaticrole for the philosophy of that wiretapping is more wide-spread than everbefore --and technology in solving problems posed by technology.The section ndvances in telephone Bernard Oendron likely to batten/ easier-- due to technical also includes papers by Phillip Fenossi on art. technology and continuing tax regulation.Scheming adversaries and Nancy Holstrom on the Msrxist view ofalienation and Michael cnn also misroute calls, take busysignals or create "phantom Zimniernian's "Technological Culture-and the Endof Philosophy." ringing." !lava are to avoid phone booths forImportant mills. A collection of !historical paper, isfeatured in the third part.Wolf-, the authors contnnd.better utility recordkeeping and tighter gang Schedeweidt writes on the Greek conceptsof phisis and government controls are needed. achfito Jacob Klein sketches the history of the concept-nature." A section of papers edited by Carl Mitcham presentsthe thought of VARGISH. THOMAS. "WHY THE PERSON SITTINGNEXT TO tl'OU French social philosophy? Alfred Espiritu andengineer Jacques HATES LIMITAITO GROWTH." TECHNOLOGICALFORECAST- Witte along with letters on Witte by Simone Weil.The concluding ING AND SOCIAL CHANCS 16(MARCH-1986): 243-5e. part of the volume is an array of reviewReticles and bibliographies. The assertion of the authors of Limits toGrowth to the erect Alois Hurling ginner** on the Verein Deutsche Ingenleure's that limits exist' and are inevitable hoemei widespread resistance. sponsorship of a whole spectrum of philottop-hical approaches Those who accept the --limits" view tend to attributethis rests- to technology. Also reviewed areconteMporary Frenoh and tenet to personal greed, short-range thinking. ormindless Dutch neociassist movements and the literature of technology optimism. Vargish..however, suggests that resistance to the assessment (Including a supplementary bibliography). concept of limits Is "almost Instinctive" and 'primitive":. the growth of the economy hits. for our society. hecome synonymous ROMAN. DANIEI, D. SCIENCE. TECHNOLOGY ANDINNOVATION: with personal and social growth. To adopt a limits-to-growth OH10:-ZAID PUBLISH- viewpoint is to deny the intervention of Providence or thefortu- A SYSTEMS APPROACH. COLUMBUS, Own.' ER-Z1980.CO.. 495P. RIBLIOG. itousness of historic process --"the only plan must be our The discussion oi'aspecta of technologies!diffusion is geared organizetions Christine Royadon Judith Miatieholli toward managers associated with high-technology Lehigh University Libraries Library of Cungruaa, (government and private). although thisbasic text serves well to

.?6cr3 -17- TABLE OF CONTENTS

Product Design for a Sustain; Le Future: A Matter of Ethics? - Charles Overby Science and Technology in the PublicAdministration Curriculum - Mitchell L. Moss p. 4 Course Syllabus -Technological Issues in Public. Policyand Administration- Michael Tyler P. Course Syllabus -Technological Change and Urban Policy Mitchell Moss P. 7 Connections:* Literature, Science, andTechnology: A Second Semester Freshman English Course - JuneSchlueter p. 10 Course Syllabus - Society and Technology:Impacts and Inter- relationships - 1890-1980. -; Mark H. Rose p. 12. Book Review - The History and Philosophyof Technology by George BugliareUo and Dean Doner, eds.- Leonard S.Reich .,11. p. 14 M*E*T*A* - Mankind, Ethics,'Technology and the Arts - Recent Publications p. 16

Non-Profit Org. Science, Technology and SocietyProgram US. POSTAGE 327 Maginnes Hall #9 PAID Lehigh University BETHLEHEM, PA Bethlehem, PA 18015 Permit No. 230

41411M1111111INIMME=MiLIMIN SL4ance, Technolo Society,. la ir newsletter devoted to material fict,..Mtenerarea orsMrci, technology, and human values. We publish short articles on the theoretical and speculative aspects of curriculum development, it -depth course descriptions, reviews of texts and audio-visual aids, and current bibliography(annotated). In addition, we welcorile articles on successful techniquesfor such tasks as instituting and evaluating a course or program, arousing (acuity and student interest, obtaining visibility on campus, running a lecture or film series, or editing a newsletter.An "Open Forum" section exists (or readers with questions or comments regarding any curriculum need. Our goal is to help generatenew courses and to provide an information exchangein the STS Bald. Subscriptions are available for $6.00 per year for sixissues. Please address all contributions and correspondence to: Dr.. Stephen CutcUffe, STS Program, 216 MaginnesHall #9 Lehigh University, Bethlehem, PA 18015

264 104 7T

11 I Director: :Steven IL Gold Man, Number 20 Editor: Siephen H. Cuicliffe Novetber 1980

"THE TIME MACHINE":

COLLEGE MUSEUM. COLLABORATION AT WPI

1 Worcester Polytechnic` Institute began to attempts to demonstrate through a project develOP'its program in collegel- museum col-apprOach how science and technology fit into labOration, called "The Time Machine," in an hiStorical and cultural context. Inaddi- 1976: At that time the sten* had just intro-tion to doing traditional research, students :duCed its new undergraduate' degree program ,work in an ambience which honsesunique which included a, requirehient that each Btu-- holdings and artifacts, allowing an exposure dent carry out a project 'relating science andto materials that would not otherwise be technology to some *net of soc4ety and readily accessible.In fact, projects in "The human life.The project was called the Inter-Time Machine" program have met with great- actiVe lualL!ying Pr eject." FaCulty in the :s est success at museums with, adjoining research Humanities :i./Opartment soon explored'the libraries.Cooperative work with approPriate possibilitY of students dOing such projects museum liaisons, whose insights complement at m1106168:In.:the Simmer of 1976, with laitional academic perspectivea, helps stu- rOtiiiieor DOnald JohnSon of the Humanities dents tb learn much about effective Presenta- tion to the public. '0' a , Ment as Coordinator and:with the help

...-,. e'MellOn FoundatiOn; Six fa pity' members Sited'ffinsetims in Massachusetts Withineasy If students receive benefits that would' not reach !=ifT?r#406ter. They talkewith staff be possible in a traditional classroom setting, at the Merrimack, Valley. Textile Museum ;the''Substantial benefits.alsO accrue to the .PeahO USenfri:Of Salem';" the.Warcester museums. Many museums are understaffed Historical OUSetimand Other institutions. Theand cannot devote sufficient time to improv- ;program,, ;'begun in, 1977 with eleVen Studentsing their exhibits, expanding their educa- at fOUr musenMs., -460 expanded ,Cohsiderably. tional programs, developing their library in the pait three Years. ' ". holdings, or doing necessary background research on the collections of their artifacts . , Unlike some colleieh-museum,Programs and documents. More particularly, the tech- which inVolve formal Course work Or 'which nical training of WIVE3 science and engineer deVeloD skills in miii-EnunEiliiii:, this ;program , ing students has proven valuable in the design, as part of a student's -regular academic. load,construction, and mounting of complicated .!

...... exhibits.Collaboration in this program has trial growth of small New England towns has thus enabled museums to carry out significant been the topic of interest at Old Sturbridge projects that might otherwise be neglected. Village. (Sturbridge, Mass.). The formidable Each student project is approved by appro- collection of arms and armor at the John _priate museum staff in the hope of improving WOodman Higgins Armory (Worbester, Mass.) offerings to the public. has provided unique opportunities for pro= jects in the technology of warfare.Students Rather than placing students at off-campus have studied the role of workers in the indus- agencies without close supervision, "The Time trialization of nineteenth-century America at Machine" has placed a premium on the advis Slater Mill Historic Site (Pawtucket, Rhode ing role of participating WPI faculty. Because Island).Because of the diverse needs of all projects are interdisciplinary, it would the respective museums, prbjects have in- be nearly impossible for a single faculty mem- volved varied efforts, ranging from tradi- ber to directprojects. Thus, each project tional research, to public presentations by is directed by two faculty ed.-advisors, one students, to temporary and permanent of whom works in a technical field and the exhibits. other in a humanistic discipline.Because they receive direction and advice' from two 0/PI's collaboration with the Mark Twain faculty members as well as from appropriate Memorial, for example, resulted in a tempo- museum staff, students are able to explore rary exhibit.Students and faculty, advisors more capably the complex interactions among initially conceived a detailed study of. the inscience, technology, and culture. ventions of special interest to Mark Twain. With the serendipitous discovery of the orig- Since its inception, "The Time Machine" inal plans of the Paige Compositor, the only has collaborated with nine museums in the New surviving model of whiCh is housed at the England area. The variety of participating Twain Memorial, the typesetting machine that museums reflects itself in a wide diversity of plagued Twain's life and career became the projects, ranging among the general subjects centerpiece of the planned exhibit. The of literature, social history, maritime history, libraries of WPI and the American Antiquar- and history of technology. Students inter- ian Society provided information on nine- ested in nineteenth-century American litera- teenth-century typesetters and typecasters ture and culture have worked at the Mark via an array of technical periodicals.This Twain Memorial (Hartford, Connecticut). An research provided necessary background for interest in maritime history has attracted a comprehensive analysis of James W. Paige's students to project work at Peabody Museum machine. Research also continued on related (Salem, Mass.), Mystic Seaport Muse= (Mystic,topics:Twain's financial dealings with Paige, Connecticut), and Salem Maritime National His-the three minor inventions Twain patented toric Site (Salem, Mass.).Projects on local on his own, and the relationship between the industry have been conducted at Worcester machine and Twain's A Connecticut Yankee Historical MuSeum (Worcester, Mass:), while in King Arthur's Court.In addition to the development of the textile industry has mounting a full-scale exhibit in the museum been the focus at Merrimack Valley Textile area of the Twain Memorial, students wrote Museum (North. Andover, Mass.). The indus- a fully documented report, which,also func- tioned as a guidebook to the exhibit. The . Science, TeelinuLigy. & Society is u newsletter devoted to material report and the exhibit, entitled "The Writer in the general areu urstnence, technology, and human values. Wt. publish short articles on the theuretieul cull bpeculativv aspects Confronts the Machine," attempted to bring of curriculum development, in-depth course descriptions, reviews together biographical informationlit3rary of texts lull uuditrvisuul aids, and current bibliugruphy (ainotiecd). In addition, we welcome articles on successful techniques fur such interpretation, and technical analysis in a tusks itinstituting and evaluating u course ur program, arousing fuculty and student interest, obtaining visibility un cainpus, run- coherent way. ning u lecture ur film berms, ur editing 11 newsletter.An "Open Forum" section exists for readers with qUestions or iminnents re- gurdit4 uny curriculum need. Our goal is to help generate new Another temporary exhibit resulted from courses and to provide un information exchange in the STS field. cooperation between WPI and the Merrimack Subscriptions ere uvuiluble fur $6.00 per year64' paxissues. Please 'address all contributions andcurrespondence to: Valley Textile Museum. The museum, which Dr. Stephen Cutcliffe, STS Program, 216 Muginnes Hull NO concerns itself with the history of textile Lehigh University, Bethlehem, PA 18015 processing, needed additional information on

2436 dyeing during the period between 1850and discovered, however, that when they stepped 1925. The goal of a student team wasthere- outside the reahns of heraldry and thehistory fore to provide detailedinformation on the his-of the, tournament as court spectacle, neither torical and modern aspect's ofdyeing. Becausehistorians' analyses nor .sources could answer information on this subject was voluminousbutmany of their questions. Onestudent, who diffuse, the students Limitedtheir topic to a read sixteenth-century manuals on horse "caseastudy" approach: Arlington Millsand training, practiced jousting on hisown horse, Lowell Bleachery and Dye Works served'to in- the only way, he maintained, toexperience what it must have been like toparticipate in troduCe dyehouses and processes'for dyeing their research wool.In addition to examining processesby a tournament. After completing which color is added: to raw stock or to woven essays, the team designed andconstructed . large illustrated panels with explanationsof material in a_gray state, studentsal& studied tour- the safety and working conditionsof the dye- various aspects of the institution of the house, thereby observing a contrastbetween nament: the history 9f the spectaclein contemporary worldng conditions and thoseof England, France, and the German states; the past. Related historicaldevelopments alio the Holy Roman Emperor Maedmillan I as received attention:the impact of immigration, jouster; the heraldry of the knights; the demands of armor and weapons used; thecelebration of the growth 'of unions, and the knightly combats in the works of court striking workers. iL liElly analyzing atechnical ridden by process within a defined historical con-artists; and the types of horses` text, the students were ablesuccessfully to combatants. The exhibit, entitledsimply complite a report and exhibit.' "The Dyehouse:"The Tournament," opened to the publicin 'A Treasure House of Color"appeared as an ex-May, 1979. hibition at both Worcester State Collegeand Occasionallyprojects have been more WPI's Gordon Library. technical in emphasis. One such project-was The John Woodman HigginsArmory in Wor- undertaken at the Peabody Museum of Salem at where staff had expressed aninterest in an cester is one of:the more unusual museums maritime whiCh students have worked.As one of the 'exhibit that could be' placed in their Western hemisphere, it hall to explain vividly to visitor howthe largest armories in the wind makes a boat sail. Twomechanical houses an extensive collection of arms, armor, students and martial *artifacts, largely fromthe medievaland three electrical engineering .the undertook to design and construct amodel and Renaissance periods. Foremost among boat, mounted in a wind tunnel,that could challenges at this museum has beenthe placing At the of weapons into the eontext of thesociety that be controlled by an adult orchild. constructed and,wielded them. Thus,the mostoutset, the students were forced to recognize and appreciate the-problemsof trans- project at the museumand one that lating abstract ideas and physicalconcepts danded.a broad range ofhistorical methods understand. tca akecute, analyzed. theEuropean tournament ,into forms 'that the public could to pre-. Hence in developing the exhibit,the electrical the centerpiece of the ,chivalrous life, sub= sent it to the public notonly as a part of the and mechanical design quickly bedame history of technology but also as afacet of cul-servient to the educationalPurpose; "technology for education" became thekey words. tural history. This exhibit 'stemmedfrom the histori- museum diremer's long -standing' interest, in Constructed by the. students, 'the the tournament, which had ledhim to suggest cally accurate model of aFriendship &Imp, that a team of- students` design adisplay arounda lobster boat popular atthe turn of the a major artifact, asuperb jousting suit con- century, can rotate through acomplete Siebenburger of circle and heel realistically in Peewind.It structed In 1535 by Valentin is housed in a large transparent case.By Nuremberg. joggling switches outside the case, a person After deciding to portray thetechnical as- can pull in or let outthe two jibs and main- context of Renais- sail and can turn the boat into anyposition pects of jousting within the in the wind, which is generatedautomatically sance court life, thestudents did much of their in effect, the research in the armory'slibrary.They soon by touching the switches. -3- 26? exhibit teaches a person how to sail.Thus,should introduce the students to the physical the Peabody Museum offered an opportunityproblems of working with artifacts and of to directly engage students in the importanttransforming their technical, historical, and goal of translating maritime technology into literary knowledge into exhibits that educate a form tharwould help the museum visitor the public. gain insight into the branch of cultural activity represented by the Peabody's collec- WPI looks forward to the continuation of tions of ship models and marine artifacts. "The Time Machine," with its benefits to museums, and remains confident that through In recreating the nineteenth-century college-museum collaboration the disciplines of maritime 'life of New England in all its pro- the humanities can contribute uniquely to the fusion, Mystic Seaport is another museum professional education of future scientists and which has offered students a challenging engineers. array of possible projects. The first team to collaborate with the seaport focused on the ropewalk of the Plymouth Cordage Com- L.Malcolm Parldnson, Kent Ljungquist, pany that stands on museum grounds, Assoc. Prof. of History Asst. Prof. of English but which has remained .a static display. By studying the history of ropemaking Humanities Department techniques and by examining the Plymouth Worcester Polytechnic Institute ropewalk, the students were able to design Worcester, MA 01609 and build a' working model of the machinery at the seaport , thereby helping the museum staff to explain to thepublic how .ropes (Further information on "The Time Machine" were made. Another team studiednaviga- Program may be obtained by writing directly tional techniques, again with an eye to ex- to Professors Parkinson and Ljungquist.) plaining to the public a technical skillin an historically accurate manner. As the "Time Machine" program continues, both faculty and students arebuilding on the experience of previous years.At present, students often bring to their projects knowledge and skills required in humanities courses, or they engage in preparatory study before embarking on their chosen project. To prepare students as thoroughly as possible, faculty, in "The Time Machine," with the help of a grant from the Association of American ;Colleges, are now structuring a seminar that each student will take \before choosing a particular museum. The preparatory seminar will examine the nature and role of archery in ,70-: England and France during the Hundred r, Years' War. By first examining longbows, crossbows, and the missiles shot from them , === and by then applying technical, historical, and literary analyses of these artifacts, students should understand. better the role of technology in society. Mandatory shoot- ing at an archery range should help them empathize with medieval archers, while i)11111ilr.,1 visits to the Higgins Armory in Worcester COURSE SYLLABUS

SCIENCE, TECHNOLOGY, AND PUBLIC POLICY *

Indiana University Lynton K. Caldwell Dept. of Political Science and Robert V. Bartlett School of Public & Environmental Affairs Fall 1980

This course will cover historical relationships betweengovernment, science, and technology; organization for science pdlicy in major governments;and political, administrative, and technical procedures through which public policy onscience Lad technology is formulated.International programs for science and technology will beconsidered, and principle policy issues will be identified. This course has two majorpurposes..The first is to foster stu,nt awareness of the significance of.science and technology as soul forces in mods...societies, and to develop understanding of the crucial relationship between science,technology, and government. The second major purpose is to prOvide anoverview and introduction to science, technology, and public pplicy as a field of study,for thope students wishing to undertake further work in this area.ConseqUently, it will be necessary to cover a wide, range of topics with a high degree of generality.Obviously, each of the topics outlined in this syllabus could easily be the subject of a full semestergraduate-level course by itself; nevertheless, our purposes are better served by agreater comprehensiveness of scope.

; This course is organized as a seminar; Iwith the entire course'grade to be determined by the quality of short weekly papers and classdiscussion. Weekly papers on assigned topics should be approximately three pagesin length. A course paper on ,a subject of the student's choosing rth.t be substituted forthree of the weekly, papers at the student's option.This paper nee of be longer than ten to twelve pages andis due no later than November 24. 4 It should be noted that this course is beingoffered on the assumption that the primary goal" of every student enrolling is to learn.Coniequently, we fully expect students to have read each week's material before coming to class, tocomplete writing tasks on time, and to play an active role in the learning process bypaticipaing in classroom discussion. Part of the course grade will depend on whether or notstudents live up to these oblige- tiOns. We have designed the grading system to r..ncouragestudents to learn by doing: any paper submitted on time may be rewritten and resubmittedwithin two weeks of the original due date, with only, the higher gradecounting:- In this way, students so interested may take advantage of insights provided by theinstructors' comments, the class discussipn, and further reflection. A recoMmended reference for this courseis. provided by the pub'ication Science,Tech- nology, and Public Policy: A Guide to Advanced' Studyby Lynton K. Caldwell and Toufig A. Siddiqi. Each of the topics selectedfor consideration during this semester is outlined in the Study Guide.Unfortunately, this Study Guide is no longeravailable for purchase, but it may be consulted at thelibrariea. The following written materials have beenordered through the bookstores and should be available for purchase. In addition to the readings,all students should plan to become regular viewers of two television programs on PBS:Nova and Connections:Technology and Change.These programs will be referred to regularlyin class

-5- 26 ,f) Required Books: Bartlett, Robert V. The Reserve MiningControversy: Science, Technology, and Environmental Quality.With Introduction and ConcludingObservations by Lynton K. Caldwell. -Bloomington: IndianaUniversity Press, 1980: Brecht, Berton.Galileo.,Eric Bentley, ed.Translated from German by Charles Laughton. New York: Grove Press (RandomHouse), 1966., Daedalus: Journal of the American Academy' of Artsand Sciences.Vol. 109 (Winter 1.980) -- "Modern Technology: Problem or Opportunity?" Durrenmatt, Friedrich. The Physicists.Translated from German, by James Kirkup. New York: Grove Press (Random House), 1964. Ellul, Jacques. The Technological, Society. NewYork: Vintage Books (Random House), 1967. Kuhn, Thomas: The Structure of ScientificReVolutions.Second' Edition, Enlarged. Chicago:University of Chicago Pressi, 1970. Medvedev, ZMres A:Soviet Science. Now York: W. W. Norton, 1978. Nelkin, Dorothy, .ed.Controversy:Politics of Technical Decisions.Beverly Hills:. Sage Publications, 1979. Snow, Charles P. Two Cultures and a SecondLook (An Expanded Version.of the. Two Cultures and the Scientific Revolution). London:Cambridge University Press, 1964. Strunk, William, Jr., and E.B,. White.The Elements of Style.Third Edition. New York: Macmillan Company, 1979. Watson; James D.The Double Helix: A Personal Account of theDiscovery of the Structure of DNA. New York: New American Library(Mentor Books), 1968. Zinsser, William. On Writing Well: An InformalGuide to Writing Non-fiction: Second Edition. 'New York: Harper and Row, 1980. Class Schedule and Reading List: September:

1 Introduction. Prerequisites for the course: 1.Zinsser 2. Strunk and White 3.Recommended; Mitchell, Richard.Less Than Words Can Say.Boston: Little; Brown and C 3.1979.

8 Science, Technology and Public Policy:Some Issues. 1.Durrenmatt 2.Brecht

270 ;. -6-, 15 Science as an Aspect of Modern Culture. 1.Snow 2.Steven Mayn &Moody, "The Fetal ResearchDispute," in Nelkin Dorothy.Ne "Creation Verius Evolution: The CaliforniaControversy," in Nelkin 4.-Sheldon ky, "Regulating Recombinant DNA Research,"in Nelkin

22 Scientific ,Work in, Technological Societies:Molecular Biology. 1.Watson 2.Recommended: Judson, Horace Freeland. TheEighth Day of Creation: The Makers of the Revolution in Biology. NewYork: Simon as Schuster, 1979.

29 Scientific Work in Technological Societies :.The Soviet Union. . 1."The Lysenko Affair," Nova, 1974 (Media Center,Undergraduate Library) 2.Medvedev 3.Thane Gustafson, "Environmental Conflict in theUSSR," in Nelkin

October: ,

6 Scientific Work in Technological Societies: What isScience? 1.White, Lynn, Jr., "The Ecology of ,,OurScience," Science 80 1 (November-, December.1979):72-76. 2.Boulang, Kenneth E."Science: OurCommon.Heritage," Science 207 (22-February 1980):831°36. 3'. Recommended: Diesing, Paul. Patterns of Discoveryin the Social Sciences. New York: Aldine, 1971'

13 Scientific Work in Technological Societies: What isScience? 1.Kuhn 2.Terence Bali, "'Prom Paradigms to Research Programs:Toward a Post-Kuhnian Political Science," American Journal of PoliticalScience 20 (February 1976): 151-77. 3.Ii(mommended: Thomas Kuhn. The Essential Tension.Chicago:University of Chicago Press, 1979, especially pp ..2667139. 4.-Recommendect: Imre Lakatos and Alan Musgrave,eds.Criticism and the Growth of Knowledge.London: Cambridge University Press, 1974, tt especially pp. 91-196.

20 Connections Between, Science and Technology . 1. W. 0. Baker, "ScienCe and Technology,". inDaedalus 2..Dorid Landes, "The Creation of Knowledge andTechnique: Today's Task and Yesterday's Experience," in Daedalus

27 The Social impact of Science and Technology. 1.Ellul November:

3 The Social Impact of Science and Technology. 1.Ellul

e? 7 10 Policy Problems of Science and TechnolOgy., 1.Doxi)thy Nelkin, "Science, Technology, andPolitical Conflict: Analyzing the Issues," in Nelkin 2% Jerome Milch, "The Toronto Airportl Controversy," in Nelkin 3.'Dorothy Nelkin, "Nuclear Pwer and its Critics: A Siting Dispute," in Nelkin 4-. Susan Follows, "The Nuclear WasteDisposalControversy," in Nelkin 5.Susan, G. Hadden, "DES and the Assessment of Risk,"in Nelldn 6.Michael Brown, "Setting Occupational Health Standards: The Vinyl Chloride Case," in Nelkin

17 Policy Problems of Science and Technology. 1.Bartlett Rigulation of Science and Technology. 24 Airbag," in Nelkin 1.Judith Peppy, "The Automobile in 2.James C. Peterson and GeraldE. ,Markle, "The Laetrile Controversy, H. Nelkin, Controversial Episodes ," 3.Joshua Ira Schwartz; "Smallpox'tmmpnization: in. Nelkin 4.Deborah Shapley, "Arms Control as aItegulator of Military Technology," in Daedalus David IC: StoUt, "The Impactof:technology on Economic Growth in the 51. 1980s," in Daedalus 1 Decembe:

1 .Sience, Technology, andPublic Policy. 1.. Langdon Winner, "Do ArtifactsHave Politics?" in Daedalus 2:: N. Bruce Hannay and RobertE1. McGinn, "The Aratomy of Modern Technology: Prolegomenon to an Improved PubliCPolicy for the Social Managementof. Technology,"9in Daedalus ; Daedalus 3. Harvey Brooks, "Technology,/Evolution, and Purpose," in

Gov ling the TechnoscientificSulperCulture. 1. Elting Morrison, "The Uncertain Relation," inDaedalus 2.Daniel T. 'Spreng and Alvin M.Weinberg, "Time andDecentralizati,)n.," in Daedalus Professions," 3.Walter Rosenblith, "A Note onEngineering and the Other. 'in Daedalus Controversy," 4.sEdward E. David, Jr.,"On the Dimensions of the Technology in Daedalus

15 Governing the Technoscientificuperculture. 1.Robert S. Morison, "AFurther Note on Talons," in Daedalus 2.Symposium, "Some Issues of,Technology," in Daedalus ilEditor's Note: This courseis a graduate level course butalso open to advanced undergraduates.It presumes that studentshave little prior backgroundin political science, the natural sciences, or historyand philosophy of science.] TM MORAL DILEMMA OF THE SCIENTIST

have just offered, for the fourthtime, an'less relevant to our study, especially/in advanced literature course on the moraldilem-plays,such as Gas and Oppenheimer.) 'ma of the scientist as depicted in modern drama. Contrary tosole,courses, which It is,showever, Faust which show uswhat fade when given repeatedly., thisorfre'grows makes 'the scientist tick, and its k y is the in interest and excitement for me witheach concept of "striving." Faust hasseen "that offering, end as I read; the latest issuesof. nothing can be Iciowit!'!..and des airs of .STS ,I see that the questibns whichfascinate reciting "empty Ivosds".to his St dents. TiFin our literary studies are still being `Having been unable to know the essence of raised by other disciplines. , reality through the traditional disciplines ,o1 the university, he turns to magic in My literature course differs from Henry hopes of quenching his striving:"'tis to Dan Piper's (described,in STS,Nuniber 16), detect the inmost force /which binds the in that it is a drama course, concentrates on world and guides its course, /all germs And the literature of one nation (Germany),and forces to explore--/and band:empty words stresses one .theme among many: thesharac- no more!"It is this: passionate strivingfor ;ter of the scientist and the dilemmaka en- knowledge which makes Faust a model for counters upon striving to know moreof the . our,4 study, and for Goethe thistrait is not World and consicitirinthe moral and .philo-r only s hat distinguishes him, but also what sophical implications of his findings.I teach ultimately saves him..,,Because of hisstriv- khe course in both German and English,(al- ing, because heis fulfilling that God-given most all of the plays are available intransla= impluse (and in spite Of the consequences), tion) and, irY both cases, also discuss some ,he will be saved. significant -British and American contributions, The question of man's pursuing his tb the theme, . cariosity,. of striving to know the secrets of the universe; andlof technologically In outlining the coursehere, I will state burn-. biiefly:I.a basicpremise concerning the applying I./Ss findings is, of course, a nature of the scientist, II.the questions ing one today..Nuclear povier; space w4 ask in analyzing each play, and III:a flights, geneticengineering are all issues syllabus and additional reading list.HoW- which entail thebest and worst of man's ever, becaiisd space is limited, and in they striving nature.- They are hotlydebated,' spirit of what modern science has taught us, and the results are asdifferent as the absolute knowled'ge-spoetical hniges of Goethe and13ertolt namely that "there is no Specifloally, after the Three Mile ..\..there is no,God's-eyeview" (J. , Brecht. Bronowski), I will refrain frompresenting Island 'crisis, the debate .abost man'sstrisis in detail the conclusions'of ourstudy. That ing nature andthe/morality of pursuing it will be left to each colleague Ms;wishes to was clearly heard.' Somesaid we shoUld examine our topicfa's-himself. suppress the drive to'explore and conquer nature, others ,.fearing annihilationof the . noble (yes, noble) drive which hat brought I. THE SCIENTIST man from the Stone Ageto the pretent, .The archetype of thismulti-faceted said that even a meltdownshOuld not,deter from us from developing nuclear energy."Man character in German literature comes said God Goethe and has two faces:I/ a.Faust, repre- errs as long ae he does strive," sentative of "pure science", the seekerof in Goethe's Faust.TheRsiestion which we \' knowledge for its own sake, and b.the must pose and which several Germanpoets \ of the have posed before us ie,can we in the in- sorcerer's apprentice, prime example dustrial and nuclear ages survive when we dangers of applied science, technology, gons survive as men, wild.(While Goethe wrote this ballad in do err? Conversely, can, we 1797 for very personal reasons,it is nonethe-if we don't strive?" -9- 2'?3 II. STUDY QUESTIONS III.SYLLABUS A. Whatis a scientist?Is he a special kind This is arranged for an academic quarter but of person? IS he tin outsider, on theperiph-can easily be taught over a semester.I ery of society? ,Is so, thenis he intentionallyalso include some central quotes from the outside, or is he'shunned and relegated to .a plays and a list of additional titles for an 'special/status'?x Is he different from the rest expanded course, student reports, or of us, or veitter and better? Does hebear extra reading. comparison with the artist? Does he carry :aneXtri'issedponsibility for his actions, or do Week 1 Introduction; Faust excerpts,. . his discoveries stand alone,apart from their "The Sorcerer's Apprentice." possible implications for society? Week 2 G. Buchner, Woyzeck."What B. What is the,scientistis moral dilemmain is Man? Bones! Dust, sand, dung. the works we are analyzing, andhow dici it What is Nature? Dust, sand, dung." arise? Who suffers--oply the scientist, or Another BuChLar quote, froth Danton's . others? Is there a solution offered in the Death, 'is valid for Woyzeck, too; Play? Is it convincing and practical, or only "What is this in us:. that lies, whores, empty hope? 'Can the soltition becarried steals, and murders?" out by the scientiAllimself, or does'itneces- Week 3 G. Hauplmann, Before Dauin. , sarily invol'ye everyone, as Friedrich Durren- "I would like to study the conditk.ons ; matt implies,in Point 18 of his notes on The Physicists:'Each attempt of an individUal of the local miners....In my striving' to resolve for himself what is the concernof I have assiumed something terrible, everyone is doomed to fail." desolate, and machine-like." C.. What is the authorattitude toward the Week 4 G. Heiser, Gas I and II."Gas probleais of his own play? Does he have the magician works for you....Tell sympathy with the, hero or protagonist? Is me, where can I find Man? Whenwill he a moralist, and if, so, does the playbe- he make his appearance?" come pathetic, or lessforceful as a result? Does the author believe in a solution, oris Week 5 B. Brecht, A, Man's a Man. he writing more out of 'despair?How does "Here tonight a men will be dismantled he treat the theme of science inmodern life like an automobile without suffering in --what kind of a literary form does heemploy? the least....Modern science has proven that everything is_relative." These questions are presented at the beginning of the course to initiate thoughtand Week 6 Mid-term; ,Showing and Discus- guide the students as, they approacheach sion of "Knowledge or Certainty,", play. As our study progresses,however, Chapter 11 of Jacob Bronoviki's other, deePerqUestions arise, such as the book/TV series The Ascent of Man. exciting affinity between artist and scientist. Both characters, it turns :out, are passion- Week 7 B. Brecht, Galileo."My inten- ately asking.the same vital questions:"How tion is not to prove that 1. was right much can I through my experiments [both but to find out whether I was right. scientific and literary] learn about the Are we, as scholars, concerned with nature of man, and thus about'Myself? What where the truth might lead us?" is reality, and with how much'certainty can I.describe it?Is the world possessed of an Week 8 M. Frisch.,. Thechiriese Wallw ultimateorder which I can help to expose?" "We find ourselves,' gentlemen, in the ON ONE FOOT age of the hydrogenbomb , the cobalt bomb ....For the first-time we face the choice whether mankind wir continue to impatient man accosved a exist or- not." Once upon a time an sage and askedhim to teach him whilestanding on one foot all of God'ssctipture. A patient man,the Week 9 H. Kipphardt, In the Matter ofJ. challenge and, standing onone Robert Oppenheimer."What kind of sage accepted the others what is hate- people are physicists? Can a man be foot, replied: "Do not-do unto ful to you. That is the wholeof God's teaching;a taken apart like a firing mechanism? Now go and study." ....Is there one-hundred percent the rest is commentary. security" Can we forbid a govern- I have had reason to for During the past six years ment which provides fantastic sums reflect upon that story manytimes. Twice a week research to have the results at its I lead a rag-tag mobof a hundred engineering disposal?" students into a confrontationwith themselves. I take them to the abyssof their own humanness,to Week 10 F. Durrenmatt, ThePhysici9l.3. the edge of their bravado,and bid them lookdown. "Are three murders we committed le) I joke, I cajole, I entertain;and when they laugh stand for nothing? Either they `were so hard they'll losetheir balance, I whirlthere sacrifical killings, or just plain murders around to show them themselves.An impossible Either we stay in this madhouse or the task certainly. A jobfor a fool: to humanize a world beccmes one.Either we wipe the humanities, whilestanding ourselves out of the memory of mankind group that scorns or mankiPd wipes outitself." on one foot. Long and often Ihave pondered theirsouls: ..)nal Titles whether it is possiblefor me or anyone to change attitudes so, deep, soold, in such short order. ,Avorence and 1915 Scopes Monkey Trial. ambi- Robert C. Lae They prefer numbersto people, accuracy to Inherit the Wind. guity, power to compassion.Calling themselves Peter eartiar English nobleman believing tamed! to be "misunderstood", they clingtogether, partly out The Ruling Class Jesus Christ is given shock treatments need for warmth --like a -by Garman scientist. of fear, partly from a huddled around a fire Joe arton Bizarre happenings in psychiatric clinic. band of space-age cavemen, What the Butler Saw in the cosmic night. -z Carl Zuckmayer Based on Klaus. Fuchs story of scientific do Cold light espionage. Again the parable."What is hateful to you, commentary." Thortton Wilder Frisch wrote his Chinese Wall as a counter- not do unto others.All the rest is The Skin of our Teethbalance to this play. And so it isfroth 'finite Earth' to 'clubof Rome'; All the Kph Abell Scientist has second thoughts about atomic from 'solar furnace' to'nuclear boothf. Days on a Cloz4 research. slides and all the graphs:just so much commentary which all Georg Keiser First part of Cos trilogy. on a central truth,an ethical core from The Coral our separateactions and activities mustradiate. Benoit Brecht Praise of man's technical prowess. The Ocean Flight How to make them seethat: that is theproblem. Benoit Brecht Countertialance to The Ocean Flight. urges To make them doubttheir own certainty, tomake_ Baderter Play of dessphasis of technical abilities and sur- god, Agreement render of individual talents to mdlective. them doubt thesanctity of the corporation for a moment, To sow Robert Jungle Subtitled "The Fate of the AtoceiC;If lord of industry, if only Brighter Than a Researchers." the seeds of doubtand of hope. "Now goand Thiniscuid Suns study," -Warner lielitenbarI The philosophical implications of modern Physics S\Philosophy science. It is said (to returnto the parable onelast time) Jacob Grunwald Development of science and its impact on discoursing on one The Ascent of Non otir worldview, that as the patient sage was foot, a rival passed andridiculed his foolish pose. LAeven Bertman, Prof.of Classical Allen E. Hye and- Languages Prof: of ModernLanguages University of Windsor Wright State University Ontario , Canada N 9B 3P 4 Dayton, Ohio 45431 WindSor, -11-275 ELEMENTS OF TECHNOLOGY IN A LIBERAL EDUCATION

1980 marks theend of a decade of steadily and of service as resource personnel for ,increasing interest in the interactions among humanist and social science faculty, rather science, technology, and society, an interestthan full-time teaching of STS courses by that has come to define the STS field.To engineering faculty..Perceiving this as an date; there are over 200 formal academic pro-increasingly serious gap in our own STS grams and at leaSt an equal numberof infor- Program, we sought external assistance for mal course clusters serving this area of the development of a package of new courses interest at ev/eri level of higher education that would be taught by senior science and programming. Concurrently, an increasing engineering faculty. number of journals and newsletters ,.among _ them this one, have come forth to service _InMay-,the National Science Foundation's __theseeprograms , -providing -an outlet for re- Comprehensive Assistance to Undergraduate search activity and information dissemination.Science Education (CAUSE) Program awarded In spite of this steady growth, it remains theLehigh a $240,000 grant ill support of a case that the majority of STS courses arelo- three-year project to develop six new co arses cated within-neral arts colleges or in the designed with a view to providing students humanities and social science departments of who do not plan on majoring in science or engineer lag institutions.While these coursesengineering a means of becoming familiar with provide valuable humanistic and social the basic elements of engineering and of its science interpretations, both of the roles incorpOration into modern high-technology played bY science and technology' in shaping society. A separate "gateway" course, not contemporary society and of the roles played funded under the CAUSE grant, entitled -by social institutions in shaping the direc- Introduction to Technology' is presently tions of 'scientific research and technological being developed by Dr. Adrian Richards developrserent, very few directly address the (Professor in the Departments of Civil.Engi- issue of technological "literacy". That is, neering and Geological Sciences and Co- few STS courses seek to present the central directorof the project). This course will elements of engineering; seek to explore in provide liberal arts and 'business students detail the distinction between technology as .awith an Understanding of the unique and Social process and the technical problem- complementary elements of engineering with- Solving activity called engineering that is -out using, mathematics. Emphasis will be embedded in that proceee, by starting from placed orishowing how engineering provides an analysis of engineering concepts and en- technological solutions to problems in a high - gineering techniques. Such an approachis technology society, while at the same time especially important for the non-science/ being constrained by societal, parameters , e.g. , engineering student in today's high-technology economic, legal political, or moral constraints. society.In this sense, 1980 also marks the This course is planned to serve as an integra- Opening of a new decade of opportunity for tive function for the more specialized eourses STS curriculum development focused on the to be developed with the NSF CAUSE support. elements 'of engineering. At this point, four of the six faculty for Lehigh University has developed an exten- the NSF project have been identified. Dr. Alan siye STS curriculum duringthe past decade, W. Pense, Professor of Metallurgyand Materials The but like most other institutions,the majority '"- .Engirieering, will offer a course entitled of our courses are taught byhumanities and Regulation of Public Safety.It will trace the social science faculty. Although we have longgrowth of regulation for public safetyinthree hactt,he intellectual support of our College of intensively technological induatries:boiler ,Bngineeringand Phys:i.cal Sciences, this has and pressure vessel construction, bridge con- / normally taken the form of guest lecturing struction', and nuclear power and power plant 276 background will to gain insight into thebehavior of the SET construction. An engineering systems. An emphasis onboth quantitative not be assumed, and theelements of mechanics qualitative judge- and strength of materials necessaryto under- modeling and underlying regulations discussed ments will be facilitatedby concentrating on stand the nature of the it is in- problem areas which are'currently of major will be an early topic ofthe course. interest and will probablyremain important tended that the approachwill be sufficiently throughout the working careersof present quantitative that the student cancalculate day students, e.g., energy,pollution, margins of safety and candetermine the engineering choices to. be made inappropriately natural resource depletion. simple cases. Such calculationswill supple- are of the course and Proposals for two additional courses ment the conceptual parts currently being soughtfrom Lehigh faculty. will be designed to show theextent to which yet been quantitative solutions to complexproblems can Although no final decision has subsitute for subjec- made, plausible topicsinclude industrial and cannot be used as a robots, space engineering, energytechnology, tive value judgements. and medical research. Thepackage of new Professor of Chemistry, courses will beintegrated into Lehigh's Dr. Ned Heindel, Science, Technology andSociety Program will offer Chemistryfor the Consumer, a whose Director, Dr. StevenL.. Goldman, course that wouldtreat such sociallysignificant grant. chemical issues as the useof food additives, is Project Director for the licensing and manufactureof drugs, plastics, general of future energy This set of seven courses, one paints, and the chemistry and six specific, willoffer students, espec- sources. Thetopics treated will be used as major in science interest in chemical ially those not planning to means to-excite student or engineeringfields, an opportunity to ac- concepts.For example, detergentsoffer an of the fundamental ideal vehicle for teachingthe relationship be- quire an understanding bonding type e and elements of engineering. Atthe same time, tween chemical structure - and those science and.engineering students who chemical properties.In this way chemistry take the courses willbenefit from a clearer its laws may be related toimportant societal understanding of the social contextof their problems, "painlessly"-instruction the student disciplines. The challenge aswell as the in both. excitement- of the project liesin the necessity of developing courses whichteach substantive entitled Urban Designand qualitative manner so A third course, offered by Dr. Lynn technical concepts in a the Skyscraper, will be that they'are understandableto the non- Beedle, Professor of CivilEngineering. The quantitatively-oriented liberal artsstudent. objective of the course will beto present the decision making, parameters that affect the In conjunction withthe course development the planning, thedesign, the construction, phase of the project,Lehigh will sponsor a and the operation of tallbuildings, considered fundamental ele- bring together manydisciplines national conference on the as systems that engineering. The course ments of engineeringand how they might best within and outside of be taught to non-sciencemajors in a will present to thestudents the primary pro- thiS and commonly used qualitative manner.The director of fessional tools available to, conferencti will be Dr.Richards. It ishoped by, the variousengineering specialtiesinvolved conference within the total urban that the paperspresented at this in tall building design would define a suitabletext for the introduc- context. tory course currentlybeing developed.;At Schiesser, Professorof the close of thethree year grantperiod, Dr. William E. will offer the fourth Lehigh will hold ase4ondconference forthe Chemical Engineering, disseminating to otheracademic course, Modelingand Simulation ofSocio- purpose of Systems UsingCom- institutions theresults of the overall prOject. Economic Technological have as itsprincipal puters.The course will about the CAUSE pro- objectives an introductionto: (1) theformu- Furtherinformation\ models for complex ject, the conferences,\or the STS Program can lation of,mathematical (SET) systenis; be obtained byvriting to:STS Office, -- socio-economic -technological #9, Lehigh University, (2), the detailsof programmingof SET 327 Maginnes Hall 'computer language; Bethlehem, PA 18015or' by calling (215)- models in a standard S. El, C. ,editor. and (3) the executionof the model programs 861e.3350. TRANSPORTATION AND THE CITY

Howard L. Preston, Automobile Age Atlanta: TheMaking of a Southern Metropolis. Athens, Georgia: University of GeorgiaPress, 1979.xix, 201 p.Illus. , maps, tables, $15.00 Carl W. Condit, The Port of New York: AHistory of the Rail and Terminal System from the Beginnings to Pennsylvania Station.Chicago:University of Chicago Press, 1980. xvii, 456 p.Illus., maps, tables, $29.00. Both of these authors would readily agree onto make it the leading regional center of the the importance of transportation in determiningsoutheast for the automobile industry. the forai and much of the quality ff urban life. Both recognize that changes in prevailing Automobile ownership in Atlanta jumped type and efficiency of the intra- and inter- dramatica'ly in the following decade. By the urban transportation systems have had a' pro-1920s Atla.a.ta suburban developers ceasedto found effect on cities during different time be concerned whether public transportation periods. From that starting point, however,was available, for perspective residents.Street- they go off in strikingly different directions.car ridership fell sharply, as it didelsewhere, Howard Preston, in examining' earlytwentiethand traffic congestion in the central business century. Atlanta, takes the technology as a district became a serious problem. The busi- given. :There is no mention of improvementsness district underwent considerablechange in the:speed, reliability.: and convenienceofas many general kinds of landuses,5such as the automobile; the methods of its manufacturegrocery stores and gas stations,shifted out- which greatly reduced its costs; or advances,ward and, high-value specialized functions in road building and paving.The book appeared.There are several valuable maps focuses on evaluating the impact of the car plotting the movement of specific linesof on the form and structure of thecity. Carl. business. Condit, on the other hand, concentrates pri- wrily on changes in the technology of rail In the process of outward expansion the transportation and related technologies in city also reinforced and increased its racial bridge and tunnel building.Condit points segregation. The main axis of fashionable out the impertance of these technologies in'im-development in Atlanta was 'northward. A proving the efficiency of freight and passen-combination of deed restrictions and zoning ger traffic around New York harbor,but thelaws completely excluded blacks from that emphasis his distinctly on the technologyitselfentire quadrant of the city. 'There were some poorer immitations of suburbandevelopment Preston argues that urban historians have blacks on the west side. The discussion neglected southern and western cities whichon the black suburbs, unfortunately,lacks became major metropolitan centers in recent the detail and sense of concreteness ofthe decades.In such communities the horsecar white suburbs. Preston make§ the point,that and trolley exerted lesS influence than they Atlanta blacks lived in new homes insteadof did in cities of the northeast and mid-west. the hand-me-down flats and tenements Ofthe He offers Atlanta as a case, study torectify north.But, there are nopictures of these this imbalance.4. t_ the turn of the century homes and the significance of hese differ- Atlanta was still _a relatively small city of ences for the quality of lifeis not demon- 90;000. A key vent stimulating Atlanta's strated. On the whole this is:a useful case deVelopMent and\ promoting lar ownership study of the impact of the automobilein one was the 1909 National Automobile.Show hostedcity.There are some excellent maps and by the city.,It was the. first time the annualillustrations.Aside from the inattention to show was held anywhere besidel NewYork ortechnology, the book in some places is rather Philadelphia. The auto show providedthe general; a slightly longer study might have city with publicity and visibility whichhelpedbeen more valuable. 2 73 In Carl Condit's estimation, thefour great-Bridge to the extensive yards of the Long est works of building art in America are:the Island Railroad.Condit details the plans Brooklyn Bridge; the Grand Central andPenn-and execution of this entire projecttogether sylvania Railroad Stations, and the NewYork with the electrification of the lines which was subway system. Of these four, heholds Penn necessary to carry the trainsthrough the Station, together with its tunnels,bridges, long tunnels. yards, and electrification apparatus tobe the premier building project in the country's Some readers may see limitens to the study, but this depends on the reader's per- history. spective and background. In placestechnol- The water system which helped makeNew ogies are discussed, but their significance York harbor the world's largest andousiest is net explained, as in the case of thelocomo- port also impeded the movementof pnesengers tive types used on the major railroads.On and freight around the metropolis. By the the other hand, when Condit discussesthe late nineteenth century,twenty major rail development of automatic interlocking lineS descended on the narrow penninsulaof switching devices for the rail yardsand the Jersey City andHoboken,while only three linesmethods for electrifying the railroads, the entered Manhattan. Despite extensiveenlarge-advantages of different techniques are ex- ment of the New Jersey facilities, the1:v11c/trig plained in detail.Condit relates the evolu- Of Grand Central Lepot, and theimprovement tion of the transportation network tothe of the Long Island railroad, the immense con- growth of Manhattan and the portret:ion, gestion remained. The harbor was atangle of and places the building of the railstations car floats, ferries, lighters,and ocean-going in the context of the great monumentsof vessels. The problems of the large andrapidlycivic architecture of the era, butthe rich- growing metropolis required solutions onheroicness of detail is clearlyreserved for the. scale which imaginatively utilizedthe latest technology itself. technologies. Professors teaching courses intii4ehistory and Condit demonstrates how newtechnological of technology, technology and society, breakthroughs in the late '80s and the'90s cameurban history will find much of valuein together at the outset of the newcentury to both of these volumes.In paperback, Preston would make suitable readingfor create a viable solution on ascale commensurate for with the vast metropolis which wasemerging, undergraduate courses, particularly rail network for any course centeredaround the role of the and to establish an integrated provides a goodi the port which linked Manhattanwith the rail automobile.Condit'swork, lines of the northeast. Thetechnologies were source of lecture materialfor a variety of interlocking automatic courses.As with his other work, heshows in tunneling, bridging, particularly elactric switching, railroadelectrifieation, and .the impact of technology, steel framing. All of thesetechniques were electricity, on the changing structireand utilized on a vast scale for thePennsylvania form of ,the city.Condit's main contribution is to demonstrate the convergenceOf a Station project. number of major technologicalbreakthroughs problems of the Between 1900 and 1916 thePennsylvania in solving the transportation Railroad, using its own resources,built a rail country's largest port. line from Newark across themeadowlands, dug a tuenel under theBergen Hills and the Hudson River to 34th Street and SeventhAvenue in New and engi- York, erected there au architectural Roger Simon neering masterpiece inPennsylvania Steton, continued its tunnel across Manhattanand then Assoc. Prof. of History .d danger- Lehigh University carried its tracks over theswirree Bethlehem, PA 18015 ous waters of the EastRiver or the.elell Gate TilEPOWER TO CHANGE

An Audio-Visuel Review

Appropriate technology (AT) is fast becom- Whether appropriate technology can beproP- ing a practical alternative to today's often itable is answered in the affirmative by the .centralized bureaucradc, and highly energy-experience of Encore, a San Francisco-based, consumptive society."The. Power to Change"bottle recycling company. Encore collects, provides :a Convenient twenty-eigh l. minute washes, sorts, and sells "revitalized"bottles, introduction to AT in the United States in a back to local wineries --all at a profit-- in a 16mm color film format. The movie -subtly-- project particularly appropriate to California. introduces the viewer to the basic concepts Whether-the opportunity to engage in AT on a through a series of mini-sketches of AT practical business level will spread will de- projects.These segments are linked togetherpend as increased public awarenessand . by Joanne W.00dward's narrative and brief acceptance, such that significant marketsfor clips of;observations by George. McRobie, AT products will develop enabling small Chairman of the Intermediate Technology busi, .asses to compete successfullywith larger Group (London),, which are interspersed corporations. This theme is developed by the through the film: president of Aero Power systems, a small, i producer of wind-powered electric generators. All over the country small family-size farms are rapidly disappearing, economic The importance Of solar energy is oneof victims of large-scale; agribusiness farming, the major argument's in theAT promotor's typified in the film's early footage by a intellectual arsenal:- To support this view , Mechanical tomato picker. The Vine Street three successful .applications byNebraska Food. Fair in Nashville, Ten4eseee,,isofferedfarmers for grain drying, barn heating, and as an alternative.Food Fair is part of a a' greenhouse that also serves as anaddi- southeast regionarAgriculttiral Marketing tional source of home space heating are Project in which farmers sell their produce briefly depicted.Here the theme is technor directly to the consumer in a neighborhood 'logical ingenuity in contrast to complexity, market setting, thereby eliminating middle- although clearly technical sophistication may men costs for both producer and consumer well b- necessary in AT developments. An and offering some reasonable hope for the exame of euch a situation isprovided by the development of theWindmobile, a very smaller farmer. sophisticated electric automobile making use Shifting from to urban America, a of aeronautical engineering design and I second segment of the film emphasizes local building techniques. self-reliance in a city setting through a de- pi ion of the Bronx Frontier Development A modern-day analog of the traditionalNew Cc .poration which operates a large-scale England barn raisin ; closes out the film when composting operation and open-spf7-.?. a group of Cape Codders buildand trium- gLeening project.Scenes of gardei's and phantly raise a 4000 watt windgenerator. playgrounds in a revitalized neighborhOod In the final frames, the owner (and presum- show what can be done with a.minimuI of ably:the .audience) basks in the warm glow of otherwise waste-resources' when peclalo are the electric light generated by thisnewly willing to expend the necessary effort. The erected windmill. sense of community .spiritdisplayed 'in the urban Bronx project is also the theme of a Despite this positive ending, there remain planned, suburban solar cogrimunity in Davis, for me several limitations to the film."The' California.Here the emphasis is on energy Power to Change" clearly shows what cantyi conservation (50 80% of the community's done with AT; however, the social,political, space-heating and cooling needs are .prci- and econornii0oices_ and decisions which'must .vidoci by solar) combined with the humanistic precede an, i accompany the technicaldeVelop-. value's inherent in cooperative gardening; ments will ultimately be more important and recreation. and transportation. more difficult. 'In discussing thesepoints -16-- 260 the film is less explicit, although still ade- producers clearly intended onlyto focus on quate, than it might be, leaving muchanalysis the U.S. experience, itwould still appear to the audience to be aided only by abrief to be an important oversight.We are already list of discussion questions and projects in an too insular in this country,and there is rio accompanying study guide. need to compound the problem.The AT movement is much broader.Hare again, despite There are two other areas in which the the omission, a goodclassroom instructor Mm is less informative than one might expect. should be to agument the film onthis Unless the viewer is extremely familiarwith point. the background and principles of AT --the conservation of resources, self-reliance I raise these points only tosuggest that and independence, gentleness to the eco- a certain modicumof caution and extra prep- system, low-cost, laborintensiveness, aration will be necessary inusing the film decentralization, small- scale, durabiZty, with some audiences, for whatwill be ob- and creativity-- he orshe may have to vious to one group may not be toanother. struggle a little to see the wholepicture, Otherwise the film is well-pacedand provides for the film does not clearly state theseideas a very human look atwhat is coming to be a up front.Rather they are more subtly very viable alternativeto a large-scale, `brought out by the different film segments. wasteful mass-society (it might evenbe its In classroom use, a goodinstructor might salvation) as well as a goal fordeveloping find this to be of little consequenceby nations. adequately preparing'the audience,perhaps even choosing to takeadvantage of the vagueness as a way to bring outand drive "The 13,:.9wer t3 Change" is availablefrc.n home each of the points.Here the study Third Eye Filar ,12 Arrow Street, Cambridge I, guide is also useful in providing abrief MA 02138 (517-354-1500) for purchase at$425 outline of AT's principlecharacteristics. or rental at $40, which maybe applied toward .4e purchase price.In either case A' more important considerationis the there is a $5.00 handling fee.; A short guide failure to. discuss AT in the contextof accompanies the film andincludes study- developing nations.It is here that thG move- questions and. suggested activities asnoted, ment gained much of itsoriginal impetus and as well as a briefbibliography of standard will have much of its futureimpact. Thus, AT sources, periodicals, andorganizations. it seems strange that this is notreally dis- It also contains a brief summary of thefilm cussed. Except for severalbrief appear- and(-description of each of the feat?fired groups. ancesby.George McRobie, a casualunin- Taken as a whole, the movie is wellworth' formed student could come awayfrom the considering for use in the classroom orfor film thinking that AT was amovement in- community and ,service groups. vented by and only applicablein the highly industrialized United States.Although the SHC,', Editor 00000000000000000000000000.00 International Er7ineering EthicsProject other than their Ethical dilemmas facingengineers practicing in a culture own is the topicof a current research project.The study will identify- and collect information concerningethical conflicts that can arisein all areas of engineering work --design,implementation, management andinteraction with local personnel and institutions. of Individuals who can contributeto thiF, study are askedto contact either the Co7Directors:Professor E. C. Jones, Dept.of Electrical Engineering, .4. 50011; orProfessor C. A. Smith, Dept. Iowa State University, Ames; All of PhilOsop hy , Universityof Missouri-Rolla , Rolla,Missouri 65401. information received will be treatedconfide-tidally.

-17- 281 SIG- CANTORE, Et'RICO.SCIENTIFIC MAN: THE HUMANiSTIC NIFICANCE OF SCIENCE.NEW YORK:ISH PUBLICATIONS, 1977. .16TP.--$20. 00. A Jesuit and Director of the Institutefor Scientifir Humanism, Cantore considers science a fundamentalactivity of man, an essential factor in his history, and necessaryto his self-fulfillment.At the same time, he believes thatscience alone cannot explain man's place in the universe.The scientific process and its meaning for humanists is explored atlength, with liberal toe of evidence provided by quotations fromworking scientists through the centuries.Ceiling for a new synthesis of theknew ledge of science witthe reflection of philosophy, Cantore concludes that "scieece is humanistic only tothe extent that man develops the potentialities of the spiritthat gave rise to science e elf and keeps it thriving today."

FRIEDLAND, WILLIAM H.; BARTON, AMYE.: THOMAS, ROBERT J. MANUFACTURING GREENGOLD: THE CONDITIONS AND SOCIAL CONSEQUENCES OF LETTUCEIleleVEST NIECHAffin- T10117-UNIVERSITY OF CALIFORNIA. DAVIS,JULY 1978. 157P. The term "mechanization of agriculture"does not take into account the peculiarities in growth orhandling of individual crops that may impede or encouragemechanization.Mechanical means for harvesting lettuce are presentlyavailable. but have not been widely adopted. The authors' analysisreveals that en important necessary condition-adequatehandling methods - has not yet heen achieved. Among projected social consequencesof mechanization M*E*T*A* are fewer seasonal workers and aconcentration among grower- shippers. HARDIN, GARRETT. PROMETHEAN ETHICS:LIVING WITH MANKIND,ETHICS, TECHNOLOGY, AND THE ARTS DEATH,,COMPETITION AND TRIACT.-MATTLE AND LONDON: UNIVERSITY OF WASHItTaltN PRESS, 1980. ,,82P.$7.95. As in earlier writings, Hardin argues for thesocial necessity RECENT PUBLICATIONS of such unpleasaiitries as abortion, triage,and deathto counter explosive population growth.His "Promethean ethics" stresses quality over quantity of life;"The task of Prometheus is to BARBOUR, 1ALN U.TECHNOLOGY, ENVIRONMENT AND HUMAN know vicariously ahead of time what is too muchof a good thing VALUES. NEW YORK: PRAEGER PUBLISHERS, so that we do not make the mistakeof striving for the bad of 331P. too much good." The widespread 'belief that manhas a "right to breed" and also to eat is in Herdin's view aformula for war, The 1980s ,will see tradeoffs among goals forenvironmental a "tragedy of incompatible rights."Competition for scarce re- . preservation ,'economic growth, Jobs, and health.Making these sources is inevitable.To guide allocation, Hardin suggests the choices ineelVett selecting among conflicting values.Barbour adoption of "triage," a system originally devised toclassify war identifieS and surveys three pertinent values groups:human wounded when need surpassed available help.Applied to the needs (erg. survival, health); racial values (e.g. Justice,free- world situation, a triage polly would direct aidto the salvage- dom); environmental values (resourcesustainability, ecosystem 6. able needy, but not to the relatively welloff or the hopeless. integrity.)Foe each group, philosophical discussion provides Mathematical support for the life-saving superiority.ofa "triage" the bate:drop for an examination of iedues ranging amongduties over a "parity" policy is presented. to non:.umans, the worth of cost-benefit analysis,limits b growth,and alternative technology.The hook ends on a hope- JOHNSTON, RON AND GUMMETT,PHILIP, EDS. DIRECTING ful biblical note, calling for a new image of human fulfillment TECHNOLOGY. NEW YORK: ST. MARTIN'SPlfreS, 1979. based on tsenmatelal sources of satisfaction. 271p.$22.50. - 4. BRIGGS, ASA.' IRON BRIDGE TO CRYSTAL PALACE; IMPACT The directing of technology has twofacets --promoting and ',AND IMAGES arfilrinirsTNIKE-tEVOE.c.rrioN. LONDON: controelng-- both addressed by this collection ofthirteen origi- .71-AfitniND 71110751,41, 1979.200 .71:i.1337,-61131100. $16.95. 6 nal studies.Keith Pavie, looks at government supportof industrial technology in Western Europe; IanChapman contrasts the Through collaboration with the leonleeidge Gorge Museum Canadian experience.Roger Williams suggests that nuclear Trust, techniques of industrial archeeofogy area drawn uponto power has been treated as a "specialcase" .of technological de- eitamine and interpret the early era of the IndustrialRevolu-.. velopment marked by a high degree ofpolitical control. tibn beginning with the .building of the Iron Bridge spanning Government involvement in contracting, and in theaerospace the River Severn in 1779 and ending with the Crystal Palace and motor industries are discussed insubsequent papers. Exhibition of 1851:Concerned with the understanding of Among articles treating "control" are a surveyof the realm of images as well as things, Briggs' organizes hisstudy into con- regulatory agencies by Judith Reppy and areview of the growth siderations of pieces, people, processes, and products.Cen- of environments'. controls over the past twodecades written by tering on the area of Coalbrookdale and ranging to other indus- Case studies addres recombinant mortar" Dave Eva and Ifary Rothman. trial centers in Britain, a careful study of "stones and DNA and pesticides and examinetechnology assessment and inter- becomes a social history.of a way of life.The author's fine national parliamentary policies.Geoffrey.Price's summary chapter understanding of the technical anti artistic literature of the "Political Frameworks for the Control ofTechnology" concludes period is augmented by extensive use of illustrative material. - including maps, engineering and ',scientific drawings, paintings the volume. end engravings, and photographs. 'A superb work ofretrospective LADElISON. ROBERT F.; CHOROMOKOS,JAMES; D'ANJOU, , technology assessmei.t, the study embraces "e environmental ERNEST; PIMSLER, MARTIN; ROSEN,HOWARD, COMPILERS. BIBLIOGRAPHY OF PROFESSIONAL and social t.npacts of industrialization, its et -.1s on dailylife, A SELECTED ANNOTATED and the art ink response. ETHICS AND SOCIAL RESPONSIBILITY IN ENGINEERING. 1-CffOrtdo, iLL.: ; CENTER FOR THE STUDYOF ETHICS IF BROWN, D. CLAYTON. ELECTRICITY FOR RURAL AMERICA: THE PROFESSIONS, ILLINOIS INSTITUTEOF TECHNOLOGY, THE FIGHT VIII THE REA.wEstraitr CONN.: GREEN- 1980. 157P. Available on request (i,cocharge).' AIT5D BIBLiOG.$22.50. annotated biblloge and An unusually thorough and well-organized The.genesis of the Rural Ineetr"::.cation Administration raphe."he introduction provides a thoughtfuloverview of the its long-fought.battle to extend electricity toi'qrms is America llteratere of engineering' ethics,distieguiteeng betweee The opposition to the' development. aublle utili- of which is generally limited are traced. eural Vona} literature, the ethicat Recipe ties and tee resistance of power companies to sete.e the to codes, tiribes,andcompetitiveness-end more recent papers population were not the only barriers to eztension offacilities.9 -eflecting broader concern with socialresponsibility.The Brown also chronicles the organizational problems and the es-4. drat sections of the bibli,ography (Ft.I, Professional Ethics; tablishment of policy:y within the REA.It was not until after ti Pt.II, ")cial.Responsibility) reflectthis division.Pt. III World War I: 1?-.at electricity was generally available to rural move. io "Oeneret Issues"encompassing works In ethics tod areas espee.-% in the South Central region./The changes historical and philosophical studies ofengineering.An appen- from a preinuestrial existence in labor, social relations,and dix offers brief reading lists on technology,society, and lifestyle broeght about by .he benefits of electricaltechncilogi culture. . are.elso gi.,en attention. architect and engineer.This volume, which is piirt of the SUnHNER: ALAN M. VGELICER. slightly over MILLER. JUN D.; ROBERT W. NEW YORK: larger Latrobe Papers project, brings Together CITIZENSHIP 114 AN AGE OF SCIENCE. half of Lambda engineering drawing'.(His architectural ART` 871 5101711Iblaoc.$25.00. dresoings are collected In another volume in theseries.) titled the 1978 National Public Darwin Stapleton's excellent Introductory sketch ofLtute's Utilizing a testing instrument cam:leering career provides impokant insightsinto the way., an analysis of Public atti- developed in eae? Affairs Study. the authorstechnology. present with, an emphasis onthe in which technology was transferred and tudes toward science veal America. He has also provided careful annotationsof the Se.a.ei factors which tend todetermine at- Moat of the "preadult* group. Also considered era nighty -four drawings included in the volume. tentiveness In these tuxes itsidentified. drawings deal with Latrobe'' transportation projects.the organised science, the development Yard steam the evolution and effects of implications of public interest Philadelphia Waterworks. and the Washington Navy of Issue-related 'Mention. and the Included in engine. There Is also a spaniel section pertaining toLatrobe's for policy development.The testleg instrument is Susquehanna River survey map in which Stephen F.Llntner, an appendix.Pedestrian presentareon. a river systems specialist, analytesthe original 17' map and VALUES. Latrobe's technique In producing it.An appendix listing the PETULLA, JOSEPH M. AMERICANENVIRONMENTALISM: remaining thirty-two known Latrobe drawings and twobrief TACTICS,PRIORIT/07etcraarSTRIDN)Ar"-- bibliographies round out the volume. This importantscholarly TEM7Zabi UNVERSOY. PRES!, 1980.XIV, 239P. $111.58. volume provides valuable "non-verbal"insights to the working career of an early engineer through thevisual record of his ?mulls identifies three currentsof an American environmental 'mans," worthy in Itself). . drawings. Highly. recommended. SHC tradition: the biocentric (natureblinef(ts'man), as and economic (wise the oce_1911M1 (balance in nature use Of resourcesassures abetter, future).Tht histories of tin.. TECHNOLOGY AND ITS IMPACT OP SOCIETY: SYMPOSIUM throe farms of environmentalism arefollowed. with major propon- NO. 1..19777-7DTrEl5 BY SIGTXRDSTRANDR. STOCKHOLM: profiled.Pendia pros:den a highly read- inelrefacTIUSEET. 1979. 280P.ILLUS., BIBLIOGS. ents. Oases. and lames writers including Emerson, Thoreau. able overview of the ideas of Ha traces the the Leopold. Ehrlich. Carson.Cominoner.and Hardin. Studies in the history of technology are presented as evolution of wiklerness leglskaden,explains the principles behind base from which to achieve a broaderknowledge of technology's environMental cost- benefit analysia,and documents theeffects of role in culture.'This fine collection ranges from considerations Noting mounting pressures fromindustry to relax of iron metallurgy in prehistoric society. scientificInstruments regulation's. author calls for a democratize- of the Medici, the introduction of the steam engine toDannemora clean air and water standards, the as part of the forging Mines, to the origins of centrifugal separationtechnology, the --tion-of traditionally elitist environmentalismsocial justice and the en- relationship between technological progress andprofessional of a new environmental ethic linking mobility, end regional technological style.European authors vironment. are joined by Americans BrookeHindle, Thomas Hughes. Melvin "THE THREE LAWS OP ROBOTICS." Krartiberg, and Eugene Ferguson.The latter three authors PORTELLI. ALESSANDRO. technology SCIENCE-FICTION STUDIES 7 (JULY1980):124-34. relate historical investigation to contemporary ment. Throughout his career., .Isaac Miami,has atteraptedrto revise dangerous and disloyal creation to "TECHNOLOGY AND PESSIMISM." SPECIAL ISSUE.ALTERNATIVE the image of the robot from a of an obedient, placid.guardian governed by the "three laws FUTURES 3 (SPRING 1980):3-155. Though Asigiov perhaps intended thelaws to remedi- robotics." science fiction, Pertain suggests The. first Issue of this journal devoted to asingle' topic.Melvin. ato the anti-scientific bias of probably unintended ways. Kransberg's opening paper is the moat optimisticof the collection. that the "laws" function inother,humans and robots are pre- Despite its detriment*. he 'argues. only throughtechnology can the In that possible relations between of possible plots." population. Samuel determined. the laws "draw the boundaries bailee of lift be provided for an expanding world a tale of ' In creating a permanent robot"underclass." Agneov has angered Flamm. describing the history of American technology as that the issue of racial conflint, aswell as more obviously catastrophe as well as triumph, urges adoptionof a "tragic view." . machine-related themes asautomation and impersonal mechaniza- While we "press ahead In the name of humanadventure," we must tion. must resurface again andagain in his works.Portelli's shoulder and share culpability for what goes awry.Jahn Broomfield, not unpredictably: respqnding to Kranzberg and Flameout. charges thatthe scale of essentially Marxist analysis concludes ..is that In the next "Perhaps the Idea which Askoovfurs and negates . modern technology has made it a fearfuladventure." 'the monstrous, uncontrollablemachine which contains the labor paper, Leo Marx describes the pastoraland progressive vieweeheld force. the means of production,the commodities is neither the simultaneously in industrializing Asiorice. RichardFall's article robot nor the automobile butcapitalism itself." suggests that no governmental unit is nowemerging to cope with technology and the threat of war.While' increaaingly interdependent, the globe Is fragmented. by Intensified statism.In literature, °pie- aged° responses to technology are rare, SverreLyngstad reports. ROSSITER. MARGARET W. "WOMEN'SWORE IN SCIENCE. 1880- technology' produced dull novels 1980):381-98. A Soviet post - Revolutionary cult of 1910." IS13.71 (SEPTEMBER ! *Lk to be reed by meanings." but prevalentmetaphors have depicted witnessed great expetutior In theAmeri- the machine ai en infernal false god oruncontrollable monster. The 18(10. and 1890$ of 'Eugene Goodhiart registers the romantic objection to anysort of marketAt the sone time, the entollment In his summary can Scientific labor the rise.Though it was originally Inorganic, inhuman. imbalanced production mode. women in colleges was on shouldfunction only as amateurs 'paper, Howard P. Segal comments on thecomplexity of American belleied that women could andexigencies encouraged their era- stances toward technology. particularly asrepresented in the works in science, economic and labor notes. that women firm and writings of industrial designers,reformers. and "literary ptoyment.It was 'astronomy. Rossitor entered in significant nembers.cisssifyingphotographs of engineers." resklerspectra, doing tediouscomputations, recedvintlew ad- vencements end rarer raises inspiteof some Important contri- furnished some BETWEEN MAN AND butions.Concurrently, the federal government "TOMORROWS HOMO FABER; INTERACTIONS anthropology.As land greet , ISSUE TITLE!' IMPACT OF SCIENCE ON SOCIETY jobs in the fields of botany and women HIS TOOLS." colleges grew, they promisedanotheC, outlet for talented 30 (APRIL-JUNE 1980):79-158. scientists: howenerl, the litter wireOwn shunted off Into hoeie crestionimf researcher. moriondcerand hygiene. for concludes that the Several philosophers, a systema'scientist, a medical of feminized scientific en aeronautical engineer, a biologist, aphilosopher, an industrial cadres of scientificpsaistents" and between curricula "offeredlarmordous way to Incorporatethe hewcathers designer, and a science journalist examine the relationship Into the scientific Isbor force" thatkept women scientists divided tool-using man ("home 'faber" or "home habilis")end "Man-using" Authors including K.K. Murthy. ReginaldF3Idy, and anonymous. ',1 tools. Jennosuke Kishida and Nun Heigh.' discuss values changeathat PAPERS OF STAPLETON. DARWIN H.. ED.THE ENGINEERING might help us avera "Faustian bargain of suicidal potential.' BENJAMIN HENRY LATROBE.MTh PAPERSOF13ENJAMIN Tom Mikkelsen. and V.P. 2Inchenko and V.M.Munipov present HENRY CADEM: =urn. VOLUMEI. THE MARYIJAND La portrait of future scientific man.Remainingtiopers study the ISTORICA; eICIETY. NEW HAVEN,CONN.. YALE UNI- place of education and advances in health care. fERSITY PlInSS,' 1980. XX, 258P.ILLUS.; MAPS, BIBLIOG. $82.50. Christine Rbystion Lehigh University Libraries Library of Congress Ciente:tin Henry Latrobe was anImportant early American

-19- o 288 TABLE OF CONTENTS

"The Time Machine": CollegeMuseum Collaboration at WPI - E. Malcolm Parldn.:pn and Kent Ljungquist ... p. 1 Course SyllabusScience, Technology, and Public Policy Lynton K. Caldwell and Robert V. Bartlett 13 5

The ,Moral Dilemma of the Scientist Allen E. Hye 1:) 9 On One Fooi Stern Berth:tan p. 11 Elements of 'Technology in a Liberal Education SHC, Editor 12 Transportation and the CityRoger Simon p. 14

The Power to Change: An Audio-Visual Review RIC. p. 16 International Engimering Ethics Project p. 17 M*E*T*A* - Mankind; Ethics, Technology and hsArts Recent Publications p. 18

Non-Profit Org. Science, Technology and Society Program U.S. POSTAGE 327 Maginnes Hall #9 PAID Lehigh University BETHLEHEM, PA Bethlehem, PA 18015 Permit No. 230

24 111, L " .111Mik '/

Director: Steven L. Goldman Number 21: Editor: Stephen H. Cutcliffe December 1980

THE ENGINEER'S ROLE IN TECHNOLOGICAL GROWTH-

Because of the primary. role that engineers growth, must be established. The economist have played in the growth of technology, theycertainly has a responsibility in determining are often considered to be the evil force of just what portion should be allocated to tech- technological growth. But are engineers the nological assessment. But the responsibility force responsible for the evil side of technol-of the economist is even greater because there 'ogy? A solid case can be made that the re- is a social value of a resource. The economist sponsibility must be shared by many elements must assess the components that influence the of society,-including--scientists-and-engineers,social value of a resource and develop a courts and judges, politicians and govern- system that- will provide a basis thr technolo- mental institutions, economists and managers gists tO'assess just how far technology should and, not least of allth,ublic.For those be advanced. The value system developed -who,are dissatisfiedWil 3results of tech- by the economist must reflect both the ,social nological growth, it is toolish to blame some---value and the value of its current demand. impersonal, uncontrollable force called tech- The manager working closely with the econo- nologyi rather than the value i and social mist rust provide the formula for allocating stzucture hat are responsiblthrithe past resources between current use and future allocation 'of both human and material reuse.Certainly, the manager's formula will sources.' Because knowledge is a public reflect the economist's value system which, good, the public has, an ethical responsibility hopefully, will reflect 'Society's value system. to be as knowledgeable as possible and. to make its views known to -the legislators. After Bazelon2 outlined the, responsibilities of , dll, it is they legislators who control the alloca-the court in solving societal problems that , tion of a significant portion of the resources involve risk.The courts must foster the that are used to support technologi

, 1.

1 ,

. . that were' assigned' to technological and social Of specific concern here is the role and values well as the way in which the effect responsibility of the engineer. Tnrough of une7tainty in each was assessed. The education and experience, individuals in 'Courts must finally weigh the risks and respon- the engineering profession develop special sibilities, with the knowledge that risk regula- knowledge and skill.Therefore, they have ti6n ;LPelf a risk. a special role in technological growth, and also in technological assessment.With The f.::ngineer plays a central role in both respect to risk, it is important for engineers technological advancement and technology to idenify risks associated with technological assessment.Certainly, they must provide both chant and to educate the public about the public and the legislators with the know- these risks.Furthermore, the engineer ledge from which rational de lsions \ and risk must recognize the interaction between tech- assessments can be made.In order tb do this, nology and social values. the engineer has a moral responsibility to maintain competency through continued professional Because the interaction between technol- growth.This is part of the Motivation for pro-' ogy and social values is impoltant, engineer-, fessional codes of ethics. The engineer is often ing educators and accreditation institutions criticized for not recognizing and accepting the should stress the important role of courses role that politicians and courts must play in in the humanities and social sciences, as a technology; just as these other forces have, part of engineering education. Too often, responsibilities in sAaping technological growth, engineering students are permitted to fulfill the engineer, has an obligation to become suffi- course requirements for humanities' and social ciently knowledgeable about the responsibilities sciences with courses in which the material of others so that the interested Parties 'strike is totally insensitive to the importance of the the optiMum level of balance in controlling and interaction between technology and social, shaping technological growth. And, certainly, values. The education programs would be the engineer has the responsibility to formulate i.z.proved if humanities'and social science and test the hypotheses that will advance th-, courses were evaluated with respect to state-of-the-art. their sensitivity to this interaction and requirements established to ensure that stu- If it is reasonable to state that the engineer dents were exposed sufficiently to the appro= is not responsible for determing the acceptable priate matter. There appear to ibe at least risk level, then who is responsible? The respon- two roadblocks to achieving this objective. sible individual, group, or institution depends First, the engineering educatcir often-has on who is affected by the risk,including future little Power in directing the developrrient of generations. Where governmental policies andfundsrequirements in the humanities and social are involved, the responsibilitymust be, borne by sciences; very often these requirements, those establishing thePolicy and dispenSing the are established by those "across carripus'. funds, which is usually those in the exe.:utiveapd Second, many engineering educators have legislative branches of government. In nongovern-little interest in the,nontechnical electives mental cases, the affected public must bear the aria fail to provide the proper guidance to , responsibility. In either' case, it is necessaryfor engineering studentS in the Selection of the responsible party teype knowledgeableabout humanities and social science, courses, that the risks, very often through interactionwith are sensitive tosocial value issues. Hope- the engineer. fully these roadblocks will be lifted as the road to higher education becomes better paved. Science, Technology_ aSociet\is ti;newsletter devoted to unite:vial area OrSZTEDCAeelinology, and human values. We publish short articles on the theoretical and speculative aspects Richard 'H. McCuen of curriculum development, in-depth course descriptions,reviews College of Engineering of texts and audio-visual aids, Und current bibliography (annulated). In addition, we welcome articles on successful techniquesfOr :such University of Maryland. tasks as instituting and evaluating,:nurse or program, insesing faculty and student interest, obtainuig visibility on ctunpus, run- College Park, MD 20742 ning a lecture or film series, or-editing a newsletter.An "Oper. Forum" suction exists for readers .with questions orcomments regarding any curriculuin need.Our goal is to help generate new courses and to provide an information exchange inthe g'f S field. 1. Rosenberg, N., Technology; Economy, and Values," pp 81-111 issues. in The History of Philosophy of Technelogy, Bugliarello, G. , and Subscriptions arc available for $6.00 per year for six D.B. Dotter, eds., Univers. y of Illinois Press. Urbana, 1979. Please address ull,contributions,snd correspondenceto: Hall 60 Dr. SPtphen Cuteliffe, STS Program, 216 MagInnes 2.Buzelon, D.L. , "Risk and Responsibility," in Science, 205 Lehigh UniVersity,' Bethlehem, PA 18015 (July 20, 1979):277-280.

4, COURSE SYLii.ABUS

POLITICS AND THE TWENTY-FIRSTCENTURY

PLS 382 Benjamin Hourani De7..t. of Political Science Eastern Michigan University Ypsilanti, Michigan 48197

Course Desception: Thisjo.drse deals with politics and policy directions c..ale modern polity in an age of accelerated change.It is an attempt to understand theinter- actions of (1) 'Science-technology; (2)Social structures /political structures; (3) Culture as value systems; and(4)factors or events. Such en understanding' requires a theory of change: Adefinitive theory of change is not available.However tentative -hypotheses about the interplayof the above ; are present, in the researchand writings of modern socialscientists. The focus of [the course 'is 1.on the scientific andtechnolOgical revolution and the transition from industrialism to post-inr_lustrialit and 2.on the political consequencesof scientific and technologic...al change on policy options. I

Objectives : Students will: becolltie acquaintedwiththe dynamic factors transforming the politics

,..ii , i -- i . of imw world; , , deveop ,e.ri awareness of the meanings sof change and its impacts, eiperience a \raised consdouspesS, ofprobable political futures as a . fir t step toward directing Change; .. asse s currentprognostications and their imphcationsfor the world th y. iive.in; ' . i enhce their scholarly concernwith'foreCasting for policy making ; anaction;. . . be c allonged to engage in generatingalternative political tlieory development suited to life ,in new andunprecedentedzirstarces.

. , ./1.1, H ...... Politics and ,he Twenty -First Centin'i;. will be conductedthrough0 lictures,I readings, diScussion; and when pOsSiblewith the aid of .films and!resource., pta'son.s.Tlie objetives; of this course will be best served bytiwillingness/ to learn on _Oxir ow/n; sharinginsights-in the'Class discussions; and;the deve17. opment of creative images of our own andsociety's i'ut4re-, and.det6rmination'/ / /, / I, I / i /... -375 <,.8..' / i.! .. .I'''' .... -.. -., . , .: .. to gain increased knowledge of analyticalskills for macro-analysis of multi- veriate factors - essential for social forecasting.Students are asked to cooperate in the followingactivities that determine the grade:

1.Develop a personal file of reaction papersof topics discussed or to be discusaed, assigned, or contributed toclass with the intention of enriching the discussion and your personal growth. 2.Perform well on an open notes exam consistingof a selected package of questions to be delivered to 3.ou early in thesemester and answered in a class period. Your personal file arid other notes can beused to help write up your answers, in class. f .;Term paper - designed to be a possible chapter in abook on the politics and trig twenty-first centery. The table of contentsof the book will be consenually, deterMined or mandated by Hourani.

ssigned and Recommended Readings: Textbooks: Boulding, K. ,The Meaning of the 20th Century (1964). BrzezinsId., Z. , Between Two Ages (1970). ' Dickson, P. ,The Future File (1977) -. Harman, W. W.,An Incomplete Guide to the Future(1976). /'- Meadows, D. H. ,et. al. , The Limits to Growth(1972). Readings:Assigned and Recommended - January 8 Introduction: The crisis of Transformationand the Search for Directions. janUary 10 Global Overview, of Politics ,-Political Systems andCrises. * Politics and Me: Does PoliticsMatter?. January 15 ProbleMatics of "Progress" and ExponentialGrowth. Read: John,Platt, "What We MustDo," Science,, 166;1115-1121..(1969); and Meadows, Limits to Growth,"Introduction" plus chapter 1. , Recommended: T. J. Gordon, "Some CrisesThat Will Determine The-. World of 1994," FiLtUrist. (June-1974):115-121. * Progress: Myth or Reality?: . January 17 Future Perspective: AnAid to Political Theory, Building. Bead: Fred L. Polak, "Responsibility for theFuture," Humanist (Nov/Dec. 1972):. Paul Dickson, Future File,chapters 1 and 2... Recoc.I'mended:Wendell Bien, "SocialScier,..le: 'The Future As a Missing Variable," in Toffler, Alvin, Learningfor Tomorrow (Random House, 1974):75-102. */MankindisPassing from the Primacy of'thePast to the Primacyof Expectations of-Vast Future Chances.

* Subjects for student reactionpaper's --a-eh is one typed Rage:

January 22 Towards a Theory of Change: Determinants ofChange. Lecture: Framework for Analysis- * "It is not the consciousness 'of menthat determines their being, but on the contrary, their social being thatdeter- mines their consciousness."

January24 Student-Teacher Conference. January 29 Prognosticators: Assumption and World Views:Optimists any Pessimists. Read:Dickson, Future Pile, chapter 3;Interview with Herman Kahn in the Humanist (Nov/Dec., 1973): Jib Fowles, "Humanity and Its Gloom-Doom Prophets, Futurist (June 1974):135-36. See also F.S. Hcaltinz "Prometheans and Epimetheansi" Futurist (June 1974) 131-134.

* I am a(n) pessimist /optimist because ... Recommended: Heilbroner, Robert L. , An Inquiry intothe Humans Prospect (Norton, 1974). -January 31 Methods of Prognostication or Social Forecasting. Read: Herman Kahn and John B. Phelps "TheEconomic. Present. and Future," Futurist (June 1979), pp.202-22; Dickson, chapter 4; Brzezinski, Between Two Ages, Part I/chapter 1; Dickson, Future File, chapter4. Recommended: Daniel Bell, "The Year 2000Traje-Itory of an Idea" in Daedalus (Summer 1967) pp. 639-651. February 5 Post-industrial Model - Bell's Society of the Future. R- ad:Bell, Daniel, The Coming of Post-IndustrialSocie-y (Basic Books, 1973), "Introduction,"' 3-45; Harman, Willis W., An Incomplete Guide to the-7" uture (1976), chapters 1 and 2. of Post--industrial 17. -ommended: Michael Marien "The Two Visions Society'," Futures OCtober 1977); 415-31; Herman Kahn and Anthony J. Wiener, TheYear 2000, chapter 4.

2805- Ind-7strial/Technetronia Socieity F 7 Dynamics d Sc:-.De of R'), ttead: Br--L-ezir..Lki, Be. ve Two Ages, chapters 23 and crnencd: eac TTevievs of tothBell and Erzzdnski and sn

they p-62.-7-2eived toList char.--cter.sat:22.,-.-; se works--how were by 2sve:-s?

12 ..ethods of Prognostication. ad: DicThson, chapter 5; Revisit Harrr 1:7:. tap t 1; Cit. Liz: Delphi Techniquesee Bard, for the 1970s and ;8CE "Th4; (of the ten) is explaw following paragrap :

_::2031/1Er Cal .,.21.-fa.S-7-ad T.J. Gordon, "Pr-.,bing :heFuture," New 3 on, The Management mcs Magazine MS).

14 Non-Political Fi=t:res:Implications of -1.2.=-..-.7.1ogical Visions Bell, Brzezinski and others. =ry 21 Discuis3iett of Political Ete..--uary 26 Discussion of Political Imczcations.

:ley 28 A Test:7...g- Period.' re. 4 Grzwth Dilemmas - The Club of RomeReport. Read:,..eadows, Limits to Growth', chapters 2,3, 4 and * Evaluate the Thesis of Limits toGrowth.

6 Further Discussion of Limits to Growth. Read:-..rman, chapters 3, 4 and 5. Blari3 11 Pa nitries' Point of View and Fate. Rea- Latin American Model:Catastrophe or New Socte.-.y? (IDRC), Chapters 1, 2 and 3. far= 13 Politfeil Implications of Third WorldPerspective.

-6- 280 Mar.:1) 1L Non-T '.Alernative Perspectives ana New Prophets?! Read:Theodore Ruszak, The Making of the CounterCL,1:ur- (aoubleda--, Anchor Books, 1969) chapters 1, e_o .a.oszak, ,141. ere the Wasteland Ends (1973) , char ter due any mie chapter of your choice. * "Our meowing re 1,02-hes out to embrace thesacred; what bars its thought promises us dominflor, condems uto 7e prisrs of the empirical lie." Reao=ended: Reict, C.M.arles A., The Greeningof Americo (1970); Henderson, Hazel, Creating Alternatt-qe Fi,tures (197S1.

ir.tra6. Technology As If Peop. Mattered. Read: man, cha-lz-m:-..7; E.F. Schr.aiaci:79r"Economics Should *--:th People, Not Gins: ," Futurist eaember s,. ; 274-275; Revie,. Small Is ac:autiful r.:nterview" with t1..r.author 1974):276-284. Recommenad: Schrn-m----ar, Small is Beai.:;...J.1(1K3).

oh 25 jtudant-Teacher Conferee e. Toward ;'fable Future For Our Children:'he Challenge :f Sciemtm-Technology. The Challenge ofE.:::oectations and Values and the Promise of New Potics. Read: Tienneth Boulding, --he Meaning of::firth Century , chapter 9, "A Strategy for 1::e Transition"' Barman,chapters 8 and 9; Pierre Teilhard de Chardin, The Futureof Man (1964), chapter 15, "The Directions and Conditionsof the Future"; Brzemnski, Part -.,chapter 4. would be easier, at stage of evo. ution we have reached, tc prevent the earth from revolVing the:qto prevent Mankind from becoming totalized. Search for New Apr i_ _ The American Future and :..:Jobal Politics: Polir_cs? Read: Brzezinski, Between Two Ages, anythree chapters from Part IV and V; also Kenneth Boulding "TowardA 21st Century Politics"Colorado Qmtrterly 20 (Winter 1972): 309-19. April 3-15 Oral Presentations. April 17 Exam. COURSE SYLLABUS

THE AUTOMOBILE IN AMERICA,1890-1980: BUSINESS, CITIES, AND POLITICS

Mark H. Rose SS 450 Dept. of Social Sciences Fall Quarter Michigan Technological Univ. 1980

Work in this course will focus on thedevelopment of the automobile in the United dates.Readings, lectures, and papers will develop twoLhemes.We will examine the development of the automobile as a componentin the national transportation picture, looking at the manner in whichAmerican values, the economy and business scenes, urban patterns', and politics(culture, broadly speaking), have shapedthe development of and the automobile in particular.At the same time, we -will ausess thethesignificance of nearly unlimited automobile travel onthe shaping of institutions such as the family, business,government, and so forth.jltimatel:- this course -is intended to highlight the rolesof politics, economics, and cultural values in directing the growth of the Americantransportation system and the role of the automobile as well as rail and truek transportnetworks as they influenced the historical frameworks of contemporary Americanlife.-- Let's hit the road. Required Readings (available at the bookstorein paperbacet).

James iFFlink, The Car Culture (MIT Press, 1975). John K. Galbraith, New IndustrialState (3rd ed. rev. , NAL, 1978). -.Reserve Readings (available in thereserve section of the library). 331elne A. Brownell, "A Symbol of Modernity:Attitudes Toward the Automobile Southern Cities in the 1920s," AmericanQuarterly 24 (March, 1972), 20-44.- At" S. Foster, "TheModePr; the Hard Sell, and LosAngeles's Urban Growth.: Decentralization of Los Angeles During the1920s;" Pacific Historical 44 (Nov. 1075), 459-84. McShane, "Transforming the Useof Urban Space: A Look at theRevolution xn Street Pavements,1880- 1924," Journal of Urban History5 (May 1979), 297-307. Mark IL Rose,- Interetate:Express Highway Politics, 1941-1956(Lawrence, KS.':Regents Press' of Kansas, 1979). Term Paper

'Each,student will submit a term paper thatfocuses on an aspect of the automobile in historic America.I will discuss sources and topicsin class, but you might begin, to think about and read in oneof the following areas:explain the significance of the automobile in the developmentof the summer and winter recreationalindustries in Michigan and/or nearby states,1920-1970.The automobile industry has served as a major employer-ofengineers, and you might want toexplore 1) the changes made in engineering education to prepare studentsfor a place in the industry; or 2) theextent and contents of the influence ofengineers in automotive design andmarketing; or 3) the content and influenceof engineers ant.. engineeri 6 w- tIlz: organization and management of auto firms andthe autornov..-re euto has facilitated changes in the size and dens/Ayof cities, perhaps the collapse Investigate the 'place of the ..:.L-me town, focusing, mass transit systems. Did these sa7, on thedecentree:.zation of retailers, manufacturer. ,Ailu changes affect transom expenses oralter chances Hof 7_11, You may prepare thinpaper in the form of a ,:-_-port tt- ke hes, public or private agency or business firmwhc is seekine a baolf.:'7r, ',I'd ti hale of the auto industry on which he/shewill make a poll -7 chola!, ee:t necessary,if you use this: format, tobring your research 1.2,to '.9F- and bibliography for the paper are dueduring the ,fourtweek, _Ties of the final paper are due during theninth. .' Exams. A quiz (20 minutes) is scheduledfor the thirdee_,,ain( id-ter:7., (50 minutes) for the fifth.A final exam will be scheduleddurir exam week. Walking Tour. Provided that the weather and ourschedule coopers:e wc, talk-through parking lots and along city streets,seeking to revie;;1 )f the auto inshap- ing the pace and patternsof historic Hancock -Hough for instance, at the new road behind Tech, andask what' and who wereMere before it was built? Did "suburbs" surroundHancock-Houghton in the th.t.= electric trolley?What was/is the significance of the autoin the routines of 7.--tscierits?Do we learn anything about them by studyingtheir cars? The larger dimension underlyingthis exercise as term paper is that I want to encourage you toreview technological systk- ;1,-. s the automobile as expressions of social, economic, andpolitical practicer: also like you to join me in reviewing the role ofhistoric engineering ir ine,,Iss practices in the auto and other transportindustries in shaping histc r. .)c--;;,L.i,economic, and political environments. Class Schedule. 1.:'opularity of the Week 1 Class organization; AmericanValues E. Automobile. Weeks 2-3 Travel and Transport Beforethe Aut. Railraods and the bicycle"craze". Early Days of Motoring:The Auto,tele and Recreation. The vagabond and middle-classse___--eh-ceptions. From campfire to motel. WhitecIower hamburgers:A middle iEiscape for non-motorists. Note:Quiz, Week 3. Week 4 Building the Automobile Industry,1880-19:5. From Billy Durant to AlfredSloan.L, GM:Changes in marketing,finance, accounting,and organization. Henry Ford:Industrialist and Folk Hero. Note:Term paper outline andbibliography due. -Q93 The Industry .21 the National Econosz.. TeChnological Inziovattori a Leading Sector, 1894-1930. The innovators in t..: Depression:. New Designs cnd a New World. The inno-7--ators in Work_,iar II:W:lo won the war? Note:Mii-term exam.

,:k Working=terthe Big The line employee _. _ad 1950. Competing- with the Intuz 77 The rzilroads and the ICC:_:..:7-1916. ,The railroads in WWL strikes: and sliortat:as. New Deals for truckers a., ncLi.roaders. eks 7-8 The Auto in the City, 1910 35. Early dissatisfaction with t trolley. The trolley and decentraa-aton. Urban - reform and person a: refor-1:Moving out to the rim. The rearrangement of the auto c_ty,, 1900-1935, ieks 9-10 The Auto in the Suburb: and Central City. Sillorbanism as a way a: life. Buidling More Roads, 1939-1960:Highway and Auto 'Enthusiasts in Politics. The view from the suburbs. The view from the state highway department:Depign ing roads and political dezigns. Presidents, econom:_...--7ts, and the InterstateSystem. The Natio-al Trai:sporr Picture in the 1960sand 1970s. Energy shortages, .i,ollution, andurban ordering. 7 Investment, innova=on, thermal inversions,and the political and social systes. Note:Term paper 1-.1 week 9. Note:Final OX8111 du=g final exam week.

Reading Schedule. Weeks 8-10. Weeks 1-3. Weeks 6-."7 Galbraith, pp. 270-414; Flink, pp. .1 -1t2 Brow 'n1, pp. 20-44 Galbraith, pp. 1-115 Foster - pp. 459-84 optional, pp. 415-426 McShamt, pp. 279-307 Rose, pp. 55-68 Weeks 4-5., Galbraith, pp. 197-269 Plink, pp. 113-233 Rose, pp. 1-14 Galbraith, pp. 116-196 294 Thanks for riding withme!

-10- REVIEW ESSAI

Durbin, T., editor. e. 3tade to the Culture of-Jienc2, Techr.:.sgy, and Medicine 'Jew York:ME--zeillan Publishing Co. 280.723p.$4 30. n In an.a=mp--. to address the problem of ecomerrim and. so :.:7t :.-.1-=orians. Among fragmentsainan 1 humanistic and social curt- and emerry,i.1.;:zreas of irfterest science ids Inaling with science, tech- sure-eyfed are th= 7. prmiessionalization of nology any msailie ,. contributors to this eng.neming, medleys: ::echnology, the volume hav-egrvided. in-depth literature American system of miufactures, tech- reviews and :bibliographies for nine nology and ideology, eachnokagY assess- plines.Hata-, smatributor was given three ment and women and technology. Gert mandates: survey the state of the art Brieger's survey of the history of medicine in his or her field of expertise, to ties the field to such disciplines as sociology, that field to ethers represented in 'thethe anthropology and art history. The ahistor- volume, and '7Z identify values issues in ical bias of bioethics -s noted. the disciplin:, Within these constraints, authors wer free to interpret values In his review of literature and ideasin 17 concepts ar determine the :forni and the philosophy of science, AlexC. Michalos 'scope of .th- literature surveys. provides's general historical overview, a country-by-country survey of work done In his auction, Paul Durbin des- outside the U.S. , and a longer commentary cribes his ,xxIntributors as "playing the on Anglo-American analyticphilosophy. ,' professor'. e role" 'in providing a guide to . Carl Mitcham follows witivan overview of the his 'or her ltd for colleagues in related development of the philosophy of technology fields. Thy volume is intended, :then; for in Western and Eastern Europe and in the a ,scholarly yeadership. Dis- U.S. His treatment of "problems" in the ciplines covered in the volume are histor- field is neatly divided into two parts: ical, philosophical, and sociological. Thus, metaphysical issues (technology as object, certain,fieids that to many minds figure knowledge, process, or volition); and strongly in the "culture" of science, tech- .ethical concerns (technology and war, work, nolegy and medicine - namely literature religion, environment, etc. )..The survey and' the artsare not treated, exceptfor of the philosophy of medicine contributed by some brief remarks in theintroduction. H. Tristram 'Engelhardt and Edward L. Erde' 'offers a historical' background, an introduc- The three chapters on historical disci- tion to the epistemological issues in the plines open the-volume:Arnold Thackray's field, and a lengthy literature review in review of the history of science begins in bioethics. the nineteenth century, and concludes with a description of the currentdive"rsity of The sociological fields will Perhaps bene- scholarly approaches and "central domains" fit most from the thorough reviews of the in the field, which include ancient and literature of the sociologies of science, tech-- medieval science, the social roots of science, nology, and medicine contained in the science and religion, and "Great Man" volume. Jerry Gaston's survey of the ' studies.Carroll Pursell's review of the sociology of science compares the Mertonian history of technology also redagnizes the and Kuhnian models, then shifts to other eclecticism of the discipline and the variety literature treating sociological analysis Of of practitioners.- archaeologists, engineers, the scientific community'and scientific growth and change. He observestl t the sociology of technology "has yet to --=lerge as .a specialiiedsubdiscipline despite an abundan-ce of material." The survey-of medical sociology by Linda Aiken any 1-113watti Freeman is in fact two distinct essay:. The first surveys the sociology of medics the second reviews literature clocumenti=7. :he growth of science and technology inW di- cine and its values implications. authors note that little has been doe medical sociology related to such sw.:_97.:if.c.. and technical developments. The concluding chapter, by Diafla Crane, is concerned with science and technology policy.Crane describes, themCdttlia..ty of M*E*T*A* approaches to the field and surve-rs the literature of science policymnking .n differ- M.-NKIND, ETHICS, TECHNOLOGY, AND THEARTS ent sectors - from agricultural R; D to social R & D - and in different ns_:ions. Values issues discussed include expertise; RECENT PUBLICATIONS social responsibility of scientiststechnolo- C(:LTON, KENT W. AND KENNETH L. KRAEMER,EDS. COMPUTERS _gists, and lay people; and oppoKtion to SYSTEMS ANT) JDBANKING: ELECTRONIC FUNDS TRANSFER science and. technology. "UBLIC POLICY. NEW YORK:PLENUMPRESS. 1900.309P. -C.TNWTS TABLES .625.00. The volume as a whole bears the signsof Electronic Funds Transfer systems offer a pritneOpportunity for the assessment of the societal effects of a technologystill in its In- choices. the meticulous editing and careful construction. tancy. .Designed as a tooi for guidance of public policy The analytical table of contents is notonly editors combine an identification of research issueswith description ofme existing technologies, considerutie.tsof social and economic a useful finding aid, butalso serves as a impacts, and identification of regulatory Issues.'Contributors clarify the assumption that differences in scale andspeed are hardly the good outline of the fieldsdescribed..--Refer- only conaequences. of EFT. The potentialfoe stratification of society, ences cited in the reviewarticles appear in harassment, and invasion of privacy are addressed.Along with such hazards, the more optimistic outlooks in resourcesavings and en- the lengthy °bibliographies found atthe cnd hancement of individual freedoms are presented.Monitoring by an impartial panel is advocated so that policydecisions can shape the of each chapter. The bibliographies gener- thwarts a flexible of ar- effects of the technology before widespread use study with _ ally include an introduction; lists Interaction between EFT and its environment. A fine case chives, museums, special collections; bibli- supporting data and useful emphasis on the regulatoryprocedure. -ographies; dictionaries and encyclopedias; CONFERENCE PROCEEDINGS: WOMEN AND TECHNOLOGY: DECIDING WHAT'S APPROPRIATE. MiTRIULA,MONTANA: journals and sourcebooks; and 20-25 pages MIEN AND TECtrN15,MITTiEWOY RK, 1980. Some of selected, unarmotated references. ' Speeches and materials from a conferenceheld In April. 1979. authors have also furnished a listof classics Papers include:- "What could appropriate technology meanfor women7"; "Cultural images of women and technology;7."How'the or indicated classic worksin some special future of high technology will affect women ;" and"What men way. studying high technology learn about women."Publication not seen.$2.50 from Womeh and Technology Network;315 S. 41FSt., Siiiieula, Montana 59801.,, The carefully crafted. Guide should cer- CORN. JOSEPH J. "MAKING FLYING'THINKABLE': WOMEN PILOTS tainly take its place on thebookshelf of those AND TEE. SELLING OF AVIATION, 1927-1940,"AMERICAN QUAR- teaching science, tealmology, and.society TERLY 31 (FALL 1979):556-71. courses. Though `it does notprovide a guide in the '20s and '30s. though they constitutedless than a thirtieth of all aviators, women pilots played animpOrtant and visible role in industry was to to the ,full range of STS concerns, norto the Aviation.Their most significant contribution to the frequently used in under- change.the daredevil image of the aviator, andallay public fears of more :popular flying. "lady-flier" stereotype similar to the lady-driverimage 'graduate courses, the: review essays, andbib- was circulated; Indeed promoted by theaviation.industrYi.."If 'incorripitent women' could_ do it. thestereotype seemed to say, liograilhies should prove an invaluable re- man-made machines must truly be fail-safe andall-forgiving." Women source for interdisciplinaeyscholarship. raced, toured, and made promotional flightsunderwrittenby corpora*: dons. 'Despite such shows of aerial daring,emphasis was placed, on,"' the safety and sanity of their flights.Corn observes that women -pilots, with their "aerial domesticity,""personified the era'sideal: the liberated yet feminine woman." Though three years passed between theirpresentation during, :DIN, ROBERT E. "NO MORALNUKES.' ETHICS 90(APRIL. the Bicentennial and publication last yeur, these papersprovide 417-49. fresh and nuteworthyseontributions to the history of American science.William Gootunann describes ti Second Greet Age ofDis- ..urvey of the nuclear power controversyfocuses on new con- covery, the age of terreetriellexplorution in theAmerican wilder- generated by this testae in the areas of risk assessment, nts.ZS and similar areas of the world which createdthe raw data eutive Justice: and democratic theor', Procedures ordinarily fee the theoreticians who have dominated the pages of thehistory .....se=rd to snake social decisions about teausologies are not appro- of science.Bruce Sinclair explore:: the situation of the American eesems for nuclear power because of "irresolvableuncertainties" scientist abroad. in the antebellum period.Historical studies of :=..monsequences too enormous in magnitude and extraordinaryin individuul disciplines are provided by Deborah Warner (antebellum tarDeakin makers determing acceptable Make to astronomy). Steven Pyne (earth science), andSpence? R. Weart e--.m re individual attitudes to nuclearpowerassuming it stou:d be (depression era physics). Other papers examine the growthand "Henna!" for the. aociety as a whole to be averse tolicks scientific ciontributions of industrial research laboratories.agri- eemree-es since the "better-than-expectedperformances balance cultural experiment stations, andacademia,as well as the vagaries Qua the worse-than-expected outcomes." Problemsof who will of funding offered by foundations and government,Concluding hue nuclear power. the dispezel of, waste, and theuncertainty of papers by Carroll Pursell and Hervey el.Sapolsky cover relations ruetant costs generate the solution of "discounting"the interests of between the American military and American sciencesince World feeetre generations.Another aspect of the nuclear question is aenether decisions will be made by Leaflet of experts orif public participation can omit. Goodin presents alternativemethods of RIDKER, RONALD G. AND WILLIAM D. WATSON,TO CHOOSE,A decision. i.e. reversibi/ity of policy,- comparisonof,,alternatives, FUTURE: RESOURCE AND ENVIRONMENTALCORAUENCES protecdon, of the vulnerable, weighing the potentialharms more ff'--.4T---.TERNATIVE (MIMI PATHS. BALTIMORE AND LONDON: heuvily than the benefits, Selection of the leastrunbearablepolicy .SOURCES FOR THE of sus- S HOPKINS UITIVEIGTTY-FITISS FOR options, opting for the policy producing the highest level FUTURE, 1980.263P. ILLUS., BIBLIOGS., TABLES. $33.50. tainable benefits. _ FALL OF The assessment of the resource and environmental consequences LEAHY. PETER J. AND ALLAN MAZUR, "THE RISE AND of alternative population, economic and technologicalchanges, PUBLIC OPPOSITION IN SPECIFIC SOCIALMOVEMENTS'," 239-84. trade. International relations, and nuclear policiespresents.a"por SOCIAL STUDIES OF SCIENCE to (AUGUST 1980): suusive refutation" of the "Units to growth"projections, Various possible scenarios throughout a fifty-yeer timehoriv34 are eeeel- A comparative survey of lour coda' movements -against fluori- empirical dation. nuclear power plants, the antiballistic missile(ABM). and oped fpr these variables by precise quantitative and authors teit a anal:refs utilizing computer models. These scenarios are then abortion - is reported. Using this survey, the applied to'major areas of consideration:the national economy. "natural history model" designed to explain the-riseend fall of and controls, chronological stages nonfuel minerals, energy, agriculture, pollution costs public opinion In such controversies. Three and other environmental concerns including toxicchemicals. radia- in this natural history are identified that link theglOwth of tion, climate. water and land resources. A base caseis Identified national- concern. leadership activity. and daismedia coverage. by comparison magazines for each of those major areas and It Is accompanied eleasureinentsof mass media coverage encompass only for alternative possible developments.Valuable for its methodology and not newspapers or television.Despite their efforts, the of dissigregzite analysis and specificity of data. Thestatistics authors' model %segues too simple to explain thelengthy. con- provided for mineral resources Including exhaustiondates and the voluted. and emctional histories of the abortion andnuclear plotting of nuclear power plant sites are especiallyuseful. Some power Issues. of the backbone assumptions may be problematic:the forecasts for oil prices bused on 1975 data, the consensus thattechnology will NORMAN, COL1N. MICROELECTRONICS AT WORK: PRODUCTIV- continue to change in evolutionary nays. and thereliance on the ITY AND .103S IN"THENIORLDECONOMY:ITAIDWATCH general continuity of present U.S, policies toward theenvironment 170E7r719:"WASTIIITGY03715M777:5=WAT CH INSTITUTE. and nuclour power. Most surprising to thenon-sporiullo is the OCTOBER 1980,83P.$2.00. prognosis of a phase-out of nuclear powersourcusafter 2020. Description of the computer model Is provided inun'eppendix. The Recent advances In electronic technology "will have apervasive computer tapes are available from Resourcesfor the Future. Essen- effect on international trade, patterns of emoloyment,communica- tial for alIfutures researchers. tions. industrial productivity, entertainmentand lode' relationships." the author predicts, Norman lucidlychronicles the micro- RIFKIN. JEREMY, %VIM TED HOWARD.ENTROPY; A NEW WORLD reeolution from patriarch ENIAC (1948). whose 18.000 vacuum VIEW. NEW YORK: THE VIKING PRESS, 1980.381 P. $=5. tubes occupied r large roots, to numerousdescendants more powerful than ENIAC, yete'reduced to the size ofif cornflake." The In a popular book that has received u lotof press hype. Jeremy puper's chief focus is the impact of microelectronicsin two ureas: Rindreintorprets s.urrent social ills and adaptationproblems as the automated factory and the electronicoffice.In the factory, symptoms of the inevitable process of entropy.Though-unstoppable. .ninis. micros and robots may seen predominate In thelabor force. wasteful use of resources and other de- entropy growth has been hastened by the lit the office. word precesurs, faceititile machines encourugee ourideology of progress.In the fulminating prose vices portend even vastir1'ehanges In oefIce workflow.While the that characterizes the book, Rifldn suggeststhat ours Is a. world microelectronic revolution will Create jobs in Industriesmanufactur- view that Is "diseased and dying endcontaminating everything It ing electronic products, these gains may beoffset by job losses in recognized the universal supply gave birth to." Western science has factories and offices.. Developing countries that currently governance of the second law of thermodynamics,which In Rifkin's cheap labor for industries such -as textiles maylose their competi- words states: "smatter and energy can onlybe changed In one tive advantage to the automated factory:Norman concludes that unavidiable, national and international. direction, from usable to unusable, or from available to there Is a need to develop policies, both or.from ordered to disordered."Ironically, the author claims, we to deal.with technological unemplc ment sothat the benefits of the expect human history to follow the opposite course -movingofrom microrevolution can be shared. chaos to un orderly; precise, machine -likeprogression. The somber truth of the universality of the entropy processshould not bring PETERS. TED. "THE FUTURE OFRELIGION IN A 'OST- INDUS- despter. Rifkin suggests, but should, rather,stimulate humankind TRIAL SOCIETY. FUTURIST 14 (OCTOSER19e0):21-25. to adjust to the ultimate physical andtemporal confines of the planet, through such measures as eliminating energy wasteIn transportation, Post - industrial life, us it is currentlyconcelved, will be cen- weapons, urban life, and' health 'care.The author advises a redis- tered on consuming, not producing.Expression of Individuality tribution of wealth, spertan.life style, solar power.and a new hus beCome synonymous withconsumption of distinctive goods - religion of stewardship. from new gudgete to new cars - and distinctiveexperiences ',- exotic tours, unconventional courses.'Peters fears that as society evolves toward this iest-industrial etre.,religion will become just SRN, MICHAEL. "MAKING CULTURE INTO NATURE: OR WHO another commodity: To some extent, themove es commoditize re- PUT THE 'SPECIAL' INTO 'SPECIAL EFFECTS'?"SCIENCE- ligion?hus alreudy' begun with trendy cults,television, preachers, FICTION STUDIES 7 (NOVEMBER 1980):263-67. . andtourist-oriented cathedrals.Next on the horizon, Peters predicts. will be eunned spiritualexperiences such as recreated InnOcuous in appearance., but deceptive, epeclui effects In science Quaker meetings or medievalmonasteries. The individuul consumer, fiction films "accomplish the political work of legitimizing current totally autonomous and free of societalrestraints, will creute his or structures of domination,"Steen &intends. Thepromise and terror her own values and interests. Such"unbridled egotism" is notcon- of new technologies from spui:e statione to future.weupons areob- sonant. Peters believes, with religion's'genuine inefeht. the sense served by the movie audience, but 'ere only Incidental tothe plot. of the unity of all things, a commitment to adestiny that Is larger Future technologies are thus subliminally presented itsInevitable .then our own personal goals. magic to which people must =form. REINGOLD, NATHAN, ED. THE SCIENCESIN THE AMERICAN Christine Roysdon Judith Mistieholli CONTEXT: NEW PERSPECTIVErneeINGTdir, D.C.: Lehigh University LibrariesLibrary of Congress SMITHSONIAN INSTITUTION PRESS - ,.1979.399P,$9.95. .0" .

BIBLIOGRAPHICAL GUIDE

Cutoliffe, Stephen H.; Mistichelli,Judith A. ; and Roysdon, Christine M. ,eds. Technology and Values in AmericanCivilization: A Guide to Iriformation Sources. ,American Studies Information GuideSeries. 'Detroit:. GaleResearch Company, 1980. .704 p.. Indexes.$30.00. Technology and Values in American Civilizationis an interdisciplinary bibliographical guide including over 2400 annotationsjust published by Gale Research Co. of Detroit. The following excerptsfrom the volume's introduction offer.a brief summary of its. scope and contents. The view of technology as an intrinsicallyhaman activity has been increasingly. recognized. and voiced in recent decades.Professionals in diverse fields, including engineering, the sciences, medicine, law,business, and teaching, find that an, awareness and comprehentionof the social and environmental impactsof new as well as existingtechnologies are necessary to their pursuits. Inventionproceeds in the "post-industrial age" at a pace well beyond anindividual's capacity to grasp its implications. A guide to materials documenting notonly the manner in which American valUeS have molded attitudes towardtechnology, but also technology'seffect on the formation of values will assist in thedevelopment of amany-faceted perspective on the role of technology in American culture. Those investigating the interactionbetween technology and man arefaced with a burgeoning output of research and commentwhich appears in a wide rangeof journals, monographs, and other materials.Scholars lament the existing gapsin specific areas, yet the aggregate sum of relevantpublications is staggering. The diffusenature of the field transcends the developedexpertise of most inquirers. Our educational system of academia. and professionalspecialty leaVes scholars atoadistinct disadvant- approaching such-cross-disciplinary study or attempting aholistic under- age when . standing of our society. The present guide to infordiationrelating technblogy and values inAmerica is designed with,a "threefold purpose: to provide abasis for undertaking investigations of the scholarship in variousdisciplined which impinges cn the effectsof advancing technology on civilization; to steerthe user, through selectivity andannotations, to the most significant statementsresulting front considerations of technology from the perspectives of social or humanistic values;and to furnish an extensive initial source for the researcher iri need ofinformation or commentary on specifictopics in the field. The guide has been developed toassist not only teachers, researchers,and students on the collegiate level, but alsoparticipants in and administrators of programs integrating technology, science, andsociety, as well.as professionals and managers involved with confrontations between technologyand man. . The breadth of the topic,and the immense,number ofpotential entries, required that we be highly selective, Both in -terms. ofquality and of subject.Scholarly materials received preference overpopular seleations, though influentialworks of the latter category are wellrepresented. Technology, rather thanscience, is'the >\ object of concern; so that works that treatonly the history of science, science policy, or philosophy of science, to name three areas,have riot been included. Among worki treating the technologiCal enterprise,only those were sOughin whiCh human values are discussed,. explicitly orimplicitly. , Separate topical chapters cover worksfrom various disciplines that discuss the-interaction of man and technology including:,History...Industrialization...* Labor and the work process...Ecottoades oftechnology..:Urbanization..s.Sociology and psychology...Edfication...Technologypolicy...Transportation....Communica- tionsz..Environment.. :Enorgy...AppropriateWchnolod...PhiloSophy and ethics... Literature...Art .°..Architequre...Music..-.Futures. 4ri1 The authors have striven to maintain aneutral or impartial stance toward technolbgy. Attempts have been made to proVide a,balance'of statements express= ing variousviewpoints for both specific issuesand general attitudes. Documenta- tion of the changedsin 4titude towardteclinology'over the course of American industrializatiOn and technological developmentis also provided through the inclusion'of publications spanning the period from thelatelnineteenth centurY to the present. The.necessary emphasis onmaterials produced in the last two decades results froin the mushrooming of considerationsof the value implidations of technology during that era. -Itmust' be recognized that the original faithin rationality and utilitarianism has waned in recent times.Questroning.of,technology's impact On man and his habitat, futuristic..views;and sensitive statements of doubt,all of which,ha% recently received credence;dominate the contemporary literature.' Technology and Value's in American Civilization'is available directly from Gale Research Co., Book Town' Detroit, Michigan.48226.(3137 96.1-2242) for $30.00 in hardcover. SHC. * * * * ?ts * * * * * * * *

.Preliminary Notice r of a Conference Onlhe.Fundament'als of Engineering in a Liberal Education

Lehigh University will host a two-daynational Conference on the Fundamentals of Engineering in a LiberalEducation in mid-May 1981., This Conference, under 'the direction ofDr.Adrian Richards, has beenendorSed by the Council for the Understandingof Technology in Human Affair's (CUTHA)'. The. Conference objectives areto have distinguished engineering, - authorities present invited overviews onsix subjects basic to engineerig that should be known by any liberallyeducated person and to provide an opportunity 'for other engineers topresent contributed papers on these subjects. An invited paper on technology asculture, emphasizing the role of technology in a-modern society, will setthe stage for the six papers on decision analysis, systems engineering, planningand design, risk analysis, I optimization and costIbenefit analysis, andmodeling theory and practice'. Each speaker is expected to be very_sensitive to the fact that many, if not most, non-sCience/en.gineeringmajors are more comfortable withqualitative rather than quantitative concepts andknowledge.While the Conference will focus on.the development by engineers of resourcematerials undergrathiate courees,' teachers. in the liberal arts',business, law, and others are welcometo attend. An announcement.giving detailsof theConference will be distributed early J'n 1981: This Newsletterwill report on furtherdetails as they become available.. OPEN FORUM

INTERFACE'S 1 The Department of Englishand History of SouthernTechnical Institute, a four-year college of engineeringtechnology, is sponsoring, inconjunction with the Humanities andTechnology Association, thefifth annual conference on the interface of thehumanities and technology inMarietta, Georgia (metro Atlanta), October 22-23, 1981. Papers and 'presentations in theglowing discipline that examinesthe integration of humanistic concernsand technological growth areinvited. Tofocus fully on this interaction, submissionsshould contemplate thefollowing areas: Relation of the humanities andtechnology as perceived by business and industry. Ramifications of technology inmedical ethics. History and philosophy of science,technology, and architecture. Public policy 'andunderstanding of science andtechnology. Curriculum design for thehumanities and technology. Roles and effects oftechnology in science fiction,American studies,- and popular culture. .Responses of literature;aesthetics, and the arts totechnology. The deadline forsubmissions is May 1, 1981. Abstracts and/or papersshould be addressed to: AmosSt. Germain or Carol M. .Barnum , Department ofEnglish and History, SouthernTechnical Institute, Marietta, Georgia 30060.

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THE- TECHNOLOGY ANDSOCIETY DIVISION soliciting papers on the of the American Societyof Mechanical Engineers is .following topics for presentationat the Winter AnnualMeeting in Washington, D.C., November 15-21, 1981.,Two-copies of the abstract(200-500 words) or completed manuscript of the papermay bet submitted to:Prof. A. M. Dhanak, Department of MechanicalEngineering, Michigan StateUniversity, East Lansing, Michigan 48824. -The deadline forthe abstracts: 'February 28; 1981. Papers on the foilowinglopice willbe considered to be especiallysuitable: (1) Technoloeasiessment - analysis, forecasting, socialimpacts, ethical values, methodologies; T2)..Enermaasessments ;.(3) Assessment of solar energyand of other alterqate energyROurces;(4) Environmental assessments;(5) Analysis and /or_proposed models' ofengineering 'ethics ;( 6) 'Assessment of emergingtech- nolOeles; .(7) General aspects ;dealing withInteractions betweentechnology and society; (8) Case studies of technologyassessment.. Submitted abitra.otsoripapers will bereviewed as to their appropriateness for the-plahned sessionsand the authors' Will-be notified of the acceptanca of the-papers for preprintpublications and presentations by April 1. STS RESEARCH FELLOWSHIPS The MIT Program in Science, Technology, and Society,with the support of the Exxon Education Foundation, invites applications for several one-yearresearch fellowships on the relationships of science, technology,and society.Selection criteria include: a record of outstandingperformance in a particular field of science, engineering, social science, or the humanities; evidence of a commitment to research involvingthe interaction of science, medicine, or engineering with society; a proposal of study and researchfor the fellowship year related to the Pro- gram's areas of research and teaching, which include: Social and 'Historical Studies of Science andTechnology. Technology and the Political Economy of IndustrialSocieties. Cultural Dimensions (e.g., ideological, aesthetic, ethical)of Science and Technology. Policy Studies involving Science and Technology. Application should be made in a letter consistingof no more than five double-spaced typed pages and a curriculum vitae.Additional material will(be requested if necessary. PhD degree or equivalent desirable.PhD''i at all levels of professional career and foreign nationals are eligible.Partial or full stipend available, normally not exceeding$25,000. Stipend based on current salary.Senior candidates are encouraged to supplement sti- pends with other funds. Appointments will commence inSeptember 1981. Address application to: Prof. Loren Graham, STS Program, Room 20D-213,Massachusetts Institute of Technology, Cambridge, MA 02139.Deadline for receipt of applications: January15,1981. * * * * * * * * ** * * * * * * * * *

SCIENCE, TECHNOLWY, AND'HUMAN VALUESSEMINARS

,WASHINGTON, D.C. The National Endowment for the Humanities(NEH) recently announced the 1981 schedule and applicationdeadline for the Agency-sponsored Summer Semindrs for Teachers Program that annually supportsapproximately 115 eight-week sessions nationwide for some 1400 collegeteachers. The summer program is offered to two-year, four-year, and five-year college anduniversity teachers to provideadvanced study and research opportunities in theteachers' own fields or in fields related to their interests.Edell of the seminars accommodates 12 teachers.Participants receive a-sti:- pend of $2,500 for travel to and from the seminarsite, and for research and livingexpensias. The sessions, held at institutions which have majorlibraries suitable for advanced research work, are directed by, distinguished scholars whose, academicinterests coincide with the seminar topic.Eligible applicants must be full- or part-timeteachers at private or state undergraduate institutions, or at junior or communitycolleges: The 1981 NEH Summer Seminar brochure listing ,settiinar topics, dates,locations, and directors may be obtained in January, 1981, from department chairpersons at highereducation institutions across the country. Teachers interested in applying to aseminar should write directly to the director for detailed information and for applicationmaterials.The deadline for submitting applications to directors will be April 1, 1981.Several seminars are particularly related to STS topids. Topic Director /Location Topic Dlrector/Locatfon Engineers and Conflicts: James F. Childress Principles and MetaphorsEugene S. Ferguson in Biomedical Ethics Dept. of History . An Historical Analysis Dept. of Religious Studies University of Delaware University of Virginia June 15-August 7, 1981 June 15-August 7. 1991 Charlottesville. VA 22993 Newark, DE19711 Physicists in Historical William H. Sewell, Jr. Labor,and the Industrial Martin J. Klein Revolution in Europe and Dept. of History Context Dept. of History University of Arizona America.Seminar Location: c/o NEH Summer SeminarsJune 15-August 7. 1981 Institute for Advanced Study. Box 2145, Ynale Station Tucson. AZ 85721 New Haven,vCT 08520 Princeton TABLE OF CONTENTS

The Engineer's 1;.o le inTechnological Growth - RichardH. McCuen P 1 Course Syllabus - Politics and theTwenty-First Century - Benjamin Hourani P. 3 Course Syllabus - The Automobilein America, 1890-1980: Business, Cities, and Politics - MarkH. Rose P. 8 Review Essay - A Guide to the Culture of Science, Technology and Medicine - Christine Roysdon p.11 M*E*T*A* - Mankind, Ethics, Technologyand the Arts - p.12 Recent Publications . Bibliographical Guide - Technology and Valuesin American Civilization: A Guide to InformationSources.. p.14 Preliminary Notice - Conference on theFundamentals of Engineering in .a Liberal Education p.15 16 OPEN FORUM p.

Science, Technology andSociety Program NonProtit Org.

-327 lvtaginnes Hall *9 U.S. POSTAGE Lehigh University PAID 13-ghlehem, PA 18015 BETHLEHEM. PA Permit No. 230

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