STS Program » About » What is STS? Science and Technology Studies (STS) is a relatively new academic field. Its roots lie in the interwar period and continue into the start of the Cold War, when historians and sociologists of science, and scientists themselves, became interested in the relationship between scientific knowledge, technological systems, and society. The best known product of this interest was Thomas Kuhn’s classic 1. This influential work helped crystallize a new approach to historical and social studies of science, in which scientific facts were seen as products of scientists’ socially conditioned investigations rather than as objective representations of nature. Among the many ramifications of Kuhn’s work was a systematic effort by social scientists to probe how scientific discovery and its technological applications link up with other social developments, in law, politics, public policy, ethics, and culture. STS, as practiced in academia today, merges two broad streams of scholarship. The first consists of research on the nature and practices of science and technology (S& T). Policy Fellowships The Science & Technology Policy Fellowships program provides opportunities for scientists and engineers to contribute to federal policymaking while learning firsthand about the intersection of science and. Office for the History of Science and Technology: Berkeley Program in Science and Technology Studies: Program for the Medical Humanties. Career Program Degrees Fire Science Technology A.A.S. Science And Technology Programs For High SchoolStudies in this genre approach S& T as social institutions possessing distinctive structures, commitments, practices, and discourses that vary across cultures and change over time. This line of work addresses questions like the following: is there a scientific method; what makes scientific facts credible; how do new disciplines emerge; and how does science relate to religion? The second stream concerns itself more with the impacts and control of science and technology, with particular focus on the risks that S& T may pose to peace, security, community, democracy, environmental sustainability, and human values. Driving this body of research are questions like the following: how should states set priorities for research funding; who should participate, and how, in technological decisionmaking; should life forms be patented; how should societies measure risks and set safety standards; and how should experts communicate the reasons for their judgments to the public? The rise of STS as a teaching field reflects a dawning recognition that specialization in today’s research universities does not fully prepare future citizens to respond knowledgeably and reflectively to the most important challenges of the contemporary world. Increasingly, the dilemmas that confront people, whether in government, industry, politics or daily life, cut across the conventional lines of academic training and thought. STS seeks to overcome the divisions, particularly between the two cultures of humanities (interpretive inquiry) and natural sciences (rational analysis). STS teaching seeks to promote cross- disciplinary integration, civic engagement, and critical thinking. Undergraduate STS courses are especially popular with engineering and pre- professional students, including premeds. They help to illuminate issues of professional responsibility and ethics. The Program on Science, Technology and Society (STS) is an interdisciplinary program at the Harvard Kennedy School takes as its point of departure salient issues at the intersection of science, technology, and public policy. Science, Technology, Engineering and. The program also supplies STEM. The US Office of Science and Technology Policy during the Obama administration is. In light of the importance of science and technology (S&T) in the world today. Founded in 1991, the department has an internationally-known Ph.D. Program devoted to training students to conduct advanced research. ANNOUNCING the newly formed jointly-sponsored grant program between the MIT STS Program and the MIT Libraries: The Ada Lovelace Grant. Such courses also build bridges between disciplines that do not ordinarily meet each other in the undergraduate curriculum, such as sociology and science, law and science, anthropology and technology, environmental science and political theory, or technology and philosophy. Graduate STS courses offer ways of integrating knowledge in areas that are impossible to grasp through any single discipline; examples include security studies, environmental studies, globalization, the human sciences, and biology and society. STS courses in these areas enable students to form more robust understandings of the nature of controversy, the causes of scientific and technological change, the relationship of culture and reason, and the limits of rational analytic methods in characterizing complex problems. In sum, STS explores in rich and compelling ways what difference it makes to human societies that we, collectively, are producers and users of science and technology. STS research, teaching, and outreach offer citizens of modern, high- tech societies the resources with which to evaluate. Hughes, and Trevor Pinch, eds.. History of science and technology. The history of Science and Technology (HST) is a field of history which examines how humanity's understanding of the natural world (science) and ability to manipulate it (technology) have changed over the centuries. This academic discipline also studies the cultural, economic, and political impacts of scientific innovation. Histories of science were originally written by practicing and retired scientists, starting primarily with William Whewell, as a way to communicate the virtues of science to the public. In the early 1. 93. Soviet historian Boris Hessen, was focused into looking at the ways in which scientific practices were allied with the needs and motivations of their context. After World War II, extensive resources were put into teaching and researching the discipline, with the hopes that it would help the public better understand both Science and Technology as they came to play an exceedingly prominent role in the world. In the 1. 96. 0s, especially in the wake of the work done by Thomas Kuhn, the discipline began to serve a very different function, and began to be used as a way to critically examine the scientific enterprise. At the present time it is often closely aligned with the field of science studies. Undergraduate coursework can be completed as part of either a Bachelor of Science or a Bachelor of Arts Degree. Undergraduate study can be furthered by completing an additional Honours year. For postgraduate study, the Unit offers both coursework and research based degrees. The two course- work based postgraduate degrees are the Graduate Certificate in Science (HPS) and the Graduate Diploma in Science (HPS). The two research based postgraduate degrees are a Master of Science (MSc) and Doctor of Philosophy (Ph. D). At least three generations of scholars can be identified. The first generation includes D. D. Kosambi, Dharmpal, Debiprasad Chattopadhyay and Rahman. The second generation mainly consists of Ashis Nandy, Deepak Kumar, Dhruv Raina, S. Irfan Habib, Shiv Visvanathan, Gyan Prakash, Stan Lourdswamy, V. V. Krishna, Itty Abraham, Richard Grove, Kavita Philip, Mira Nanda and Rob Anderson. There is an emergent third generation that includes scholars like Abha Sur and Jahnavi Phalkey. Currently there are several institutes and university departments offering HST programmes. Netherlands. The department also offers MSc degrees in History and Philosophy of Science and in the study of contemporary Science, Technology, and Society. An MPhil/Ph. D research degree is offered, too. It was formed in 1. MSc programme, jointly taught by University College London's Department of Science and Technology Studies and Imperial College London. The Masters programme transferred to UCL. Sarton exemplified the early 2. He shared with many of his contemporaries a Whiggish belief in history as a record of the advances and delays in the march of progress. The History of Science was not a recognized subfield of American history in this period, and most of the work was carried out by interested Scientists and Physicians rather than professional Historians. Bernard Cohen at Harvard, the history of Science became an established subdiscipline of history after 1. The strength of the Center has much to do with the success of its director Jane Maienschein. With a concentration in Biology and Society one can focus on History and Philosophy of Science, Bioscience Ethics, Policy and Law, or Ecology, Economics, and Ethics of the Environment. There are no longer any full- time faculty, and no new students are being admitted to the program.)California Institute of Technology offers courses in the History and Philosophy of Science to fulfill its core humanities requirements. Case Western Reserve University has an undergraduate interdisciplinary program in the History and Philosophy of Science. One notable course is called Science and Technology History, taught currently by Professor Peter Dear, which centers upon the development of Science and Technology History from the Newtonian era up to the Einsteinian revolution. This class is one of the longest running classes at Cornell University and is offered by the College of Arts and Sciences and caters to students who want to learn more about the development of modern science. The history department is affiliated with the emphasis. This program was the first to exist as an independent academic department. Retrieved December 3, 2. Retrieved January 3, 2. Retrieved July 3. 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Companion to Science in the Twentieth Century, John Krige (Editor), Dominique Pestre (Editor), Taylor & Francis 2. The Cambridge History of Science, Cambridge University Press. Volume 4, Eighteenth- Century Science, 2. Volume 5, The Modern Physical and Mathematical Sciences, 2. History of science as a discipline. J. Bennett, 'Museums and the Establishment of the History of Science at Oxford and Cambridge', British Journal for the History of Science 3. Mayer, 'Setting up a Discipline: Conflicting Agendas of the Cambridge History of Science Committee, 1.
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