scholarly journals Informing Science (IS) and Science and Technology Studies (STS): The University as Decision Center (DC) for Teaching Interdisciplinary Research

10.28945/562 ◽  
2001 ◽  
Vol 4 ◽  
pp. 087-093
Author(s):  
Teresa Castelao-Lawless ◽  
William F. Lawless
Keyword(s):  
Interdisciplinary Research ◽  
Science And Technology Studies ◽  
Science And Technology ◽  
Technology Studies ◽  
Decision Center ◽  
The University

scholarly journals Introduction: Talking STS

2018 ◽  
Vol 4 ◽  
pp. 179 ◽  
Author(s):  
Fadhila Mazanderani ◽  
Isabel Fletcher ◽  
Pablo Schyfter
Keyword(s):  
Science And Technology Studies ◽  
Science Studies ◽  
Science And Technology ◽  
Fiftieth Anniversary ◽  
Technology And Society ◽  
Technology Studies ◽  
Science Technology ◽  
The Future ◽  
History Of ◽  
The University

Talking STS is a collection of interviews and accompanying reflections on the origins, the present and the future of the field referred to as Science and Technology Studies or Science, Technology and Society (STS). The volume assembles the thoughts and recollections of some of the leading figures in the making of this field. The occasion for producing the collection has been the fiftieth anniversary of the founding of the University of Edinburgh’s Science Studies Unit (SSU). The Unit’s place in the history of STS is consequently a recurring theme of the volume. However, the interviews assembled here have a broader purpose – to present interviewees’ situated and idiosyncratic experiences and perspectives on STS, going beyond the contributions made to it by any one individual, department or institution. Both individually and collectively, these conversations provide autobiographically informed insights on STS. Together with the reflections, they prompt further discussion, reflection and questioning about this constantly evolving field.

scholarly journals Introduction

2021 ◽  
pp. 1-21
Author(s):  
Antti Silvast ◽  
Chris Foulds
Keyword(s):  
Interdisciplinary Research ◽  
Science And Technology Studies ◽  
Large Scale ◽  
Science And Technology ◽  
Research Projects ◽  
Energy Research ◽  
Technology Studies ◽  
External Stakeholders ◽  
Background Context

AbstractThis chapter provides background context on the calls for doing (more) interdisciplinarity and explains our own positioning as to what interdisciplinarity actually is, as well as what we believe this book contributes to the study of said interdisciplinarity. Specifically, we discuss mainstream arguments for why interdisciplinary research is deemed to be a worthwhile endeavour by many researchers, policymakers, funders, and so on. We build on this by arguing that there is a unique—and currently under-fulfilled—role to be played by Science and Technology Studies (STS) in exploring the sociological dimensions of how large-scale (energy) research projects are actually carried out. Alongside these wider landscape discussions, we explain what this book contributes to the study of interdisciplinarity and to energy research, through our empirics and STS-inspired ideas. We also make clear how we define interdisciplinarity and disciplines and explain how we focus on problem-focused research that may (or may not) involve external stakeholders.

scholarly journals Informing Science (IS) and Science and Technology Studies (STS): The University as Decision Center )

10.28945/2416 ◽  
2001 ◽  
Author(s):  
Teresa Castelao-Lawless ◽  
William Lawless
Keyword(s):  
Science And Technology Studies ◽  
Technology Policy ◽  
Science And Technology ◽  
Policy Decision ◽  
Science And Religion ◽  
Technology Literacy ◽  
New Science ◽  
The Social ◽  
Decision Center ◽  
The University

Students of history and philosophy of science courses at my University are either naive robust realists or naive relativists in relation to science and technology. The first group absorbs from culture stereotypical conceptions, such as the value-free character of the scientific method, that science and technology are impervious to history or ideology, and that science and religion are always at odds. The second believes science and technology were selected arbitrarily by ideologues to have privileged world views of reality to the detriment of other interpretations. These deterministic outlooks must be challenged to make students aware of the social importance of their future roles, be they as scientists and engineers or as science and technology policy decision makers. The University as Decision Center (DC) not only reproduces the social by teaching standard solutions to well-defined problems but also provides information regarding conflict resolution and the epistemological, individual, historical, social, and political mechanisms that help create new science and technology. Interdisciplinary research prepares students for roles that require science and technology literacy, but raises methodological issues in the context of the classroom as it increases uncertainty with respect to apparently self- evident beliefs about scientific and technological practices.

scholarly journals Researching Collaborative Interdisciplinary Teams

2019 ◽  
Vol 33 (3) ◽  
pp. 57-72
Author(s):  
Rebecca Freeth ◽  
Ulli Vilsmaier
Keyword(s):  
Interdisciplinary Research ◽  
Science And Technology Studies ◽  
Potential Benefit ◽  
Science And Technology ◽  
Interdisciplinary Team ◽  
Interdisciplinary Teams ◽  
Research Experiences ◽  
Technology Studies ◽  
Learning Orientations ◽  
Vantage Points

Collaborative interdisciplinary research is on the rise but can be difficult and daunting. There is much to learn by studying the inner workings of collaboration, to the potential benefit of both science and technology studies (STS) and those who collaborate. We have been studying the inner workings of a collaborative interdisciplinary team using formative accompanying research (FAR). Assuming multiple insider-outsider vantage points implied adopting dynamic positionality in relation to the team. In this article, we outline an approach to navigating positionality based on these research experiences. Navigation is aided by identifying learning orientations to a collaborative team, to learn about, with or for the team; and by adopting practices and principles to balance i) observation and participation; ii) curiosity and care; and iii) impartiality and investment. We illustrate what we have learned so far, demonstrating how to apply these navigating instruments so that the skilful use of FAR positionality can advance the understanding and practice of collaborative interdisciplinary research.

scholarly journals Trois regards sur la notion de « culture chinoise »

2018 ◽  
Vol 72 (1) ◽  
pp. 87-116
Author(s):  
Basile Zimmermann
Keyword(s):  
Case Studies ◽  
Science And Technology Studies ◽  
Chinese Culture ◽  
Science And Technology ◽  
Historical Overview ◽  
Asian Studies ◽  
Interactional Expertise ◽  
General Argument ◽  
Technology Studies ◽  
Chinese Studies

Abstract Chinese studies are going through a period of reforms. This article appraises what could constitute the theoretical and methodological foundations of contemporary sinology today. The author suggests an approach of “Chinese culture” by drawing from recent frameworks of Science and Technology Studies (STS). The paper starts with current debates in Asian studies, followed by a historical overview of the concept of culture in anthropology. Then, two short case studies are presented with regard to two different STS approaches: studies of expertise and experience and the notion of interactional expertise, and the framework of waves and forms. A general argument is thereby sketched which suggests how “Chinese culture” can be understood from the perspective of materiality.

Queere Praktiken der Reproduktion

2021 ◽  
Author(s):  
Sarah Charlotte Dionisius
Keyword(s):  
Science And Technology Studies ◽  
Science And Technology ◽  
Feminist Science ◽  
Technology Studies

Ein, zwei, drei oder vier Elternteile, »Sponkel«, »Mapas« und lesbische Zeugungsakte - wer oder was Familie ist und wie sie gegründet wird, hat sich vervielfältigt. Sarah Charlotte Dionisius rekonstruiert aus einer von den Feminist Science and Technology Studies inspirierten, queertheoretischen Perspektive, wie lesbische und queere Frauen*paare, die mittels Samenspende Eltern geworden sind, Familie, Verwandtschaft und Geschlecht imaginieren und praktizieren. Damit wirft sie einen heteronormativitätskritischen Blick auf die sozialwissenschaftliche Familienforschung sowie auf gesellschaftliche und rechtliche Entwicklungen, die neue Ein- und Ausschlüsse queerer familialer Lebensweisen mit sich bringen.

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