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499 results on '"de Vries, Marc J."'

462. Design

Author

Anthony, Williams, Cowdroy, Rob, Wallis, Louise, Custer, Rod, editor, de Vries, Marc J., editor, and Williams, P. John, editor

Published
2012
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466. Introduction

Author

Williams, P John, Custer, Rod, editor, de Vries, Marc J., editor, and Williams, P. John, editor

Published
2012
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468. Ethics and Aesthetics of Technology

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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469. Learners’ Philosophies about Technologies

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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470. Reconceptualizing Technology through Education

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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471. Practical Issues in Teaching about Technology

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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472. Technology and the Nature of Humans

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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473. Technological Artifacts

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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474. Technological Knowledge

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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475. Technological Processes

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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476. Philosophy of Technology: What and Why?

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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477. Resources for Further Reading and Thinking : An annotated bibliography

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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478. Questions and Assignments

Author

De Vries, Marc J., Cobern, William W., editor, Tobin, Ken, editor, Brown-Acquay, Henry, editor, Espinet, Mariona, editor, Irzik, Gurol, editor, Jegede, Olugbemiro, editor, Lazarowitz, Reuven, editor, Herrera, Lilia Reyes, editor, Rollnick, Marrisa, editor, Sjøberg, Svein, editor, and Tuan, Hsiao-lin, editor

Published
2005
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491. A comparative study of the content of two documents: The Design & Technology National Curriculum in England and New Zealand's Technology Curriculum

Author

Atkinson, Stephanie, Pule, Sarah, and de Vries, Marc J.

Subjects
sub_educationalresearch, top_education
Abstract

This paper presents the findings of a small-scale project that looked at whether the present Design and Technology (D&T) National Curriculum (NC) for England promotes the development of technological capability to support the generation of economic value through enhancing human capital. The English D&T NC has been in existence for 30-years with a number of iterations during that time. Throughout that time-span the technological world in which D&T education exists, has changed beyond all recognition. This paper looks briefly at the concept of the knowledge economy and the development of human capital in a technological world. It then examines whether the English NC for D&T has evolved through its various iterations. A comparison between the most recent edition of the D&T NC document and the latest New Zealand Technology document through an analysis of the words used in each document was carried out utilising the frequency of all the meaningful words in the two documents. The data would suggest that there has been little change in the English version through its various iterations whereas in the NZ document there is a focus that explicitly embraces the developing technological world. The conclusion from the analysis suggests that a more overt recognition of technological change is required in the next iteration of NC D&T if those both inside and outside the D&T community are to recognise and believe in the worth of the subject for the education of students in their acquisition of human capital that will enable them to fulfil a role in the successful economic development of England and indeed the United Kingdom.

Published
2019

492. Use of Portfolios for Assessment in Design and Technology Education

Author

Kay Stables and de Vries, Marc J

Subjects
Technology education, Design and technology education, Actuarial science, Portfolio, Engineering ethics, Sociology
Abstract

This chapter explores the use of portfolios in assessment, starting with a general overview of the nature of assessment portfolios, then moving on to their use within technology education for developing and assessing capability. I start by considering their early use in public examinations in England and reasons why they were introduced. From this I explore issues presented by using portfolios, their potential and their problems. I draw on a range of research and development projects, mainly from within technology education, then present a case study of portfolio development from research at Goldsmiths, University of London, and use this as a basis for exemplifying the potential of digital portfolios. Finally, I provide hopeful but cautious guidance, drawing from the success stories, the findings, and the concerns raised through the chapter.

Published
2017

493. Collaborative Design Work in Technology Education

Author

Kaiju Kangas, Pirita Seitamaa-Hakkarainen, de Vries, Marc J., Maker culture, Design learning and Technology (MaDe), and Department of Education

Subjects
Technology education, Engineering, Knowledge management, business.industry, education, 05 social sciences, 0211 other engineering and technologies, 050301 education, 02 engineering and technology, Engineering management, Work (electrical), 516 Educational sciences, Collaborative design, business, 0503 education, 021106 design practice & management
Published
2017

496. Thoughtful things : an investigation in the descriptive epistemology of artifacts

Author

Romano, G., Meijers, Anthonie W.M., Houkes, Wybo N., and de Vries, Marc J.

Abstract

In this work, I investigate the ability to conceptualize artifacts, an ability that appears to be unique to human beings. To this effect, I lay out a number of requirements for an account of artefact conceptualization: we need to explain how people judge whether an item is an artifact or not; how they distinguish artifacts from natural items; why and how they recognise artefacts by their functions; why and how they conceptualise artifacts in terms of intentionality; and how our cognitive apparatus makes possible all of these apparently universal, but unique human capabilities. Before examining how do human beings approach artifacts perceptually and conceptually, I need to refute skepticism regarding general investigations concerning artifacts. Therefore, I start by arguing against anthropologist-philosopher Dan Sperber, who claims that the class of artifacts is insufficiently homogeneous to warrant such a general investigation. Sperber’s criticisms turn out to be partially founded, because the characterizations that are provided by some disciplinary and interdisciplinary areas of research on artifacts prove unsatisfactory. Still, his arguments leave room for an investigation like mine. I go on to review philosophical research about artifacts, mainly in analytic metaphysics and ontology. There, a sound conceptual determination of "artifact" is sought, but the results are abstract and formal definitions which do not satisfy the requirements I laid out. Philosophical analysis needs to be complemented with research that is more considerate towards the empirical findings concerning artifacts, namely, cognitive sciences, and especially cognitive neurosciences and cognitive psychology. Such a descriptive epistemology of artifacts looks into the mechanisms and processes of human mentalization of these objects. A survey of existing cognitive studies reveals their limitations with respect to the requirements; they need to go hand in hand with philosophical reflection to provide a complete account of the human understanding of artifacts. The philosophical reflection that I think best fits the cognitive inquiries results from Daniel C. Dennett’s theorizing about the practice of interpretation. I therefore propose a reformulation and integration of the interpretationalism of Dennett with the recent research in cognitive psychology about artifact categorization and conceptualization. Using this theoretical and methodological apparatus, I advance a hypothesis about how humans understand artifacts: the human cognitive machinery is outfitted with a specific mechanism for recognizing the relation of functionality. This mechanism enables human beings to identify many items, both natural and artifactual, as being for something. This recognizeability of forness is a primitive and universal cognitive invariant of the human species; it is complemented with a capacity to realize that functionality can be recognized by other human beings, which allows people to identify artifacts in contrast with natural items. Thus, the conditions for identifying artifacts are a special kind of functional cognition joined with the (metaintentional) capacity to ascribe functional knowledge to others. I show that this hypothesis satisfies my requirements and develop some of its implications and theoretical consequences.

Published
2009

498. Technology Development as a Normative Practice: A Meaning-Based Approach to Learning About Values in Engineering-Damming as a Case Study.

Author

Nia MG, Harandi MF, and de Vries MJ

Subjects
Humans, Learning, Morals, Philosophy, Water Supply, Engineering ethics, Industrial Development ethics, Problem Solving, Social Values, Technology ethics
Abstract

Engineering, as a complex and multidimensional practice of technology development, has long been a source of ethical concerns. These concerns have been approached from various perspectives. There are ongoing debates in the literature of the philosophy of engineering/technology about how to organize an optimized view of the values entailed in technology development processes. However, these debates deliver little in the way of a concrete rationale or framework that could comprehensively describe different types of engineering values and their multi-aspect interrelations in real engineering practices. Approaching engineering values from a meaning-based perspective, as in this paper, can be a reliable method of tackling such a controversial problem. This paper therefore proposes that technology development be considered a systemic normative practice and attempts to provide a comprehensive view of various built-in values, their different origins and features, and a way of prioritizing them in real engineering processes. Studying two cases of the Zayandeh Rood Dam and the Abbasi Dam will lead to practical insights into how to understand norms in technology development and incorporate them into engineering practice.

Published
2019
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499. Water Management: Sacrificing Normative Practice Subverting the Traditions of Water Apportionment-'Whose Justice? Which Rationality?'.

Author

Harandi MF, Nia MG, and de Vries MJ

Subjects
Culture, Humans, Hydrology, Iran, Social Values, Philosophy, Rivers, Social Justice, Technology ethics, Water
Abstract

Since current water governance patterns mandate cooperation and partnership within and between the actors in the hydrosystems, supplementary models are necessary to distinguish the roles and the rules of indoor actions which is why we extend a theory in the frameworks of philosophy of technology. This analysis is empirically grounded on the problematic hydrosystems of a river in central Iran, Zayandehrud. Following a modernist-holistic-based analysis, it illustrates how values in the water apportionment mechanisms are being reshaped. The article by using the theory of normative practice has scrutinised the tasks and the rules of the old and new water-management systems, Mirab. Subsequently according to such philosophical theory, it has argued that the conflicts over the cases are due to interference of structural and directional norms within them.

Published
2015
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