A framework for Value Education of Scientists and Engineers (original) (raw)
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A framework of value education for engineers and scientists
Technology is generally viewed as the tool for application of scientific knowledge to promote human welfare. Since the age-old problems of inequity, poverty, strife, crime and violence still stare in our face, there must be a grave inadequacy in our science and technology set up. Analysis reveals that the roots of this inadequacy lie in the fact that the youth, the future engineers and scientists, are being given an education that completely sidesteps the whole question of real human welfare, human values and goals. Clearly there is an urgent need to rectify the situation. Though most educationists appreciate the need for education in human values, there seem to be three serious misgivings about it.
SCIENCE CURRICULUM AS A MEDIA TO INCULCATE HUMAN VALUES
Value education is an interdisciplinary field of study with rich content. The philosophy about value is that, value should help any one to seek the real knowledge and goal of life in a righteous manner. It is equally important to ensure that the youth are equipped with core values needed to live as responsible citizens in complex democratic societies.
In spite of so much advancement in science and technology, the society is still besieged with the age old problems of inequity, poverty, strife, crime and violence. Though superficially, these problems seem to be disparate, having their origin in the economic, the political and the social systems, their roots can be traced to the fact that the youth are being given an education that completely sidesteps the whole question of human values and goals. Not that the need for such education has not been realised, but there seem to be two serious misgivings about imparting value education. First, value education is often equated with sectarian indoctrination-an anathema to a secular state like India. Secondly, there is this notion that values can not, and should not, be taught at all, these are picked up by youth from the environment in which they live, from the inspiration provided by the leaders, the role models. This paper analyses the reasons behind both these objections and shows how can values be taught in a scientific manner to modern rationally minded youth.
2016
In recent years many researchers, educationists and social reformers have expressed their views regarding major improvements to be incorporated in the education system, be it at the primary and secondary school levels or at the higher educational institutions. In this regard primary effort should be taken in developing a pool of quality teachers that can be an asset for the society. It is also a basic necessity that our education system should provide for inculcation of values. There should be harmonious blend of both materialistic and non-materialistic aspect for the development of sound personality and progress as well as prosperity of the country. A normal educational course in general should comprise of three things viz. imparting information and knowledge, developing skills and inculcating values. However, present scenario in Indian condition present a very dismal picture. Today's education is geared mainly to the first process, with little emphasis on the second and very m...
Teaching of Values in Science: Defi ning Its Universal Values
This article focuses on defining the universal values of natural science from the Tawhidic perspective. It begins by clarifying two phrases: 'values in science' and 'universal values'. It then discusses issues concerning the universality of science as understood in the contemporary context. The article argues that although science in the Tawhidic perspective has its own particular traits, it also has universal values that transcend cultures and eras. Some of these universal values are then defined, namely, those of balance, order, harmony and beauty that emerged from viewing natural science through the Islamic theological lens. These values are discussed in relationship with the Asmā' Allāh al-Ḥ usnā (the most beautiful names of Allāh) as explained by Imam al-Ghazali in his book al-Maqṣad al-Asnā fī Sharḥ Asmā' Allāh al-Ḥusnā. A few recommendations are provided on how these values could be infused into the science curricula.
Technology and Human Values © Meenakshie Verma
April, 2021
"According, to the Greek myth, Prometheus, a human, stole the secret of technology from the Gods. The head of the gods, Zeus, then made all humanity suffer for Prometheus' audacity and rebellion against the natural order of things. In one version of the myth, he sent down Pandora's Box, which, when opened, let escape all the evils of the world. Thus, suffering and unhappiness were the price humans had to pay for their theft of the god-like powers of technology. The ancient Greeks argued that whoever possessed a Techne had to be socially responsible. Both Plato and Aristotle stated that, for the social order to be maintained, it is mandatory that an individual must also practice Techne for the benefit of social, not exclusively for, oneself." Along, with economic and financial needs-across cultures, people have layers of social, cultural, ecological and psychological requirements-which must be met for optimal performance and complete their assigned tasks. In the course of action people often need reliable sources of motivation, self determination and positive personal growth. The process of identifying these sources and channelizing them has to be done and continued. Moreover, these ideas have to be introduced in early stages of social and professional life. During the past years there has been a concern shown towards inclusion of liberal arts education for the technology students. In particular for the STEM (Science, Technology, Engineering and Medical) related branches. Usually, technological education has miniscule or no emphasis on liberal arts and humanities themes. By and large technology and liberal arts are segregated domains of study. Irrefutably, technical streams produce significant numbers of quality technocrats, bureaucrats, medical professionals and engineers every year. Besides, such individuals are capable of solving technical problems in their chosen fields. However, quite often they find it difficult to effectively maintain a qualitative balance between technology, society, culture, human values, ecological concerns and sustainable development. Evidently, for the technology students the huge segregation between their education and other systems of knowledge does not provide enough opportunities to explore, human values, socio-cultural deposits and means of sustainable and inclusive development. As a consequence, the experts in various technology and engineering fields have a skewed understanding of priorities, structures and needs of the society, livelihood patterns also, subversive economic trends.
[Ethics and Values in] Science, Technology, and Society Education: Working Papers
1989
This document consists of four papers that provide a handbook on ethics/values education and its place in STS (Science, Technology and Society). The handbook addresses basic issues in ethical theory, the place of ethics and values in the STS curriculum format, the conduct of ethics and values discussions in the classroom, and the appropriate relations between the school district and the local community on values-related activities in STS instruction. "The Responsibility Cycle" (Leonard J. Woks) develops an STS curriculum format based on the definition of the STS education prepared by the Science, Technology and Society Project. "Ethical Concepts and Theories for STSH (Deborah G. Johnson) surveys the most important ethical theories and demonstrates their application to STS issues. "School-Community Relations for Ethics and Values in STS Education" (Leonard J. Waks) presents 10 guidelines for schools to follow in building community acceptance and support for values-related activities in STS education. "Using Discussion to Explore Values and Develop Positions on STS Issues" (James S. Leming) presents a method for selecting STS issues for instruction, preparing for classroom discussion of these issues, managing the discussion, and evaluating the discussion as an instructional activity. (DB)
Journal Article, 1989
Science is neutral, but the application of science through technology on the one hand can prosper, but on the other hand it can threaten human life, depending on the humans who use it. To prevent the emergence of negative impacts as a result of misusing scientific knowledge, science learners at the elementary and secondary levels need to be literate in the dilemma brought by science, and be able to perform moral judgement on the applications of science in the community. Merrill Harmin developed a paradigm as a framework for developing curriculum and implementing science learning that harm moral values. In that framework, science education is considered to consist of three levels, namely the level of facts, the level of concepts, and the level of ethical values. Without discouraging the task of science education to develop scientific knowledge, the curriculum and science learning must reach the third level, namely through moral considerations with regard to the application of science. The approaches that can be used to carry out value-laden science education vary from indoctrination, value clarification, to using logical thinking as well as scientific inquiry to evaluate societal issues on the application of science.
Today's technical education, in its widely prevalent form, is not able to adequately empower students to think independently. Consequently, being driven by peer pressure, it is leading to a blind race for jobs that are intellectually and mentally unfulfilling, and wealth that breeds chaos in family and in society. However, education is not just about learning skills (how to) but also about developing the ability to decide on what (what to do?) and why (why to do?). It should lead to the development of critical ability in students towards distinguishing between essence and form, or between what is of value and what is superficial, in life. It should develop their understanding which is a prerequisite for a movement from rule based society to a relationship based society. In this paper, we discuss our experiment of introducing a compulsory course on Human Values in the undergraduate core curriculum in a technical university. Rather than aiming at 'teaching' values, the cou...
Syllabus: Science, Technology, and Values
The technosciences are objective, value-free, rational, and inevitable: these are the myths that this course will question. Our human values and social concerns have deep connections to science and technology. This course will explore those connections from a variety of philosophical perspectives. The development of science and technology involve personal, social, and political decisions. In this course, you will learn to question whether those developments are responsible and appropriate.