Since the early 1990’s politicians and educational researchers have endeavoured to integrate standards for technological literacy into the so called STEM (Science, Technology, Engineering and Mathematics) related areas. After having presented the major issues of philosophical relevance in technology and engineering that emerge in this way, we discuss the problems and challenges that technology poses for the society in which it is practiced in the third and final section.
It has helped develop more advanced economies (including today’s global economy ) and has allowed the rise of a leisure class Many technological processes produce unwanted by-products known as pollution and deplete natural resources to the detriment of Earth’s environment Various implementations of technology influence the values of a society and new technology often raises new ethical questions.
If one follows Joseph Pitt in his book Thinking about technology (2000) and defines technology broadly as ‘humanity at work’, then to distinguish between technological action and action in general becomes difficult, and the study of technological action must absorb all descriptive and normative theories of action, including the theory of practical rationality, and much of theoretical economics in its wake.
One early theme is the thesis that technology learns from or imitates nature (Plato, Laws X 899a ff.). According to Democritus, for example, house-building and weaving were first invented by imitating swallows and spiders building their nests and nets, respectively (fr D154; perhaps the oldest extant source for the exemplary role of nature is Heraclitus fr D112).
Point 0 seems a little broad – or, at least, your example of an orchestra as technology doesn’t seem quite right to me. Technology” seems to be a narrower concept than culture” and an orchestra seems to fit more in the category of cultural artifact (or perhaps aesthetic artifact) than technology.