TeachingTechnologywitha Focuson MoralEducation

Abstracts

T e a c h i n g T e c h n o l o g y with a Focus on m o r a l E d u c a t i o n I. Today the situation of mankind is split in a peculiar manner. On the one hand technology liberates man from natural risks and restrictions and permits him to do almost anything he likes. On the other hand the benefits of independence and self-determination seem to burden and exceed man's capabilities. The growth of his technological potency has obviously not solved his moral problem of doing the right thing. It even looks as if the energy, genetic technology, medical technology, air-pollution etc, are examples of the epochal problems that cannot be solved by technological means alone but also have to be dealt with in a moral sense.

2.

The relation of rationalism an~ ~aoralism is not only a problem today because it belongs to the basic structure of technical action. The question of acting in the right and good way belongs to technology from the first invention to the everyday use of technological methods and objects. The basic problem of technology-application does not arise after invention but belongs to technology in a 'genetic' sense. In ancient and medieval times this problem was not as pressing as it is today because of the handicraft character of technology which normally generated a specific use. On the contrary modern technological methods and objects can be universally used. Therefore a responsible application of modem technology not only demands knowledge of how to handle it but also the capability of valuing its use in a distinguished manner.

3.

If general technology education intends to ease the individual and social pursuit of happiness then both the teaching of technology-knowledge and the guidance to develop the capability of distinguished valuing have to be considered. Concerning technological methods and objects, and appropriate teaching, it

InternationalJournalof Technologyand DesignEducation

makes sense to distinguish between values of function and values of usage. Values offunction are value-judgements concerning the functionalism and effectiveness of technological methods and objects; e.g. a 12-cylinder engine may have a high value of function. On the contrary value of usage are value judgements concerning the morality of action related to technological methods and objects with regard to the Kantian moral law and its modern version by Jonas; e.g. a 12-cylinder engine may have a low value of usage.

Technology education can focus on moral education if the students have a chance of valuing technology on their own and are invited to do so. This may be secured by teaching arrangements employing vivid tasks, learning by doing, overpassing the subject matter and value-clarification. In the history of technology education in Germany lessons in the former subject 'Werken' (handicrafts) always incorporated a 'Werkbetrachtung' (a valuing view) at the end of work. Technology education should keep up this tradition, but nowadays put the stress on the moral topic of good technology handling.

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