This broad cultural history of technology and science provides a range of stories and reflections about the past, discussing areas such as film, industrial design, and alternative environmental technologies, and including not only European and North American, but also Asian examples, to help resolve the contradictions of contemporary high-tech civilization.
The authors focus on specific individuals, each of whom in his or her distinctive way carried the ideas of the 1930s into the decades after World War II, and each of whom shared in inventing a new kind of intellectual partisanship. They begin with C. Wright Mills, Hannah Arendt, and Erich Fromm and show how their work linked the "old left" of the Thirties to the "new left" of the Sixties. Lewis Mumford, Rachel Carson, and Fairfield Osborn laid the groundwork for environmental activism; Herbert Marcuse, Margaret Mead, and Leo Szilard articulated opposition to the postwar "scientific-technological state." Alternatives to mass culture were proposed by Allen Ginsberg, James Baldwin, and Mary McCarthy; and Saul Alinsky, Dorothy Day, and Martin Luther King, Jr., made politics personal.
This is an unusual book, written with an intimacy that brings to life both intellect and emotion. The portraits featured here clearly demonstrate that the transforming radicalism of the Sixties grew from the legacy of an earlier generation of thinkers. With a deep awareness of the historical trends in American culture, the authors show us the continuing relevance these partisan intellectuals have for our own age.
"In a time colored by 'political correctness' and the ascendancy of market liberalism, it is well to remember the partisan intellectuals of the 1950s. They took sides and dissented without becoming dogmatic. May we be able to say the same about ourselves."—from Chapter 7
Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from engineering, the social sciences and the humanities. Additional issues the chapters scrutinize include prominent norms of engineering, how they interact with the values of efficiency or environmental sustainability. A concluding set of articles considers the meaning of context more generally by asking if engineers create their own contexts or are they created by contexts.
Taken as a whole, this collection of original scholarly work is unique in its broad, multidisciplinary consideration of the changing character of engineering practice.
Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education.
In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area.
Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia.