Technology Education - the Ethical Challenge
Parikka, M., Rasinen, A., & Ojala, A. (2011). Technology Education - the Ethical Challenge. In M. Vries (Ed.), Positioning Technology Education in the Curriculum (pp. 133-144). The Netherlands: Sense Publishers.
Date
2011Copyright
© 2011 Sense Publishers. This is an electronic final draft version of an article whose final and definitive form has been published in the book "Positioning Technology Education in the Curriculum" by Sense Publishers. Deposited to JYX archive with the kind permission by the publisher.
Introduction: In everyday thinking and discussion, the concepts of technique (technical methods,
as in a craft or in scientific research) and technology are often regarded as
synonymous. On closer analysis, one realizes that this is not the truth of the matter.
On the contrary, the difference in the concepts introduces the ethical viewpoint.
Technique, which generally refers to tools, equipment and machines or know-how
about their use or control, is an instrument which, as such, does not does not
inherently have good or bad qualities. However, the results depend on where and
how it is used (Parikka & Rasinen, 1994). Technique becomes technology when it
is applied to a certain task. Thus, only technology can be analyzed and observed
from ethical viewpoints, which in turn are related to values. For instance, in a
technological system, product or service, value statements indicating both negative
and positive effects are included.
Based on the above discussion, it will be cha
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