Masters Degrees (Philosophy)

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Browsing Masters Degrees (Philosophy) by Author "Baughan, Hugh Simpson"

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    Science, society, technology and holistic modes of thought
    (Stellenbosch : Stellenbosch University, 1999-12) Baughan, Hugh Simpson; Hattingh, J. P.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Philosophy.
    ENGLISH ABSTRACT: This work involves a study of different conceptions of knowledge as are found in a mechanisticnaturalistic view of science, particularly from within Western intellectual culture, and how such conceptions affect the ways we regard science and society in relation. It attempts to draw out some implications for the limits of those conceptions when seen from a holistic stance, and presents modes of thought more adequate to address and better understand human reality. In particular, technology and technology education remain indebted to Western and mechanisticnaturalistic assumptions about man and society. Suggestions are made as to how holistic modes of thought might be used to make sense of technology as human practice, and how South African technology education policy might be framed so as to be more in tune with human values. Chapter one reviews some of the historical sources of the mechanistic-naturalistic conception of science, particularly as an objective, universal, and rational process. It attempts to make explicit some of the basic assumptions of such a view (both scientific and philosophical), to highlight its general influence in Western intellectual culture, and to point out the broad contradiction in thought it implies: namely, that the scientific view supposes a universe of purposeless matter, while to the human mind is attributed aim and intents. Chapter two maps out some of the social implications for the mechanistic-naturalistic stance, notably in how science and society are conceived to relate. It treats some contemporary opinions in support of the view that science is largely extra-cultural in its processes, and analyzes the various social norms that make up the project of science. It addresses as well the view of science first as knowledge production, indebted to various social exchanges for its continued existence, and then as a matter of professional expertise for the solution of social problems. Chapter three attempts to offer holistic-like modes of thought that may serve to enrich an overly enthusiastic adoption of a mechanistic world view and its assumptions about what constitutes reason. It highlights some current developments within science that call into question prior notions of mechanistic explanation. It presents as well two approaches to understanding, based on self-organizing systems and the view of man as a self-interpreting creature, that provide for a richer grasp of the human reality beyond the limits of an only mechanistic-naturalistic rendering. Chapter four analyzes technology as an instance of intelligence, seen from the world view of the machine. It provides an alternative depiction of technology viewed from the standpoint of selforganization and interpretation. Both provide a handle on the meaningful human practice of technology. Technology education policy involves an analysis of outcomes from the technology learning area, pointing out the ways in which they remain indebted to mechanistic-naturalistic conceptions. Ideas based on self-organizing systems and meaningful interpretation serve to frame differently an approach to technology education that is more attentive to human values. The conclusion offers a set of holistic-like ideas and principles, used throughout the whole of the work, and which make up part of a general conception of holistic modes of thought.