Same subject as 21H.984[J]Prereq: None Acad Year 2022-2023: Not offered MIT students are increasingly seeking to understand the social and historical contexts in which they will work and the social consequences of what they will do in their professional careers. Privacy policy, Educators discuss how they use Understanding Science in their teaching. 04 February 2010. Students act as informal consultants to the MIT Museum, offering proposals for innovative elements that will be seriously considered for inclusion in the new Museum. Garcia Ave, Diliman, Quezon City, 1101 Metro Manila. Science Thus it has been the case that STS social constructivists have often revealed the underlying values and ethical choice decisions made in scientific research and discovery, while those analyzing technological decision making, such as that surrounding the launch of the space shuttle Challenger (Vaughan 1996), similarly revealed the ethics of the decision to go forward that chilly Florida morning, even in the face of admittedly mixed evidence regarding the viability of O-rings at reduced temperatures. Same subject as 4.626[J]Prereq: None Acad Year 2022-2023: U (Fall) Emphasizes how local culture, politics, labor, and knowledge affect engineering. Would it not be more sensible for, say, chemistry students to study as much chemistry as possible? Takes a historically inflected approach to examine the social relations of science in the modern United States. Society drives technological change, while changing technologies in turn shape society. "Science, Technology, and Society Studies Prereq: None Acad Year 2022-2023: Not offered To make things worse, the rear was lacking structural reinforcement. Society also poses as a constraint to Science and Technology. Addresses a special topic in Science, Technology and Society which is not offered in the regular curriculum. (1997). This does not contradict reality, but does suggest that there are different contextualized ways of knowing. This is where the need of studying STS is most obvious. Arguing in support of the objective nature of scientific evidence and science as a special way of knowing, a number of such individuals led by Paul Gross and Norman Levitt (1994) and Alan Sokol (1996a, 1996b, 1998) took issue with some of the more relativist-oriented STS scholars, such as Bruno Latour (1987), and launched a series of sharp attacks in print and at academic conferences.
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