By David Bell
This publication introduces scholars to cultural stories of technology and expertise. It equips scholars with an figuring out of technology and know-how as points of tradition, and an appreciation of the significance of brooding about technology and expertise from a cultural stories viewpoint. person chapters concentrate on themes together with renowned representations of technology and scientists, where of technological know-how and know-how in way of life, and the contests over novice, fringe and pseudo-science. every one bankruptcy contains case reviews starting from the MMR vaccine to UFOs, and from nuclear battle to microwave ovens. it's appropriate for college kids in cultural reports, media reports, sociology and technology and expertise experiences.
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And Frodeman, R. (2002) What is it like to be a geologist? A phenomenology of geology and its epistemological implications, Philosophy and Geography, 5(1): 69–81. Reid, R. and Traweek, S. (eds) (2000) Doing Science + Culture: How Cultural and Interdisciplinary Studies are Changing the Way We Look at Science and Medicine. London: Routledge. Ross, A. ) (1996) Science Wars. Durham NC: Duke University Press. Sardar, Z. (2000) Thomas Kuhn and the Science Wars. Cambridge: Icon. Sassower, R. (1995) Cultural Collisions: Postmodern Technoscience.
1994) also pondered the domestic fridge, noting that it performs many other functions in the home – functions not ‘written in’ to its functionalist design, but nonetheless commonplace. It is so beautiful a description, I want to quote it at length here: The top of a refrigerator nearly always comes to serve as a shelf. . [B]ecause the area on top of a fridge is ‘not really’ a storage area as such, it can serve as a miscellaneous catchment area for things which don’t have any other easily assignable place, either in the kitchen or elsewhere.
This moment of naming was preceded by the consolidation of a set of practices, of ways of doing science, progressively solidified since the midsixteenth century, during the so-called ‘Scientific Revolution’. These ways of doing included an emphasis on experiments, on observation, and on communication, often through emerging scientific academies and societies (Bucchi 2004). This solidifying of ways of doing science also led to a progressive bracketing-off of science from other parts of life: science was something only some people did, and it was quite different from doing other things.