| Unit name | Philosophy of Technology |
|---|---|
| Unit code | PHIL30140 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Ratti |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Department of Philosophy |
| Faculty | Faculty of Arts |
This unit will introduce students to philosophical questions and discussions about technology. In particular, the unit will discuss the relations between technology and values; technology and politics; technology and nature; and technology and science. Given the increasingly invasive role of technology in our lives, familiarity with these topics will make students more attentive and receptive of the dynamics of contemporary world. Readings assigned to this unit will cover traditional authors such as Heidegger, Marcuse, and Jonas, as well as engaging with the contemporary Dutch school of philosophy of technology. In addition, it will also cover authors who have worked at the intersection between philosophy of science and technology, and less likely to be discussed in more traditional philosophy of science courses.
Compulsory units Y1 Intro A and Intro B constitute a solid ground for all Philosophy students (both SH and JH) who want to take the Philosophy of Technology unit. The unit also complements content that is covered in the Y2 Philosophy of Science unit and the Y3 Philosophy of the Environment, Philosophy of Biology, Feminist Philosophy, and Philosophy in the Digital Age units.
An overview of content
The first part of the course will be dedicated to the question of what is technology, and the ways in which technical artifacts mediate between ourselves and the world. Readings during these weeks will be classics in philosophy of technology, including Heidegger, Marcuse, and Jonas. The second part of the course will be dedicated to read and discuss Dutch philosophers of technology (Radder, Verbeek, van den Hoven, de Poel, etc) debating whether technological artifacts are morally neutral. In the third part, we will turn to the relation between technology, politics, and power, and in particular Artificial Intelligence tools. Finally, the last part will address the topic of how technology and science are related. We will read and discuss authors that have worked at the difficult intersection of philosophy of science and technology, including Ihde, Baird, and Russo among the others.
How will students, personally, be different as a result of the unit
Students will learn to distinguish the ontological, epistemological, and moral aspects of technological artifacts. Because of the invasive role of technology in contemporary world, being able to see technology from these different angles is fundamental.
Learning Outcomes
Upon successful completion of this course, students will be able to demonstrate:
(1) an understanding of the nature of technology and the ability to identify different aspects of technology, including ontological, epistemological, and moral aspects.
(2) an ability to critically engage with both moral and epistemological arguments provided in support or in opposition to the use of technological artifacts in different contexts to a standard appropriate to level H/6
(3) the ability to imagine alternative roles and design for important technological artifacts in the contemporary world
(4) skills in philosophical writing, of a standard appropriate to level H/6,
(5) independent research skills of a standard appropriate to level H/6.
(6) the ability to work collaboratively with others to analyse philosophical ideas, and to work together as a group to produce a presentation.
Students will learn via 2-hour lectures and 1-hour seminars. Topics of this unit are likely to generate interesting discussions. For this reason, seminars will lean towards maximising discussion and debate.
The formative assessment will help students to engage in productive debate with their peers in a charitable, rigorous, and collaborative manner. The formative assessment will also help students to develop cooperation and communication skills.
Tasks which count towards your unit mark (summative):
Group presentation (10%) [ILOs 1, 2, 3, 6]
Individual Reflective Report, 1000 words (10%) [ILOs 1, 2, 3, 6]
Essay, 4500 words (80%) [ILOs 1-5]
Students who are unable to engage with the group assessment (or will not engage with the group assessment) would be reassessed via a short 1,000-word piece responding to the positions presented in the group presentation from the group that they were assigned to.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. PHIL30140).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
