280 research outputs found
Langdon Winnerâs theory of technological politics:Rethinking science and technology for future society
In the 2020 Prague Virtual Conference of the Society for Social Studies of Science (4S), Langdon Winner was awarded the societyâs John D. Bernal Prize jointly with Sharon Traweek. The Bernal Prize is awarded annually to individuals who have made distinguished contributions to the field of STS. Prize recipients include founders of the field of STS, along with outstanding scholars who have devoted their careers to the understanding of the social dimensions of science and technology. This response to Winnerâs Bernal lecture reflects on his theory of technological politics, its implications for the psychology of technology as well as its relevance for rethinking science and technology for future society
Kritische Psychologie: psychology from the standpoint of the subject
German (or German/Scandinavian) Kritische Psychologie emerged in the context of intellectual and political struggles at the Free University in former West Berlin during the 1960s and 1970s (see Osterkamp and Schraube 2013 for an overview; Maiers 1999; MĂžrck and Huniche 2006; Tolman 1994). While based on a number of topical contributions (including Dreier 1980; Haug 1987; Holzkamp 1973; Osterkamp 1976; Tolman and Maiers 1991; Schurig 1975), Klaus Holzkampâs (1927â1995) work played a pivotal role for Kritische Psychologie. Its philosophical foundation is informed by historical dialectical materialism, and, specifically, builds on ideas developed in Marxâs social theory and theses on Feuerbach concerning human subjectivity and practice (coining practice research), as well as the cultural-historical activity theory of Vygotsky, and above all, Leontiev (a legacy which has been taken up in various other alternative psychologies as well, cf. Engeström 1987; Hedegaard and Chaiklin 2005; Wertch 1991). Whilst the term âKritische Psychologieâ is used widely in this context, it is problematic.
First, it is too generic, creating the impression this was a homogeneous approach (it was a heterogeneous and collective endeavour from the start), or indeed the only critical psychology in Germany; second, it implies that the approach as such is limited to German language context, which is not true; and third, and most importantly, the prefix âKritischeâ might suggest an anti-psychological vision which, is precisely not what Klaus Holzkamp et al. had in mind. This Kritische Psychologie is an attempt to rescue psychology from itself by redefining psychology as a historically developed theory about subjects as societal beings (based on the concept of the societal nature of human existence), and to reconstitute it as a psychology for and about these subjects. In this way it sought to overcome the problems caused by traditional psychologyâs mapping of the abstract and external scientific âthird-personâ perspective onto its object of study by establishing a âPsychology from the Standpoint of the Subjectâ (PSS). This is why in this chapter we will refer to PSS instead of âKritische Psychologieâ (Tolman 1989) or âGerman Critical Psychologyâ (Markard and Reimer 2013)
Self and Other in the Psychological Study of Technology
Der Artikel untersucht den Stellenwert der Ersten-Person-Perspektive fĂŒr das konzeptuelle VerstĂ€ndnis menschlicher SubjektivitĂ€t und IntersubjektivitĂ€t in der psychologischen Technikforschung. In einem ersten Schritt wird das mechanistische Wirkungsdenken und die verbreitete Ausblendung der subjektiven Dimension menschlicher Lebenspraxis in der heutigen Psychologie beschrieben und gezeigt, warum die damit einhergehende Forschung die Bedeutung der Technik fĂŒr die LebensfĂŒhrung der Menschen nur unzureichend untersuchen kann. Daraufhin wird begrĂŒndet, warum ein prĂ€zisiertes konzeptuelles VerstĂ€ndnis des Ichs und des Anderen den Einbezug der Ersten-Person-Perspektive erfordert, und zudem werden Grundprinzipien einer dialektischen Technikforschung vom Standpunkt des Subjekts ausskizziert.The article explores the significance of the first-person perspective for the conceptual understanding of self and other in the psychological study of technology. Starting with a critical discussion of the deterministic effect thinking and disregard of the subjective disposition of human life in psychology today, it is elucidated how research implied in such an approach falls short to explore the implications of technology in humansâ conducts of life. Thereupon, it is substantiated why a refined conceptual understanding of self and other presupposes the first-person perspective; finally an outline of basic principles of the dialectical study of technology from the standpoint of the subject is presented
Aufbruch zu einem unbekannten Kontinent: fĂŒr eine experimentierende psychologische Technikforschung
Obwohl seit vielen Jahren gefordert, kommt in der Psychologie der Erforschung des VerhĂ€ltnisses von Mensch und Technik noch immer ein geringer Stellenwert zu. In diesem Zusammenhang wird gefragt, warum der Psychologie bislang die Auseinandersetzung mit Technik so schwer fĂ€llt. Dazu wird das wissenschaftliche SelbstverstĂ€ndnis der herkömmlichen Psychologie beleuchtet. Dabei wird in AnknĂŒpfung an alternative Theorieströmungen fĂŒr eine radikale Neuorientierung des psychologischen WissenschaftsverstĂ€ndnisses argumentiert, und Leitprinzipien einer experimentierenden, problemzentrierten und interdisziplinĂ€r ausgerichteten psychologischen Technikforschung werden vorgestellt
Studentisches Lernen und die WidersprĂŒchlichkeit digitaler Zerstreuung
Die historisch neue Situation digitaler Verbundenheit von Subjekt und Welt stellt Studierende heute vor neue Herausforderungen. Eine zentrale Problematik dabei bildet digitale Zerstreuung. Auf der Grundlage studentischer Erfahrungsberichte wird der Begriff der Zerstreuung vertieft und BegrĂŒndungsfallen beim forschenden Lernen in digitalen Lern-Lehr-VerhĂ€ltnissen werden beschrieben. Zudem wird die Relevanz der Entwicklung einer akademischen Kultur hervorgehoben, in der nicht nur die Bedeutung digitaler Technologien fĂŒr die AktivitĂ€t des Lernens reflektiert wird, sondern auch der Umgang mit ihnen
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