Научные и технологические исследования: история, философия и социальный контекст

Academic field

Science and technology studies (STS) or science, technology, and society is an interdisciplinary field that examines the creation, development, and consequences of science and technology in their historical, cultural, and social contexts.

Like most interdisciplinary fields of study, STS emerged from the confluence of a variety of disciplines and disciplinary subfields, all of which had developed an interest—typically, during the 1960s or 1970s—in viewing science and technology as socially embedded enterprises. The key disciplinary components of STS took shape independently, beginning in the 1960s, and developed in isolation from each other well into the 1980s, although Ludwik Fleck's (1935) monograph Genesis and Development of a Scientific Fact anticipated many of STS's key themes. In the 1970s Elting E. Morison founded the STS program at the Massachusetts Institute of Technology (MIT), which served as a model. By 2011, 111 STS research centers and academic programs were counted worldwide.

History of technology, that examines technology in its social and historical context. Starting in the 1960s, some historians questioned technological determinism, a doctrine that can induce public passivity to technologic and scientific "natural" development. At the same time, some historians began to develop similarly contextual approaches to the history of medicine. History and philosophy of science (1960s). After the publication of Thomas Kuhn's well known The Structure of Scientific Revolutions (1962), which attributed changes in scientific theories to changes in underlying intellectual paradigms, programs were founded at the University of California, Berkeley and elsewhere that brought historians of science and philosophers together in unified programs. Science, technology, and society. In the mid to late 1960s, student and faculty social movements in the U. S., UK, and European universities helped to launch a range of new interdisciplinary fields (such as women's studies) that were seen to address relevant topics that the traditional curriculum ignored. One such development was the rise of "science, technology, and society" programs, which are also—confusingly—known by the STS acronym. Drawn from a variety of disciplines, including anthropology, history, political science, and sociology, scholars in these programs created undergraduate curricula devoted to exploring the issues raised by science and technology. Feminist scholars in this and other emerging STS areas addressed themselves to the exclusion of women from science and engineering, focusing instead on critiquing gendered power dynamics in prior STS research. Science, engineering, and public policy studies emerged in the 1970s from the same concerns that motivated the founders of the science, technology, and society movement: A sense that science and technology were developing in ways that were increasingly at odds with the public's best interests. The science, technology, and society movement tried to humanize those who would make tomorrow's science and technology, but this discipline took a different approach: It would train students with the professional skills needed to become players in science and technology policy. Some programs came to emphasize quantitative methodologies, and most of these were eventually absorbed into systems engineering. Others emphasized sociological and qualitative approaches, and found that their closest kin could be found among scholars in science, technology, and society departments. During the 1970s and 1980s, universities in the US, UK, and Europe began drawing these various components together in new, interdisciplinary programs. For example, in the 1970s, Cornell University developed a new program that united science studies and policy oriented scholars with historians and philosophers of science and technology. Each of these programs developed unique identities due to variations in the components that were drawn together, as well as their location within the various universities. For example, the University of Virginia's STS program united scholars drawn from a variety of fields (with particular strength in the history of technology); however, the program's teaching responsibilities—it is located within an engineering school and teaches ethics to undergraduate engineering students—means that all of its faculty share a strong interest in engineering ethics.

A decisive moment in the development of STS was the mid 1980s addition of technology studies to the range of interests reflected in science. During that decade, two works appeared en seriatim that signaled what Steve Woolgar was to call the "turn to technology". In a seminal 1984 article, Trevor Pinch and Wiebe Bijker showed how the sociology of technology could proceed along the theoretical and methodological lines established by the sociology of scientific knowledge. This was the intellectual foundation of the field they called the social construction of technology. Donald MacKenzie and Judy Wajcman primed the pump by publishing a collection of articles attesting to the influence of society on technological design (Social Shaping of Technology, 1985). Social science research continued to interrogate STS research from this point onward as researchers moved from post modern to post structural frameworks of thought, Bijker and Pinch contributing to SCOT knowledge and Wajcman providing boundary work through a feminist lens. The "turn to technology" helped to cement an already growing awareness of underlying unity among the various emerging STS programs. More recently, there has been an associated turn to ecology, nature, and materiality in general, whereby the socio technical and natural/material co produce each other. This is especially evident in work in STS analyses of biomedicine (such as Carl May and Annemarie Mol) and ecological interventions (such as Bruno Latour, Sheila Jasanoff, Matthias Gross, Sara B. Pritchard, and S. Lochlann Jain).

With methodology from ANT, feminist STS theorists built upon SCOT's theory of co construction to explore the relationship between gender and technology, proposing one cannot exist separately from the other. This approach suggests the material and social are not separate, reality being produced through interactions and studied through representations of those realities. Building on Woolgar's boundary work on user configuration, feminist critiques shifted the focus away from users of technology and science towards whether technology and science represent a fixed, unified reality. According to this approach, identity could no longer be treated as causal in human interactions with technology as it cannot exist prior to that interaction, feminist STS researchers proposing a "double constructivist" approach to account for this contradiction. John Law credits feminist STS scholars for contributing material semiotic approaches to the broader discipline of STS, stating that research not only attempts to describe reality, but enacts it through the research process.

Sociotechnical imaginaries are what certain communities, societies, and nations envision as achievable through the combination of scientific innovation and social changes. These visions can be based on what is possible to achieve for a certain society, and can also show what a certain state or nation desires. STIs are often bound with ideologies and ambitions of those who create and circulate them. Sociotechnical imaginaries can be created by states and policymakers, smaller groups within society, or can be a result of the interaction of both. nanotechnology development and energy systems and climate change. In socio technical systems, there are two principles to internalize, that is joint optimization and complementarity. Joint optimization puts an emphasis on developing both systems in parallel and it is only in the interaction of both systems that the success of an organization arises. Recent work on artificial intelligence considers large sociotechnical systems, such as social networks and online marketplaces, as agents whose behavior can be purposeful and adaptive. The behavior of recommender systems can therefore be analyzed in the language and framework of sociotechnical systems, leading also to a new perspective for their legal regulation.

Technoscience is a subset of Science, Technology, and Society studies that focuses on the inseparable connection between science and technology. It states that fields are linked and grow together, and scientific knowledge requires an infrastructure of technology in order to remain stationary or move forward. Both technological development and scientific discovery drive one another towards more advancement. Technoscience excels at shaping human thoughts and behavior by opening up new possibilities that gradually or quickly come to be perceived as necessities.

"Technological action is a social process." Social factors and technology are intertwined so that they are dependent upon each other. This includes the aspect that social, political, and economic factors are inherent in technology and that social structure influences what technologies are pursued. In other words, "technoscientific phenomena combined inextricably with social/political/ economic/psychological phenomena, so 'technology' includes a spectrum of artifacts, techniques, organizations, and systems." Winner expands on this idea by saying "in the late twentieth century technology and society, technology and culture, technology and politics are by no means separate."

Recently, there has been a movement towards greater transparency in the fields of policy and technology. Jasanoff comes to the conclusion that there is no longer a question of if there needs to be increased public participation in making decisions about science and technology, but now there need to be ways to make a more meaningful conversation between the public and those developing the technology.

Bruce Ackerman and James S. Fishkin offered an example of a reform in their paper "Deliberation Day." The deliberation is to enhance public understanding of popular, complex and controversial issues through devices such as Fishkin's deliberative polling, through implementation of these reforms is unlikely in a large government such as that of the United States. However, things similar to this have been implemented in small, local governments like New England towns and villages. New England town hall meetings are a good example of deliberative democracy in a realistic setting. In a contemporary setting, the Internet acts as an example of the tragedy of the commons through the exploitation of digital resources and private information. Data and internet passwords can be stolen much more easily than physical documents. Virtual spying is almost free compared to the costs of physical spying. Additionally, net neutrality can be seen as an example of tragedy of the commons in an STS context. The movement for net neutrality argues that the Internet should not be a resource that is dominated by one particular group, specifically those with more money to spend on Internet access. A counterexample to the tragedy of the commons is offered by Andrew Kahrl. Privatization can be a way to deal with the tragedy of the commons. However, Kahrl suggests that the privatization of beaches on Long Island, in an attempt to combat the overuse of Long Island beaches, made the residents of Long Island more susceptible to flood damage from Hurricane Sandy. The privatization of these beaches took away from the protection offered by the natural landscape. Tidal lands that offer natural protection were drained and developed. This attempt to combat the tragedy of the commons by privatization was counter productive. Privatization actually destroyed the public good of natural protection from the landscape.

Alternative modernity is a conceptual tool conventionally used to represent the state of present western society. Modernity represents the political and social structures of society, the sum of interpersonal discourse, and ultimately a snapshot of society's direction at a point in time. Unfortunately, conventional modernity is incapable of modeling alternative directions for further growth within our society. Also, this concept is ineffective at analyzing similar but unique modern societies such as those found in the diverse cultures of the developing world. Problems can be summarized into two elements: inward failure to analyze the growth potentials of a given society, and outward failure to model different cultures and social structures and predict their growth potentials. Previously, modernity carried a connotation of the current state of being modern, and its evolution through European colonialism. The process of becoming "modern" is believed to occur in a linear, pre determined way, and is seen by Philip Brey as a way to interpret and evaluate social and cultural formations. This thought ties in with modernization theory, the thought that societies progress from "pre modern" to "modern" societies. Within the field of science and technology, there are two main lenses with which to view modernity. The first is as a way for society to quantify what it wants to move towards. In effect, we can discuss the notion of "alternative modernity" (as described by Andrew Feenberg) and which of these we would like to move towards. Alternatively, modernity can be used to analyze the differences in interactions between cultures and individuals. From this perspective, alternative modernities exist simultaneously, based on differing cultural and societal expectations of how a society (or an individual within society) should function. Because of different types of interactions across different cultures, each culture will have a different modernity.

The pace of innovation is the speed at which technological innovation or advancement is occurring, with the most apparent instances being too slow or too rapid. Both these rates of innovation are extreme and therefore have effects on the people that get to use this technology.

Legacy thinking is defined as an inherited method of thinking imposed from an external source without objection by the individual because it is already widely accepted by society. Legacy thinking can impair the ability to drive technology for the betterment of society by blinding people to innovations that do not fit into their accepted model of how society works. By accepting ideas without questioning them, people often see all solutions that contradict these accepted ideas as impossible or impractical. Legacy thinking tends to advantage the wealthy, who have the means to project their ideas on the public. It may be used by the wealthy as a vehicle to drive technology in their favor rather than for the greater good. Examining the role of citizen participation and representation in politics provides an excellent example of legacy thinking in society. The belief that one can spend money freely to gain influence has been popularized, leading to public acceptance of corporate lobbying. As a result, a self established role in politics has been cemented where the public does not exercise the power ensured to them by the Constitution to the fullest extent. This can become a barrier to political progress as corporations who have the capital to spend have the potential to wield great influence over policy. Legacy thinking, however, keeps the population from acting to change this, despite polls from Harris Interactive that report over 80% of Americans to feel that big business holds too much power in government. Therefore, Americans are beginning to try to steer away from this line of thought, rejecting legacy thinking, and demanding less corporate, and more public, participation in political decision making. Additionally, an examination of net neutrality functions as a separate example of legacy thinking. Starting with dial up, the internet has always been viewed as a private luxury good. Internet today is a vital part of modern day society members. They use it in and out of life every day. Corporations are able to mislabel and greatly overcharge for their internet resources. Since the American public is so dependent upon the internet there is little for them to do. Legacy thinking has kept this pattern on track despite growing movements arguing that the internet should be considered a utility. Legacy thinking prevents progress because it was widely accepted by others before us through advertising that the internet is a luxury and not a utility. Due to pressure from grassroots movements the Federal Communications Commission (FCC) has redefined the requirements for broadband and internet in general as a utility. This is partial because access to water has become such a given fact of the matter to them. For a person living in such circumstances, it may be widely accepted to not concern themselves with drinking water because they have not needed to be concerned with it in the past. Additionally, a person living within an area that does not need to worry about their water supply or the sanitation of their water supply is less likely to be concerned with the privatization of water. This notion can be examined through the thought experiment of "veil of ignorance". Legacy thinking causes people to be particularly ignorant about the implications behind the "you get what you pay for" mentality applied to a life necessity. By utilizing the "veil of ignorance", one can overcome the barrier of legacy thinking as it requires a person to imagine that they are unaware of their own circumstances, allowing them to free themselves from externally imposed thoughts or widely accepted ideas.

Technoscience – An industrially developed society with a reliance on technology. Technological utopianism – A positive outlook on the effect technology has on social welfare. Includes the perception that technology will one day enable society to reach a utopian state. Technosocial systems – people and technologies that combine to work as heterogeneous but functional wholes. Critical Technical Practice – the practice of technological creation while simultaneously critiquing and maintaining awareness of the inherent biases and value systems which become embedded in those technologies.

Technological optimism – The opinion that technology has positive effects on society and should be used in order to improve the welfare of people. Technological pessimism – The belief in the total separation of facts and values. Technological progressivism STS programs can be found in Canada, Germany, Israel, Malaysia, and Taiwan. Some examples of institutions offering STS programs are Stanford University, University College London, Harvard University, the University of Oxford, Mines ParisTech, Bar Ilan University, and York University. Similarly, the European Inter University Association on Society, Science and Technology (ESST) researches and studies science and technology in society, in both historical and contemporary perspectives. In European nation states and language communities, a range of STS associations exist, including in the UK, Spain, Germany, Austria, Turkey. In some states, several formal associations exist. For instance, in 2015, the UK based Association for Studies in Innovation, Science and Technology (AsSIST UK) was established, chaired by Andrew Webster (York) and Robin Williams (Edinburgh) principally to foster stronger integration between the innovation studies and STS fields. In 2021 it had a membership of 380. It holds annual conferences and has built strong links to policy practitioners in Westminster. In Italy, STS Italia – The Italian Society for Social Studies of Science and Technology was founded in 2005. Its mission is "to build up an Italian network of researchers oriented to study Science and Technology starting from the social dynamics which characterize and interweave science and technology themselves". In Sweden, the Swedish Network for Science and Technology Studies was founded in 2006, at the first national Swedish Conference for STS, STS Dagarna. In Germany several STS associations exist, including the Gesellschaft für Wissenschafts und Technikforschung, founded in 1987 or the stsing network, labelled "Doing Science and Technology Studies in and through Germany", founded 2020.

The Asia Pacific Science Technology & Society Network (APSTSN) primarily had members from Australasia, Southeast and East Asia and Oceania. APSTSN is not currently active. In Japan, the Japanese Society for Science and Technology Studies (JSSTS) was founded in 2001. The Australasian Science and Technology Studies Network (AusSTS) was founded in 2017 based at Deakin University. AusSTS now has several nodes in Australia and Aotearoa New Zealand and holds an annual workshop. In India, the Science and Technology Studies India Network (STS IN) was formed in Deccember 2023. The Inaugural workshop was held on December 14 and 15, 2023 at Indian Institute of Technology Hyderabad.

Estudios Sociales de la Ciencia y la Tecnología (ESOCITE) is the biggest association of Science and Technology studies. The study of STS (CyT in Spanish, CTS in Portuguese) here was shaped by authors like es and Jorge Sabato and es in Argentina, José Leite Lopes in Brazil, Miguel Wionczek in Mexico, Francisco Sagasti in Peru, Máximo Halty Carrere in Uruguay and Marcel Roche in Venezuela.

Founded in 1975, the Society for Social Studies of Science initially provided scholarly communication facilities, including a journal (Science, Technology, and Human Values) and annual meetings that were mainly attended by science studies scholars. The society has since grown into the most important professional association of science and technology studies scholars worldwide. The Society for Social Studies of Science members also include government and industry officials concerned with research and development as well as science and technology policy; scientists and engineers who wish to better understand the social embeddedness of their professional practice; and citizens concerned about the impact of science and technology in their lives. Founded in 1958, the Society for the History of Technology initially attracted members from the history profession who had interests in the contextual history of technology. After the "turn to technology" in the mid 1980s, the society's well regarded journal (Technology and Culture) and its annual meetings began to attract considerable interest from non historians with technology studies interests. Less identified with STS, but also of importance to many STS scholars, are the History of Science Society, the Philosophy of Science Association, and the American Association for the History of Medicine. Additionally, within the US there are significant STS oriented special interest groups within major disciplinary associations, including the American Anthropological Association, the American Political Science Association, the National Women's Studies Association, and the American Sociological Association.