Science and Technology Studies

Trin mod en myndiggørende teknologikritik

Abstract

The dissemination of knowledge from science and the arts to the subjects of the primary school (Folkeskolen), has often been the topic of debate in the Danish educational field. In its current form, the new subject of ‘technology comprehension’ is mostly shaped by computer science and design theory. These disciplines provide important inputs to the subject, but they also tend to focus narrowly on how digital skills and design processes can be utilized to create digital solutions to complex problems. In this article we argue that the field of STS (Science and Technology Studies) can contribute to the part of technology comprehension that is concerned with ‘digital empowerment’ (digital myndiggørelse) through the introduction of concepts that renders an empirical approach to technology criticism possible. First, we introduce four concepts: Mediation, technological intentionality, network and sociotechnical imaginaries. Then we discuss how these can be integrated in the didactical foundation of the subject.