Science Technology And Society Major – Students can major or minor in our Science, Technology, and Society (STS) program and earn a bachelor’s or bachelor’s degree depending on program requirements.
STS is the study of the relationship between science, technology and society. York Science is the only place in Canada that allows you to learn about the wider impact of science on society while studying for an undergraduate degree.
Science Technology And Society Major
The complex problems we face today include digital control and information manipulation, environmental degradation and climate change, technological change related to artificial intelligence and robotics, ethics and genetics, pharmaceutical management, and sustainable food production.
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Our mission is to train scientists, engineers, politicians, business managers, computer programmers and responsible citizens to integrate scientific and technical skills with critical thinking, human values and social and environmental responsibility of the future.
Differentiate your degree: York Science is the only place in Canada that offers majors and minors in science, technology and society. STS students study scientific knowledge and management, technological change and conflict, innovation policy, and political economy using tools from the social sciences, humanities, and cultural sciences. Students learn interdisciplinary work in such a way that they can prepare for vocational and technical schools, teaching, journalism, strategic planning, etc.
Science and Technology in Practice: An STS degree enables you to better communicate the “real world” and social impacts that science and technology have on different groups in society.
An STS degree will allow you to understand the rise of anti-science movements, how information about science and technology (e.g., vaccines, climate change) is managed, and how these issues can be addressed through strategic communication.
Science, Technology, Engineering, And Mathematics
Science, Technology, and Social Justice: STS students learn about equity, diversity, and inclusion by examining local, national, and international science and technology conflicts in past and present societies.
Students can major or minor in our science, technology, and society programs and earn a bachelor’s or bachelor’s degree, depending on the program. For more information about adding STS as a minor to your degree, speak with an academic advisor or visit the Program Change website.
Below is a selection of core courses that students can take in the Science, Technology and Society program.
Students can study Life Sciences and Society (LSS), Technology, Innovation and Society (TIS) and Earth, Sustainability and Society (ESAS). Selected courses include: This article has many challenges. Please help to improve it or discuss these issues on the talk page. (Learn how and how to delete this message)
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Science and Technology (STS) or Science, Technology, and Society is an interdisciplinary field that studies the creation, development, and consequences of science and technology in their historical, cultural, and social contexts.
Like most interdisciplinary fields of study, STS grew out of a combination of different disciplines and subfields, all of which, usually in the 1960s or 1970s, were interested in seeing science and technology as embedded backgrounds.
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Beginning in the 1960s, the main theoretical aspects of STS took on an independent form and developed separately from each other until the 1980s, although Ludwik Fleck’s (1935) monograph Gesis and the Development of a Scientific Argument anticipated many of the main themes. from STS. In the 1970s, Elting E. Morrison founded the STS program at the Massachusetts Institute of Technology (MIT), which served as a model. In 2011, there were 111 STS research areas and academic programs worldwide.
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In the 1970s and 1980s, universities in the United States, Great Britain, and Europe began to combine these various elements in new interdisciplinary programs. For example, in the 1970s, Cornell University developed a new program that combined theorists and political scientists with historians and philosophers of science and technology. Each of these programs has developed a unique character due to the differences in the parts collected as well as their location in different universities. For example, the University of Virginia’s STS program draws scholars from a variety of fields (with particular strengths in the history of technology); However, the program’s academic commitments—it’s housed in an engineering school and teaches ethics to undergraduate engineering students—mean that all of its faculty have a strong interest in engineering ethics.
A decisive factor in the development of STS in the mid-1980s was the addition of technical research to the field of interest reflected in the theory. This decade saw the publication of two consecutive works that marked what Steve Woolgar called “the list into technology”.
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In a seminal article in 1984, Trevor Pinch and Wiebe Byker showed how the sociology of technology could proceed along the theoretical and methodological lines suggested by the sociology of scientific knowledge.
This was the intellectual basis of the field, which they called the social construction of technology. Donald Maczee and Judy Wakeman primed the pump with the publication of a collection of articles on the influence of society on technological design (Social Shaping of Technology, 1985).
Social science research continued to explore STS research from this point, as researchers moved from postmodern to poststructuralist frameworks, Bijker and Pinch contributed to SCOT scholarship, and Weikman provided boundary work through feminist.
The “technological shift” helped create an already growing awareness of the underlying unity among the various emerging STS programs. More specifically, it has happened to ecology, nature and material in general, where social and natural/material technology reproduce each other. This is particularly evident in work on STS analyzes of biomedicine (such as Karl May and Annemarie Mol) and environmental interventions (such as Bruno Latour, Sheila Jasanoff, Matthias Gross, Sarah B. Pritchard, and S. Lochlan Jane).
Science, Technology And Society Major
These relationships have consequences that change the perception of different groups of people about these buildings. Some examples of social constructs are class, race, money, and citizenship.
The following also refers to the idea that not everything is good, that a situation or outcome can be one way or the other. According to the article “What is the social structure?”. by Laura Flores, “Social constructionism critiques the status quo. Social constructionists argue about X, for example:
In the past, there were points that were generally accepted as facts until they were called into question by the emergence of new knowledge. Such ideas include the outdated notion of a correlation between intelligence and the nature of the human race or race (although this is not the case at all).
Examples of the development and interaction of different social structures within science and technology can be seen in the development of both the high-wheeled bicycle, or both the bicycle and the bicycle. The bicycle was widely used in the second half of the 19th century. In the second half of the 19th century, the social need for more efficient and faster means of transport was recognized for the first time. Therefore, by replacing the front wheel with a larger radius wheel, a bicycle was developed for the first time that could achieve a higher translation speed than smaller daily bikes. One notable trade-off was the lack of stability, which led to a high risk of falling. This compromise caused many riders to lose their balance while riding and fall over the handlebars causing accidents.
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The first “social construction” or bicycle advancement led to the need to recognize and develop safer “social construction” bicycle designs. As a result, the velocipede was developed into what is now commonly known as the “wheel” to fit the “new social structure of society”, new higher safety standards for vehicles. Thus, the popularity of modern bicycle design as a response to primitive social structure was the initial need for high speed that led to the design of the high-speed bicycle in the first place. The popularity of modern gear wheel designs eventually led to the widespread use of the bicycle itself, possibly to meet social needs/social structures for both greater speed and safety.
Using ANT methodologies, STS feminist theorists have used SCOT’s collaborative theory to explore the relationship between gender and technology, asserting that one cannot be separated from the other.
This approach is based on the fact that the material and the social are not separate, reality is produced through communication and is learned through repetition of this reality.
Feminist criticism has shifted attention from users of technology and theory to whether technology and theory reflect a fixed and unified reality.
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According to this approach, personality can no longer be considered as a causal agent in human interaction with technology.