Technology Assessment in Social Context: The case for a new framework for assessing and shaping technological developments
Technology Assessment in Social Context: The case for a new framework for assessing and shaping technological developments
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社会背景下的技术评估：评估和塑造技术发展的新框架的案例
DOI：
10.3152/146155110x498843
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发表时间：
2010
影响因子：
2.2
通讯作者：
H. Aslin
中科院分区：
文献类型：
--
作者：
A. Wendy Russell;Frank M. Vanclay;H. Aslin
传统的专家（或技术官僚）的方法，技术评估已从根本上受到两个意见的挑战。首先，社会影响不是技术的副作用;它们是新技术和技术发展的核心层面，是技术和社会共同生产的一个功能。因此，它们只能从社会而不是技术角度来理解。第二，技术发展是由规范性的特定社会愿景驱动的。因为这些愿景（以及支撑它们的潜在前提）是隐含的，不是由社会协商的，所以它们实际上是不民主的。技术评估已经使用了一系列的方法来改进对技术的社会和伦理方面的评估，并使科学和技术决策民主化。然而，我们认为，公众参与本身并不一定会导致更深刻的理解的社会影响，也不一定民主的决策投入。因此，我们提出了一种新形式的技术评估，我们称之为TASC -社会背景下的技术评估。它采取建设性的社会系统方法来评估社会背景下的技术，并寻求通过信息，互动和对话来塑造技术和社会背景。
Traditional expert (or technocratic) approaches to Technology Assessment have been fundamentally challenged by two observations. The first is that social impacts are not side effects of technology; they are core dimensions of new technology and technological development, and are a function of the coproduction of technology and society. As such, they can only be understood in social, not technical terms. Secondly, technological developments are driven by particular visions for society that are normative. Because these visions (and the latent premises that underpin them) are implicit and not negotiated by society, they are, in effect, undemocratic. Participatory methods have been utilized by Technology Assessment to improve the evaluation of the social and ethical dimensions of technology, and to democratize decision making about science and technology. However, we argue that public participation on its own does not necessarily lead to deeper understandings of social effects, nor necessarily to democratic input into decision making. We therefore make a case for a new form of Technology Assessment which we call TASC — Technology Assessment in Social Context. It takes a constructive, social systems approach to assess technology in social context and seeks to shape technology and social contexts through information, interaction and dialogue.