Bulletin of Science,Technology & Society

The important trial between the U.S. government and Alexander Graham Bell began in June 1885 and ended in November 1897 with neither a winner nor a loser. The proceedings contain a large and authoritative body of evidence in the case for the priority of Antonio Meucci’s invention of the telephone. They are, however, difficult to retrieve, because they were never printed and distributed and because the typewritten or handwritten papers, which are located at the National Archives and Records Administration in the United States, are to this day unorganized and scattered in various files. The author presents some of the evidence of fundamental importance to illustrate how the history of the invention of the telephone is very faulty on this point and demands, therefore, a congruent revision.

A new approach to environmental policy analysis is introduced that is designed to mitigate the exacerbation of environmental problems, which can result from the application of traditional approaches in environmental decision making. These approaches are problematic because they tend to rely on technical fixes, a single-discipline focus, and optimality. When such traditional approaches are applied, complex environmental problems are simplified beyond recognition, and the solution produced no longer matches the original problem. An alternative approach has been developed at the U.S. Environmental Protection Agency (EPA) that is designed to improve the utilization of scientific research results and data (social, physical, and biological) through a more inclusive problem-solving process aimed particularly at difficult and complex environmental issues. Using a policy application pertaining to the EPA’s 1995 decision to approve a fuel additive, the authors illustrate how integrated environmental policy decision analysis can be made operational using this new approach.

A test was administered to 102 engineering students to ascertain how engineering education influences their environmental knowledge and attitudes. Answers to definitional and factual questions in a forced-answer section demonstrated that students were improving their technical knowledge, but responses to more subtle questions were mixed. Answers to attitudinal questions exhibited a trend towards increased environmental awareness. For open-ended questions, posttest results showed an increase in knowledge of engineering work. Over 80% of the students considered themselves to have a caring attitude toward the environment, with the “three R’s” and green transportation choices most commonly cited. Engagement in research, education, or advocacy doubled from pretest to posttest. Air pollution and solid waste disposal most frequently influenced students’ attitudes toward the environment. Outdoor experiences were the most frequently mentioned source of information; university courses rose from 4% to 15% on the posttest. Only 40% of the students could name an environmental role model.

Introducing the perspective of science and technology studies (STS) to the analysis of the design and adoption of environmentally friendly technologies may help develop more effective and diversified strategies for an environmentally oriented technology policy. A case study of the organizational context and sociotechnical network of modern domestic bio-mass heating systems in Austria demonstrates the usefulness of such an approach. Mapping out the sociotechnical system and the guiding visions surrounding the domestic use of biomass and the dynamics of its development may help find effective levers for a technology policy focusing on regional and interactive strategies to influence the organizational context of a technology. In the case of biomass, the target of technology policy shifts from technological research and development to information programs and vocational training for installers, organizational infrastructures for the supply of wood chips, or the elaboration of innovative energy services.

The central dilemma for Chinese science and technology (S&T) policy is how to reform and improve such policies without the deleterious interventions of the past. In a centralized S&T system, government intervention has proved at times disruptive and even destructive to efforts at national economic advancement. The historical processes within China have produced an S&T system with enormous potential but plagued by difficulties in investment strategies and capacity for innovation. Simply put, investment levels have been low, and the capacity to generate more funding is lacking. How to improve the situation and confront the competitive challenges posed by a more transparent international economic system are considered in the last part of the article.

During the Soviet period, the microelectronics industry in the former Soviet Union (FSU) owed its existence to the political and military objectives of the Communist Party. Consequently, investment in the industry was planned to meet the security needs of the Cold War international environment. Since the breakup of the Soviet Union, there has been a reduction in emphasis away from the mass production of electronic devices suited to military and defense needs. The emergence of a huge rise in consumer demand for non-Soviet electronic goods has prompted a fundamental shift in production regimes to meet civilian, customer demands rather than military, political objectives. The electronics industry is being re-created because its original raison d’être has disappeared. In the process, many issues facing other sectors and countries during the transition are borne out. This article assesses the potential for innovation in the microelectronics sector in the FSU.

This article disrupts the logic of the “just-a-tool” argument, a powerful rhetorical device commonly offered as a rationale for using computers in education (and health care and other areas of society). Although this argument is articulated in many ways, its essence is the contention that computers are merely instructional tools, like blackboards or pencils, that can be used to enhance learning and therefore should be used in classrooms. The just-a-tool argument is difficult to challenge because it automatically constructs counterarguments as illogical; they necessarily become arguments against using technology to improve the human condition. However, an analysis of the just-a-tool argument reveals that far from being logical and unassailable, it is both invalid and unsound. This “techno-illogic,” as the author calls it, arises when wisdom is subjugated to the dictates of technological “rationality,” and it is something that people must learn to recognize and defend against.