Monday, February 21, 2011

TECHNOLOGY AND SOCIETY IN THE BRONZE AGES


·         Among the preconditions of technology are geographic considerations such as the availability of natural resources.
-          It  was not  just  the  fact  that  both Egypt  and  Mesopotamia  were  river valley civilizations;  the  agricultural life of both  regions  depended upon  the  fact  that these rivers besides  providing  water  for irrigation, periodically overflowed their banks and provided  the rich  silt  which  fertilized  the land  and  helped  to  produce abundant  crops, and the floodings were so important that both areas had to develop hydraulic-engineering techniques in order to control the waters, since either too much or too little water could be  disastrous;  irrigation techniques had  to  be  highly developed.
·         The technological character of irrigation works ­- the dikes, reservoirs, irrigation canals, and ditches ­- in turn affected the social and political development of both lands.
·         Technology was  one  of  a number  of  factors which combined to produce  certain  political conditions, because when political conditions deteriorated in both these regions to the point where there was no longer any effective supervisory or enforcing agent to maintain the irrigation  works, both the Tigris-Euphrates  and  Nile  valleys declined in productivity  and have never since fully recovered  economically, and the deterioration of public works followed closely the  breakdown of public order.
·         The presence of absence of certain raw materials also had a profound effect upon the development of technologies in both Egypt and Mesopotamia. 
-          Although Mesopotamia had little natural stone and few timber resources, it did have ample supplies of clay; hence, the common building material became brick, and clay tablets became their chief writing instruments.
-           In Egypt, natural stone was available in large quantities, so the Egyptians developed the use of stone for building monumental structures; a multitude of associated technologies and   techniques   were dependent upon the use of these basic raw materials.
·         As men learned to make and use items of metal, the absence, in  certain  areas,  of  tin ores for  making  alloys  of  bronze required  the  development  of trading techniques, just as the development  of  metallurgy  itself  required  the  evolution  of mining,  smelting,  and working techniques. (Trade and commerce were dependent in great measure upon the evolving technology)
·         Another important factor affecting the development   of was religion.
-          It was the religious beliefs of the Egyptians regarding the after-life which caused them to erect the monumental pyramids.
-          The fact that the common  people  had  to sacrifice  their energies and labors for this kind of work  tells us  much about the role and position of the Pharaohs as  god-king and  also indicates the great social gulf which  existed  between the  rulers  and  the ruled.
-           Throughout much of history man’s religious beliefs have provided an important stimulus to his technology.
-          The building of the pyramids also demonstrates another element within technology itself, namely, the importance of the organization of work as well as the techniques and tools employed.
-          For these great edifices, like the irrigation works upon which the Pharaohs' wealth was based, represent a triumph of human and social organization more than they do the application of developed tools and machines.
·         The high development of the various crafts in both Egypt and Mesopotamia also manifests another characteristic of technology during most of human history, namely, its separation from science.
-           Both technology and science were related to religion, but in quite different ways.
-          Science and religion were the property of a highly educated caste which had little to do with the work of the craftsman. 
-          The crafts followed an empirical tradition, based on experience passed down by oral rather than written means.
-          Few craftsmen could read or  write,  while  the priestly  caste  alone  possessed  the  esoteric  scientific  and religious  knowledge.
-          Not until much later in human history,  as we shall  see, did science and  technology  work  together  to reinforce  one  another  and  increase  man's  control  over  his environment.
·          Nevertheless, both the Egyptians and Mesopotamians could point to significant accomplishments in technological development; however, technology had  not  yet  developed to the point where  man  had  sufficient control  over  his  environment to provide  more  than  the  bare essentials of life for the majority of the population.
·         Yet, in these early river-civilizations man had already learned to use some elements of nature for his own purposes.
-           Wild animals had been domesticated to serve as carriers for man, to help take some of the burden off men's backs; similarly, the force of the wind had been harnessed by sails, thereby releasing human   muscle power.
-          In addition, the great advances in agriculture through the use of irrigation techniques meant that men could work with nature instead of struggling against her in order to provide him with subsistence.
-           Life was still harsh and work was still overburdening for the vast majority of human beings, yet the beginnings of civilized life in urban communities were to be found, along with the development of writing to extend human powers of memory and speech.
-          Thus, in the very beginning of civilization, technology played an important role and was advanced by the very civilization which it had helped to create.

    

SCIENCE AS A SOCIAL INSTITUTION


·         It is not sufficient to understand the discoveries that scientists have made about the world, we must also learn to see scientific research as an integral part of modern way of life.
·         Scientific knowledge, in its purest and most sublime form, is so much a product of the mind that we tend to ignore the body within which that mind must live.
·         Scientific research should be observed as a daily task of particular people with a place in society; it should be seen as the organized labour of groups of people banded together in social institutions such as universities and research laboratories, managing one another, paying one another salaries, and using expensive technical equipment.  
·          The history of science, over many centuries, is represented as a continuous expansion at the expense of religion, philosophy and the humanities, which are left to scratch a meagre living in a few barren corners.
·         In a general way science is taken to mean `The Art of Knowing', it is almost the same thing as research, which means the accumulation of knowledge by systematic observation, deliberate experiment and rational theory; however, there are no sharp divisions between these different aspects of the human condition; each activity overlaps and merges with  its  neighbours.
·         We all know the practical difficulty of drawing a line between science and technology--the `Art of Knowing How' applied to an actual technique such as mechanical engineering or agriculture.  
·         Science and religion are shown merging in an area that is also occupied by philosophy, which draws especially heavily on theory - the special art of `Knowing Why'.  In all human affairs, however, there is a single dominant variable time: to make sense of the present state of science, we need to know how it got like that.
·         In the languages of physics, to extrapolate  into  the future  we must look backwards a little into the past, so  as  to estimate the time derivatives of our functions; whereas, in the languages of  biology, there must be an embryology of  science,  explaining form through growth  and growth through form.
·         But the detailed history of science is very subtle - and often very misleading, because the deeper pry, the less we see of pattern or principle, and the further back we go, the more uncertain the facts, and the more ingenious their interpretation.
·          It is a subject for the academic mind, giving more pleasure to the writer or lecturer than to the reader or student.


INTRODUCTION TO SCIENTIFIC AND TECHNOLOGICAL ACTIVITIES


·         Science and technology cover a wide spectrum of different activities such as basic research, applied research, experimental development, engineering, and others, all of which are terms in science and technology policy.
·         Science refers to that dynamic, cumulative systems of verifiable concepts, principles, methods, laws, theories, and processes which seek to describe, understand, and predict natural phenomena; while Technology, on the other hand, refers to that dynamic, cumulative system of reproducible methods, techniques, and processes which may be derived from empirical know-how or scientific knowledge and which are used by human societies for the production, improvement, and distribution of goods and services as well as for the satisfaction of other material needs.
·         Research is different from Experimental Development because Research (“R”) is the process through which scientists attempt to discover new scientific knowledge, whereas Experimental Development (“D”) is the process in which technologists utilize research findings or empirical know-how in order to devise new or improved products or processes (The distinction between research and experimental development “R & D” reflects the distinction between science and technology, because Research is what scientists do, while experimental development is part of what technologists do).
·         Basic or Fundamental Research is that type of research which seeks to discover new scientific knowledge for its own sake without regard to its possible application (ex: research activities in theoretical physics; Applied Research, on the other hand, is that type of research which seeks to discover new scientific knowledge for the explicit purpose of applying it to some specific practical objective in connection with a product or process (ex: research activities in the agricultural sciences); whereas Mission-oriented Research refers to those tightly organized, time-framed, and vertically integrated R & D activities which are directed towards the attainment of a specific technological objective or mission in connection with some social, economic, political, or military goal (ex: the “Manhattan Project”, which produced the first atomic bomb, and the “Apollo Moon Project”,  which landed the first man on the moon).
·         Engineering refers to the processes required to make technology operative which is consists of the design, construction, and utilization of machines, equipment, installation, or processes in the production and service sectors of the economy, Technological Innovation refers to the process of assessing, selecting, evaluating, designing, adapting, testing, implementing, producing, and utilizing, and diffusing a new technology, and the Transfer of Technology refers to the process of transplanting an operative technology.
·         Scientific and Technological Services (STS) cover a mixed group of activities which collect, store, process, package, and disseminate scientific and technological information or provide other auxiliary services in support of research, experimental development, and technological innovation.
·         Science Education is the teaching of science and mathematics at the primary and secondary level, while Scientific Education and Training is the education and training at the university level of basic and applied scientists as well as science teachers, Technological Education and Training is the education and training at the university level of professional engineers, R & D engineers, and other technologists, Technical Education and Training is the education and training of technicians and technical teachers, and Scientific and Technological Popularization is the promotion of science consciousness among the general public through popular media presentations of scientific and technological wonders, science books and magazines for laymen, science fairs, etc.
·         Advanced Technologies, Frontier Technologies, or High Technologies are terms used for the modern, sophisticated technologies which began to develop since the 1950’s out of modern research findings in the basic sciences and includes solid-state electronics, computers, cryogenics, lasers, polymers, genetic engineering, materials science, nuclear fission power, nuclear fusion power, space technology, oceanic technology, automation, and robotics; on the other hand Appropriate Technologies, Intermediate Technologies, or Alternative Technologies refer to those technologies  which are low-cost, low-level in complexity, small scale, labor-intensive, suited to local materials and skills, designed for decentralized and renewable energy sources, and oriented towards rural industries.
·         The two modes of Technological Innovation (the process of implanting a new technology in the production or service sectors of the economy) are:
a.)    Domestic Generation and Utilization of New Technology
-          This is the process in which scientific  knowledge is locally developed and applied through the sequence of research, experimental, development, engineering, production or implementation, and diffusion
b.)    Importation and Assimilation of Operative Technology
-           This is the process of “technology transfer”, whereby an operative technology developed elsewhere is transplanted into the country through commercial or other channels
·         Of crucial importance to science and technology policy is the far-reaching impact of technology transfer on overall national scientific and technological development. The impacts of technology transfer on a host LDC (Less Developed Countries) are:
(a)          Technological Impacts - These are the effects on the LDCs scientific and technological development
(b)          Economic Impacts - These are the effects on the LDCs trade patterns, access to markets, industrial restructuring, local infrastructure, employment, etc
(c)           Socio-Cultural Impacts - These are the effects on the quality of life, consumer preferences, social mobility, lifestyles, culture, etc.,
(d)          Political Impacts - These are the effects on political independence, foreign policy, composition of elites, etc.