Social Change: How Should Technology Education Respond?

Rapid social change creates a powerful challenge to individuals and educational institutions. Technology education is not an exception. To be a useful and authentic learning area, technology education should constantly re-examine its rationale in order to formulate responses to changing contexts to improve the quality of learning for students. The more perspectives used for this process, the better the results should be. This article explores several facets of social change that can influence an understanding of the aims and nature of technology education and that might contribute to its development. Social change is a very complex and dynamic phenomenon that can be considered from a variety of perspectives and is reflected in a number of processes. These processes are different in different types of societies. In relation to the topic, the following processes that are relevant to Western societies (it is acknowledged that for different type of societies, e.g. Islamic, Chinese, social context will be different) will be analyzed: (1) The shift of emphasis from engaging society members primarily as producers to engaging society members primarily as consumers; (2) The colonisation of the cognitive and moral spheres of human life by the aesthetic sphere; (3) The integration of people into the technological world and (4) The shift from the Welfare state to the Competition state. These processes have been identified on the basis of their potential influences on the development of technology education and, as a consequence, the students who study it. These processes are in tension which creates even greater challenges to technology education. Several implications of the above analysis in terms of conceptualizing technology education are discussed. It is suggested that social change can be addressed through technology education if the educational goals of it are ‘to broaden minds and develop all pupils in the creation of a better society’. For technology education classrooms, these specifically mean the involvement of students in democratic debates on the future outlines of technological development; development of their social and ecological sensitivities; avoiding orienting their solutions exclusively to the standard of business efficiency and profitability criteria; helping them to distinguish real needs from desires; discussing the role of designed objects in the life of contemporary society; putting more emphasis on other than the aesthetic aspects of life that can provide existential meaning for people; challenging the way people are manipulated through advertising and cultivation of their desires; developing an active/creative attitude towards problems (not re-active); teaching students to formulate problems (not only being involved in problem solving); challenging consumer-oriented design; looking at design as one source of inspiration, not as a source of economic utility; and developing social responsibility     

Creative Destruction as Economic Pattern of Europe＇s Small-Scale Audiovisual Media Markets and Minority-Language Film Industries

The small cinematography model as well as its incorporation into creation of the European digital space emerges as a paradigm of the creative destruction phenomenon in the way that Sombart spoke about and, afterwards, Schumpeter disseminated it seven decades ago. Working from this perspective, the University of Santiago de Compostela （USC）＇ audiovisual research group has been looking for the barriers the small cinema in original version must overcome and has even tested some of its findings in different geopolitical areas such as Lusophony,     

Geo-Logics of Power: Disaster Capitalism,Himalayan Materialities,and the Geopolitical Economy of Reconstruction in Post-Earthquake Nepal

ABSTRACT

The 2015 earthquakes in Nepal killed more than 9,000 people, displaced millions of people and deeply affected the economy. The earthquakes and reconstructions processes also transformed Nepal into a complex terrain of geoeconomic accumulation and geopolitical manoeuvring, including major international capital flows, the promulgation of a new constitution, an economic blockade by India and the expansion of trade corridors with China. Building on critiques of ‘disaster capitalism’, we propose and mobilize the concept of ‘geo-logics of power’ to draw further attention to the materialities of geopolitical and geoeconomic processes shaping reconstruction in post-earthquake Nepal. Focusing on two trans-Himalayan corridors connecting Nepal and China, we argue that the Nepal experienced a particular form of disaster capitalism: one in which the geo-logics of power – including trans-Himalayan discourses, practices, and materialities – came to shape political and economic transformations of a country long portrayed as a ‘buffer’ state between Indian and China. More broadly, we suggest that geo-logics of power result from a combination of geopolitical and geoeconomic power dynamics informed by geological formations and associated socio-natural processes.     

Firm Heterogeneity and Exports: Stylized Facts from Greek Firms

Atlantic Economic Journal - The paper presents a set of empirical regularities that characterize the activity of Greek exporters. Using a unique data set of Greek manufacturing firms with...     

Absorptive capacity, innovation, and financial performance

This study here examines the role of absorptive capacity as both a mechanism to identify and translate external knowledge inflows into tangible benefits, as well as a means of achieving superior innovation and time-lagged financial performance. Using path analysis in a sample of 461 Greek enterprises participating in the third Community Innovation Survey, this study demonstrates that external knowledge inflows are directly related to absorptive capacity and indirectly related to innovation. Absorptive capacity contributes, directly and indirectly, to innovation and financial performance but in different time spans. This study, therefore, contributes to the understanding of absorptive capacity's antecedents and outcomes by providing empirical evidence of longitudinal form that offers important research and practical implications.     

Grain and sunflower on Russian farms in 2001: how efficient is crop production?

An unusually detailed sample of large farms in Rostov, Ivanovo and Nizhny Novgorod regions of Russia in 2001 allows microeconomic examination of the production of grain and sunflower crops on Russian farms. Farms are found to have some excess capital and labour, but not land and other types of capital. New operators are found to be more efficient than other farms thought they do not necessarily produce more output. Neither rural infrastructure, location nor specialisation has a clear impact on farm efficiency. How workers are paid is found to be a potential short‐term method for improving farm efficiency that would not involve major farm restructuring.     

From free oil to ‘freedom oil’: terrorism,war and US Geopolitics in the Persian Gulf

Oil has been a major driving force behind foreign interests, regional and domestic balance of power, and territorial conflicts in the Persian Gulf. As a result of the ‘9/11’ terrorist attacks debates on oil and the United States' security agenda have significantly shifted. If on one side, those opposing US military interventionism have argued that the ‘war on terror’ provided one more convenient cover for a renewed ‘imperialist oil grab’ in this region; on the other, links between oil and terrorism pointed at problems of governance in oil-producing countries. As the ‘war on terror’ became justified as a ‘war of liberation’ against oil-funded dictators, the US portrayed its foreign policy as shifting from ensuring free access to oil for the world market, to ensuring that oil is delivering ‘freedom’ to local populations. Although engaging the crucial issue of oil governance, there is yet little evidence given the number of war victims and potential vested interests that a US policy shift from ‘free oil’ to ‘freedom oil’ is genuine and viable.