Abstract
Finding an appropriate place for STS within the American science and engineering curriculum has never been easy. Convincing science, engineering, and medical students, and their professors, to pay serious attention to the broader context of their respective professions seems to require a sustained dialogue across conventional disciplinary boundaries. Otherwise, STS ends up talking mostly to itself and its critics rather than to its most important audience, students (at all levels) and the general public (especially museum visitors). This essay considers a number of historical and present-day examples to argue that the founding vision of STS as a collaborative enterprise still offers some valuable lessons about how best to reach that audience.
Original language | English (US) |
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Pages (from-to) | 271-280 |
Number of pages | 10 |
Journal | Bulletin of Science, Technology and Society |
Volume | 19 |
Issue number | 4 |
DOIs | |
State | Published - Aug 1999 |
ASJC Scopus subject areas
- Education
- Arts and Humanities (miscellaneous)
- Social Sciences (miscellaneous)
- Management of Technology and Innovation
- History and Philosophy of Science