The is a brief presentation on the central tenets of Bikjer and Pinch's theory on significant factors at play in forming, developing, adopting, and establishing sociotechnical objects.
4. The Social Construction of Technology (SCOT)
has grown out of the tenets of social
constructivism and the sociology of scientific
knowledge.
SCOT views the development of technology as
an interactive process or discourse among
technologists or engineers and relevant (or
interested) social groups.
SCOT may be defined as an interactive
sociotechnical process that shapes all forms of
technology.
6. Technologies or innovations – like the
wheel, the printing press, the bicycle, the
assembly line, computers – all shape and
organize the world and our lives.
Individuals – you and me – decide what
technologies or parts of a technology are
useful, profitable, or comfortable –
meaningful.
Groups – assemblies of individuals – form,
each characterized by particular variables,
each group holding a stake in a technology.
7. These relevant groups or ―stakeholders‖ include
scientists, technologists, economists, politicians,
entrepreneurs, you, and me.
Each stakeholder characterizes innovations
with variant problems and solutions – they
interpret the innovation differently.
One innovation may be a solution – but, also have
a bug. If the ―bug‖ or problem isn’t resolved, the
innovation will fail – relevant social groups – or
stakeholders will not buy in.
In resolving the problems – accepted more or
less by significant groups -- the social has
shaped the technical. Hence, sociotechnical.
9. The Social Construction of Technology
(SCOT) was introduced in 1984 by Bijker
and Pinch.
Their paper – ―The Social Construction of
Facts and Artefacts or How the Sociology of
Science and the Sociology of Technology
might Benefit Each Other‖ introduced the
theory and set forth an argument to support
it.
The paper identified mechanisms by which
the social and the technical interact.
10. The sociology of science and the sociology
of technology had been approached
separately.
The sociology of science has recently
applied the theory of social constructivism to
explain its trajectory.
Social Constructivism holds that knowledge
is a social construction – (not an ultimate
truth). As such knowledge/science can be
interpreted in different ways.
11. Bijker and Pinch relate this perspective to the
progress of technology.
Technologies work or fail because of a range
of heterogeneous interpretations and variables
– constraining or driving factors.
Social Constructivism and technology holds
that people attach meanings or
interpretations to artifacts.
People/social groups direct technological
development through their
interpretation/meanings – perhaps to fruition;
perhaps to defeat.
13. The idea that the social shapes science was a new
idea.
Science is not directed independently, by an internal
logic or ―Determinism.‖
There is nothing epistemologically special about the
path or nature of science.
…in other words, this is a relativist position – not a
positivist or objectivist position.
Science progresses due to social forces – this
includes all social pressures – economic, political,
psychological – influences.
Social entities attach meanings to specific scientific
endeavors, innovations, or related variables – if
these meanings are accepted by relevant social
groups – science progresses.
14. The trajectory of technology, like science,
does not depend on its independent,
exogenous nature.
Technology is socially constructed – its
progress or movement depends on many
social factors and relevant social groups.
16. Studies in the sociology of technology are
problematic because most studies have
been conducted on successful innovations—
few studies done on the failures.
These studies of innovation suggest that
there is an implicit assumption that an
innovation succeeded as if a magic wand
―made it so.‖
The sociological variables that played into a
success are not sufficiently analyzed.
17. Bijker and Pinch use the example of the plastic
Bakelite to illustrate their idea of social forces at
work in shaping technology.
Bakelike: an early plastic, started out as an
artificial substitute for varnish.
It was not a market success.
Accidental dumping of materials that make up
Bakelite, proved that the material could be molded
into plastics.
The innovation was redirected for use as plastic
and all of its applications.
The scientist who developed Bakelite did not
envision its use as a plastic and the many ways
plastic is used.
19. Bijker and Pinch (1984) state that
technology, like science, is socially
constructed – its trajectory depends on many
social factors and relevant social groups.
20. An implicit assumption
Social, political, economic and all other
―societal‖ pressures are established (not
forming) while shaping a technological
innovation (Callon& Law, 1987).
Callon& Law also question how the
boundaries between social elements –
economics, political, etcetera, are determined
and defined.
Callon& Law (Actor Network Theory) view
technology and social movement as working in
tandem – one effecting change in the other until
stabilization ( or failure) occurs.
22. Relevant Social Groups
Who are the most influential social groups that
could be interested in an innovation?
Researchers
Housewives
Children
Business
Film makers
Government
Utility Companies
23. Interpretive Flexibility
How to the relevant social groups ascribe
meaning to an innovation.
What does an innovation mean to:
A businessman
A housewife
A researcher
A researcher
24. Controversies
Has another innovation similar to the one just
diffused.
Among the relevant social groups – who has the most
power – influence.
Variables such as economic factors, political factors,
business advantages come to the fore.
Vehement debates take place among the relevant social
groups – the group that have the most to gain – or lose.
Proposed strategies for resolving a controversy may
involve:
Redesigning to meet specs. Of stakeholders.
Strong marketing campaigns – some more truthful than others
25.
26. Goals
Current Theories
Problem Solving Strategies – how does an
innovator or business market their
technology most effectively.
Educational Use
Safety
Convenience
27. • Stabilization
• One social group overcomes another – the
innovation of this group has been ―socially
constructed‖ through socially relevant groups,
controversy, and technical framework.
29. Does not describe how people ―assemble.‖
Does not account for some revolutionary
discoveries – Copernicus.
30. Silvia’s One to One Computing – Does
school acculturation proceed through similar
interplay.
How is technology decided in a school?
At what point in smart phone development
did Apple’s iPhone capture the market.
Groups are characterized by core values – political, economic, psychological.
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).an early plastic, started out as an artificial substitute for varnish. It was not a market success. Due to an accidental dumping of materials that make up Bakelite, it was clear that this substance could be a cheap, artificial substitute for resin – an expensive organic substance
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).
The significant and fundamental idea that social constructivism brings to the sociology of science is that there is nothing epistemologically special about the nature of science. of science – science is no more or less than all other knowledge cultures or knowledge disciplines.This can be questioned with some revolutionary scientific discoveries such as Copernicus’ heliocentric theory – a theory that was not accepted by the church – the post powerful political power of the age (15th century).