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Published on: October 1, 2007
Thinking again about science in technology.
1Department of Mechanical Engineering and Program in History of Science, Technology, and Medicine, University of Minnesota, Minneapolis, Minnesota 55455, USA. jalexand@me.umn.edu
Summary
The concept of "applied science" is reexamined, arguing it remains useful for understanding the relationship between science and technology, particularly in engineering education. Its historical subordination of technology to science does not necessitate a subordinate history.
Area of Science:
- History of Science and Technology
- Engineering Education
Background:
- The relationship between science and technology, particularly the concept of applied science, has been a historically sensitive topic for scholars.
- Historians have often defined applied science as the subordination of technological knowledge to scientific knowledge.
Observation:
- This essay critically reexamines the concept of applied science, using Paul Forman's work as a catalyst.
- It questions the continued utility of the term "applied science" in historical and contemporary contexts.
Findings:
- The author argues that the historical sensitivity surrounding applied science has diminished.
- Even when technology is subordinate to science, their histories need not be.
- The concept of applied science remains a valuable tool for analyzing engineering education.
Implications:
- The findings suggest a more nuanced understanding of the science-technology relationship is possible.
- Reevaluating "applied science" can offer new perspectives on the history and practice of engineering.
- This reevaluation supports the continued relevance of applied science in academic discourse.
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