2023
Technics and Society
Name: Technics and Society
Code: FIL12731L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Philosophy
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
At the end of the course students should be apt to:
• understand the significance of technics in the context of civilization and culture;
• identify the novelty of technology as a phenomenon in contemporary culture;
• master the main philosophical theories about technics and technology;
• use some of these theoretical tools in a critical hermeneutic of the contemporary world;
• command at least two fundamental texts from authors working on philosophy of technics.
• Actively take part in the public debate concerning the question of the technics
• understand the significance of technics in the context of civilization and culture;
• identify the novelty of technology as a phenomenon in contemporary culture;
• master the main philosophical theories about technics and technology;
• use some of these theoretical tools in a critical hermeneutic of the contemporary world;
• command at least two fundamental texts from authors working on philosophy of technics.
• Actively take part in the public debate concerning the question of the technics
Contents
1. The place of technics in society:
a. What is technics? The meaning of the term
b. Technics and progress as a metaphor for modernity
c. The birth of a philosophy of technics
d. The self-assertive protagonism of a technological society and technocracy
2. Technics as an anthropological fact:
a. The struggle against Nature and the birth of culture
b. Technics and magic
c. Technics as fact and feat: instrumental manipulation and the power of resourcefulness
d. Typologies: techniques of acquisition, consumption, manufacturing and domain
e. Techno-science and the technological culture
3. U nderstanding models for technics:
a. The promethean model
a. The Faustian model
b. The mechanic model
c. The cybernetic model
4. Other approaches to technics:
a. Technics as an ontological phenomenon (Heidegger)
b. Technics as an ethical problem (Jonas, Ellul)
c. Technics as ideology (Habermas, Marcuse)
d. Technics and art in industrial society (Benjamin, Mumford)
a. What is technics? The meaning of the term
b. Technics and progress as a metaphor for modernity
c. The birth of a philosophy of technics
d. The self-assertive protagonism of a technological society and technocracy
2. Technics as an anthropological fact:
a. The struggle against Nature and the birth of culture
b. Technics and magic
c. Technics as fact and feat: instrumental manipulation and the power of resourcefulness
d. Typologies: techniques of acquisition, consumption, manufacturing and domain
e. Techno-science and the technological culture
3. U nderstanding models for technics:
a. The promethean model
a. The Faustian model
b. The mechanic model
c. The cybernetic model
4. Other approaches to technics:
a. Technics as an ontological phenomenon (Heidegger)
b. Technics as an ethical problem (Jonas, Ellul)
c. Technics as ideology (Habermas, Marcuse)
d. Technics and art in industrial society (Benjamin, Mumford)
Teaching Methods
Informative theoretical and practical lectures that target critical text analysis (both of written and filmic texts),
and foster application of knowledge to the assessment of new cases. Some research will be conducted in direct
interaction with the local community.
Evaluation can consist of either a final exam, worth 100% of the students final grade, or through continuous
assessment, where attendance is worth 10% of the final grade, an in-class task is worth 45% and a home made
practical essay (or, alternatively, the organization of a public debate) is worth 45%.
and foster application of knowledge to the assessment of new cases. Some research will be conducted in direct
interaction with the local community.
Evaluation can consist of either a final exam, worth 100% of the students final grade, or through continuous
assessment, where attendance is worth 10% of the final grade, an in-class task is worth 45% and a home made
practical essay (or, alternatively, the organization of a public debate) is worth 45%.
Teaching Staff
- Ângelo Samuel Nunes Milhano [responsible]
