-
Notifications
You must be signed in to change notification settings - Fork 0
/
STS-Oct-M108-Edwards.rs3
130 lines (126 loc) · 6.95 KB
/
STS-Oct-M108-Edwards.rs3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
<rst>
<header>
<relations>
<rel name="antithesis" type="rst" />
<rel name="background" type="rst" />
<rel name="circumstance" type="rst" />
<rel name="concession" type="rst" />
<rel name="condition" type="rst" />
<rel name="elaboration" type="rst" />
<rel name="enablement" type="rst" />
<rel name="evaluation" type="rst" />
<rel name="evidence" type="rst" />
<rel name="interpretation" type="rst" />
<rel name="justify" type="rst" />
<rel name="means" type="rst" />
<rel name="motivation" type="rst" />
<rel name="nonvolitional-cause" type="rst" />
<rel name="nonvolitional-result" type="rst" />
<rel name="otherwise" type="rst" />
<rel name="preparation" type="rst" />
<rel name="purpose" type="rst" />
<rel name="restatement" type="rst" />
<rel name="solutionhood" type="rst" />
<rel name="summary" type="rst" />
<rel name="unconditional" type="rst" />
<rel name="unless" type="rst" />
<rel name="unstated-relation" type="rst" />
<rel name="volitional-cause" type="rst" />
<rel name="volitional-result" type="rst" />
<rel name="rst" type="rst" />
<rel name="conjunction" type="multinuc" />
<rel name="contrast" type="multinuc" />
<rel name="disjunction" type="multinuc" />
<rel name="joint" type="multinuc" />
<rel name="list" type="multinuc" />
<rel name="restatement-mn" type="multinuc" />
<rel name="sequence" type="multinuc" />
</relations>
</header>
<body>
<segment id="1" parent="2" relname="circumstance">
When I was teaching at Cornell,</segment>
<segment id="2" parent="31" relname="span"> I once drove from Ithaca to Boston with an
undergraduate engineering student.</segment>
<segment id="3" parent="27" relname="span"> He told me that in a required
introductory course, his entire class had been assigned to build a device
for assisting handicapped people to get into and out of cars.</segment>
<segment id="4" parent="3" relname="elaboration"> The only
constraints were that the device be simple, fairly inexpensive to
construct, and entirely mechanical in nature (i.e., no electric
components).</segment>
<segment id="5" parent="27" relname="evaluation">
I found this an ingenious and intriguing assignment, and said so.</segment>
<segment id="6" parent="30" relname="span"> He then
told me that he and everyone he knew hated it.</segment>
<segment id="7" parent="29" relname="sequence"> They wanted to build cool
machines with lots of motors and computer controllers,</segment>
<segment id="8" parent="29" relname="sequence"> and as long as they
could work with what they thought of as cutting-edge components,</segment>
<segment id="9" parent="29" relname="sequence"> they
didn't care much about the thing's purpose.</segment>
<segment id="10" parent="29" relname="sequence"> In fact, they'd prefer to think
up purposes themselves.</segment>
<segment id="11" parent="45" relname="span">
This parable points me (at least) toward two of the goals of STS in
education.</segment>
<segment id="12" parent="33" relname="list"> First is helping people who've come under the seductive power of
techno-wizardry to see, comprehend, and care about what sorts of problems
really need to be solved.</segment>
<segment id="13" parent="43" relname="span"> Second is teaching how people actually interact
with and use designed products, which involves teaching certain social
values, such as the appropriate-technology goal of making devices as
simple, cheap, energy-efficient, and user-transparent as practically
possible.</segment>
<segment id="14" parent="15" relname="concession"> The engineering professor who made up that assignment may have
had the same goal,</segment>
<segment id="15" parent="34" relname="span"> but it certainly isn't common. </segment>
<segment id="16" parent="17" relname="concession">
In a way this is simply a plea for a broad, balanced approach to
techno-science education.</segment>
<segment id="17" parent="41" relname="span"> In another way, it's more profound than that.</segment>
<segment id="18" parent="36" relname="span"> My
Silicon Valley-based engineering students assume that the problems they'll
work to solve will be posed for them by the marketplace,</segment>
<segment id="19" parent="18" relname="means"> via the companies
they work for.</segment>
<segment id="20" parent="35" relname="sequence"> They want to invent cool stuff</segment>
<segment id="21" parent="35" relname="sequence"> and then see if they can sell
it.</segment>
<segment id="22" parent="38" relname="span"> The idea of interacting with potential users, especially in any kind of
thorough or systematic way, doesn't get much press in their world since
it's assumed to be perfectly mediated by the market. </segment>
<segment id="23" parent="39" relname="span">
In the Computer Science Dept. here, Terry Winograd has started a program in
Human-Computer Interaction.</segment>
<segment id="24" parent="23" relname="elaboration"> Its focus is on developing and teaching methods
of software design which include potential users in the design process from
the beginning.</segment>
<segment id="25" parent="26" relname="concession"> This is one big step toward a more complete approach to
engineering,</segment>
<segment id="26" parent="40" relname="span"> but the other -- which really requires STS types -- lies in
helping engineers understand themselves as _social_ engineers and seeing
how important that is.</segment>
<group id="27" type="span" parent="28" relname="span" />
<group id="28" type="span" parent="6" relname="antithesis" />
<group id="29" type="multinuc" parent="6" relname="nonvolitional-cause" />
<group id="30" type="span" parent="32" relname="span" />
<group id="31" type="span" parent="30" relname="background" />
<group id="32" type="span" parent="11" relname="evidence" />
<group id="33" type="multinuc" parent="46" relname="span" />
<group id="34" type="span" parent="13" relname="elaboration" />
<group id="35" type="multinuc" parent="36" relname="elaboration" />
<group id="36" type="span" parent="37" relname="span" />
<group id="37" type="span" parent="22" relname="antithesis" />
<group id="38" type="span" parent="17" relname="elaboration" />
<group id="39" type="span" parent="42" relname="span" />
<group id="40" type="span" parent="39" relname="evaluation" />
<group id="41" type="span" parent="43" relname="elaboration" />
<group id="42" type="span" parent="46" relname="elaboration" />
<group id="43" type="span" parent="44" relname="span" />
<group id="44" type="span" parent="33" relname="list" />
<group id="45" type="span" parent="33" relname="background" />
<group id="46" type="span" parent="47" relname="span" />
<group id="47" type="span" />
</body>
</rst>