Literaturnachweis - Detailanzeige
| Autor/in | Higbee, Jay A. |
|---|---|
| Titel | Impact of Technology on Human Rights: Responsibilities and Opportunities for the Social Studies. |
| Quelle | (1974), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Change Agents; Change Strategies; Citizenship Responsibility; Civil Liberties; Community Responsibility; Educational Responsibility; Futures (of Society); Quality of Life; Resource Allocation; Social Studies; Teacher Responsibility; Technological Advancement; Values |
| Abstract | The author purports the need to control technology for the well-being of mankind by understanding and cultivating its beneficial features and countering its harmful effects and misuse. The intent of the paper is to alert social studies teachers to the responsibility of bridging the gap between scientific and technological knowledge and civic and managerial wisdom to understand the earth's resources. Although the accomplishments of technology are significant, technology has created many opportunities for encroachment on human rights. These threats can jeopardize constitutional rights with electronic surveillance, impair the quality of living with air and water pollution, and denigrate human dignity by assaulting sensibilities. While all three of these consequences threaten the quality of life, it is difficult for one or a few individuals to assert their rights to prevent such disturbances. Social studies teachers have the responsibility to educate about fundamental rights under the government to avoid manipulation by an oligarchical tech-bureaucracy in the future. They must seek to answer the following questions: (1) How can technology respond to societal needs without being destructive of human values and rights? (2) What is the responsibility of individuals and institutions in managing technology? and (3) How can we achieve an acceptable balance between conflicting interests? (Author/DE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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