By Lisa M. Osbeck, Nancy J. Nersessian, Kareen R. Malone, Wendy C. Newstetter
Technological know-how as Psychology unearths the complexity and richness of rationality via demonstrating how social relationships, emotion, tradition, and id are implicated within the problem-solving practices of laboratory scientists. during this examine, the authors assemble and research interview and observational info from innovation-focused laboratories within the engineering sciences to teach how the advanced practices of laboratory study scientists supply wealthy mental insights, and the way a greater realizing of technological know-how perform enables realizing of people extra usually. The learn focuses now not on dismantling the rational middle of medical perform, yet on illustrating how social, own, and cognitive tactics are intricately woven jointly in medical considering. The authors argue that this characterization illustrates a fashion of addressing the mixing challenge in technological know-how reports - the best way to symbolize the fluid entanglements of cognitive, affective, fabric, cultural, and different dimensions of discovery and challenge fixing. Drawing on George Kelly's "person as scientist" metaphor, the authors expand the results of this research to basic psychology. The booklet is therefore a contribution to technology reports, the psychology of technology, and basic psychology.
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Additional resources for Science as Psychology: Sense-Making and Identity in Science Practice
Constraints and affordances of opportunity (funding, time, personnel, and other resources) are interacting factors. Only within and through this rich flux can acts of interpreting and justifying interpretations be understood adequately. Consistent with this view, our approach to understanding the practices of biomedical engineers embraces a range of methodologies reflective of the academic discipline, experiences, and “style” of the authors, each of whom represents a unique configuration of interdisciplinary interests and influences.
Here we offer some qualification. Although there are many important respects in which the pragmatism of Dewey and Mead have informed our framework and the frameworks from which we draw (distributed cognition, situated cognition, embodied cognition), there are limits to this influence and important points of departure. Philosopher Marjorie Grene, whose stance as a foremost philosopher of biology is described as “personalistic and contextualist” (Auxier, 2002), offered a scathing but trenchant summary of pragmatism’s potential shortcomings, noting that when her colleagues “mention James or Dewey, I simply scream or gnash my teeth”: Pragmatism was directed against a number of things, but it contained nothing positive beyond the pleasant desire to make things comfortable.
Biomedical engineering may be characterized as an interdiscipline,3 meaning that “melding of knowledge and practices from more than one discipline occurs continually, and significantly new ways of thinking and working are emerging” (Nersessian, 2006, p. 127). The two BME laboratories we target engage one form of interdisciplinarity, merging resources drawn from both biology and engineering in the form of researchers, concepts, and methods. In addition to the blending of academic domains, the labs tend to attract persons with diverse interdisciplinary interests and experiences.
Science as Psychology: Sense-Making and Identity in Science Practice by Lisa M. Osbeck, Nancy J. Nersessian, Kareen R. Malone, Wendy C. Newstetter