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Rethinking the notion of technology in education: Techno-epistemology as a feature inherent to human praxis by Michiel Van Eijck; Nicholas Xumthoult Claxton is a Social Sciences article available to read on EtoBox.

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## Abstract Educators repeatedly underscore the intimate relationship between science and technology. This is problematic because technology, far from being “applied science,” presupposes a unique epistemology (techno‐epistemology). A focus on the role of science in technology overshadows this unique way of knowing and hence limits technology education and privileges a scientific worldview in education. To appropriately frame the unique epistemology of technology in education, we propose a cognitive framework developed to understand the use and development of tools in human activity, namely, Cultural‐Historical Activity Theory (CHAT). Drawing on a case study of technology that is not rooted in a (Eurocentric) scientific tradition, the SXOLE (Reef Net) fishing technology of the WSÁNEĆ (Saanich) people, we show how technology can be understood as inherent to human praxis, which presupposes a dialectically related and unique epistemology that is incommensurable and irreducible to a scientific worldview. The implications of this framework for science and technology education are discussed. © 2008 Wiley Periodicals, Inc. __Sci Ed__ **93:** 218–232, 2009

Who reads Rethinking the notion of technology in education: Techno-epistemology as a feature inherent to human praxis?

Author

Michiel Van Eijck; Nicholas Xumthoult Claxton

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); Wiley-Liss Inc.; John Wiley & Sons Inc.; Wiley (ISSN 0097-0352)

Published

2008

Language

EN

Field

Social Sciences