The word technology comes from two Greek words, transliterated techne and logos. In other words, for Ernst, the challenge facing the study of religion and technology is not to bring them closer together, but to rethink the terms on which they should remain separate, an argument he pursues by way of his account of the history of the oscillating clock and its progressive detachment from its original locus in the monasteries of medieval Christian Europe.
But although the range of case research explored right here may possibly appear limited, if not arbitrary, the selection to juxtapose them within a single book serves a larger goal: to try to displace those reigning narratives of religion and technology that fail to reflect on their own parochial status as predominantly Christian and Western, or that are myopically focused on contemporary technoculture at the expense of a longer historical view.
One particular of the handful of volumes purporting to offer a complete account of the topic is Jay Newman, Religion and Technologies: A Study in the Philosophy of Culture (Westport, Conn.: Praeger, 1997), although that book differs from the present work by possessing silently assumed a Christian vocabulary for defining and distinguishing religion and technologies (an concern to which I shall return presently).
The following link is from the Technologies Literacy Assessment Project that was began in 2008 with the No Youngster Left Behind act. It gives a operating definition of technology literacy and the standards needed to be in a position to be considered technologically literate. If this interests you, the internet site continues to talk about what these requirements imply in the classroom, the barriers technologies literacy faces in the classroom, and why the large push all of a sudden for students to be technologically literate. In my opinion this definition is in fact quite closely matched to the Royal Society’s version.
The topic content material of which reflected the Royal Society’s report containing statements that could be grouped together as Personal computer Science, Info Technology and digital literacy. However, it must be noted that the Welsh Government has recently tasked Professor Graham Donaldson with placing forward suggestions for a clear vision of education in Wales, from Foundation Phase to KS4, and portion of his remit is to appear at the reports from a variety of stakeholders, which includes the ICT Steering Group report. Comparable to the 1972 definition, the term facilitating” studying reappears in the definition.