Collingridge’s dilemma is one of the most well-established paradigms presenting a challenge to Technology Assessment (TA). This paper aims to reconstruct the dilemma from an analytic perspective and explicates three assumptions underlying the dilemma: the temporal, knowledge and power/actor assumptions. In the light of the recent transformation of the science, technology and innovation system—in the age of technoscience —these underlying assumptions are called into question. The same result is obtained from a normative angle by Collingridge himself; he criticises the dilemma (...) and advances concepts on how to keep a technology controllable. This paper stresses the relevance of the dilemma and of Collingridge’s own ideas on how to deal with the dilemma. Today, a positive interpretation of technoscience for effective TA is possible. (shrink)

In order to raise awareness of the ambiguous nature of scientific-technological progress, and of the challenging problems it raises, problems which are not easily addressed by courses in a single discipline and cannot be projected onto disciplinary curricula, Technical University of Darmstadt has established three interdisciplinary study concentrations: “Technology and International Development”, “Environmental Sciences”, and “Sustainable Shaping of Technology and Science”. These three programmes seek to overcome the limitations of strictly disciplinary research and teaching by developing an integrated, problem-oriented approach. (...) For example, one course considers fundamental nuclear dilemmas and uses role-playing techniques to address a controversy in the area of nuclear security. At the same time, incorporating interdisciplinary teaching into a university that is organized around mono- or multi-disciplinary faculties also poses a number of challenges. Recognition in disciplinary curricula, and appropriate organizational support and funding are examples of those challenges. It is expected that science and engineering students, empowered by such interdisciplinary study programmes, will be better prepared to act responsibly with regard to scientific and technological challenges. (shrink)

The objective of this paper is to contribute to the expanding discourse on conceptual elements of TA. As a point of departure, it takes the recent transformation of the science, technology and innovation system ( technoscience ). We will show that the age of technoscience can be regarded as presenting not only a challenge, but also a chance and opportunity for TA. Embracing this opportunity, however, implies imposing several requirements on TA. In order to specify these requirements and to foster (...) the ongoing discourse on the foundations of TA, this paper suggests a programmatic term: prospective technology assessment (ProTA). This term is intended mainly as a reflection framework, aimed at providing an extension and complement—and not a replacement—of well-established TA concepts. Three requirements for ProTA are sketched: (1) early stage orientation—the temporal dimension, (2) intention and potential orientation—the knowledge dimension, (3) shaping orientation—the power/actor dimension. Examples from fusion and nano research will illustrate the need for ProTA, as well as its specific focus. The paper concedes that ProTA is in its infancy and that there is a clear need for further clarification. (shrink)