Abstract
As the introductory paper by John Grin put it, this book is about ways to think, as well as on ways to think about thinking, about the future, focusing on the relation between societal problems and technology. In particular, we have focused on the role technology assessment (TA) may play in assessing the visions that are guiding the ways in which actors, in specific sectors, shape their segment of 21st Century society through their collective actions. Specifically, the undertaking reported here was inspired by the suspicion of at least one of us that many so-called revolutionary visions for the 21st Century are, on the level of their basic assumptions, not that different from the visions that have dominated over most of the 20th Century. That is, they too reflect those assumptions that are so typical for High Modernity (see the table in section 4 of that paper). At the core are the assumptions that social progress can be obtained through sound and certain, scientific, knowledge and its application in technology; and that, therefore, society should be guided by institutions that are able to translate such knowledge into courses for action.
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Grin, J., Grunwald, A., Decker, M., Mambrey, P., Reuzel, R., van der Wilt, G.J. (2000). The Lessons we Learnt: First Outline of Strategy and a Methodical Repertoire for Vision Assessment. In: Grin, J., Grunwald, A. (eds) Vision Assessment: Shaping Technology in 21st Century Society. Wissenchaftsethik und Technikfolgenbeurteilung, vol 4. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-59702-2_8
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