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Phenomenology of Tools in High-Level Programming

This lecture explores the phenomenon of tools in high-level programming, investigating both the ampliative and reductive aspects of tools related to computers. It also discusses the perspectives of technological utopians and dystopians and the mastery and embodiment of tools.

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Phenomenology of Tools in High-Level Programming

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  1. Lecture 14 Introduction toHigh-Level Programming (S&G, §§7.7–7.8) CS 100 - Lecture 14

  2. Read S&G:§7.10 (Software Engineering)and ch. 8 (The Tower of Babel) CS 100 - Lecture 14

  3. The Phenomenology of Tools CS 100 - Lecture 14

  4. Phenomenology • A philosophical method • A phenomenon is some aspect of concrete human experience of the world • Phenomenology investigates the invariant structure of some phenomenon by systematic variation of that experience • Has its own technical terminology CS 100 - Lecture 14

  5. Phenomenology of Tools • The phenomena of concern are tools in the broadest sense • Developed by Don Ihde • Here we are concerned with tools related to computers: • computers themselves • programming languages • word processors • email • etc. CS 100 - Lecture 14

  6. Tools are Ampliative& Reductive • Example: using stick to knock down fruit • Ampliative aspects • Greater power or performance • Extended experience • Reductive aspects • Experience is less immediate • Action is channeled by the tool CS 100 - Lecture 14

  7. Examples • Consider ampliative & reductive aspects of: • eye glasses • automobiles • telephones • email • recorded music • internet CS 100 - Lecture 14

  8. Utopians vs. Dystopians • Technological utopians: • focus on ampliative aspects • emphasize practical advantages • Technological dystopians: • focus on reductive aspects • discount practical advantages • Both attitudes are reduced focuses • Better: • acknowledge essential ambivalence of our experience of the tool • “all technology is non-neutral” — Ihde CS 100 - Lecture 14

  9. Phenomenologyof Programming Languages • Ampliative aspect: • automation of tedious, error-prone activities • error checking • Reductive aspect: • loss of direct control of machine resources • possible inefficiency CS 100 - Lecture 14

  10. “Fascination” & “Fear” • Typical responses to a new technology • Utopians are fascinated by ampliative aspects • embrace & promote the new technology • tend to over-apply the new technology • inclined to further amplification • Dystopians fear reductive aspects • may view ampliative aspects as dangerous • ambivalent feelings of power or helplessness • Greater familiarity  balanced understanding of benefits & limitations CS 100 - Lecture 14

  11. Mastery & Embodiment • Tool replaces immediate (direct) with mediated (indirect) experience • When tool is mastered, its mediation becomes transparent (not invisible) • Contrast: • bad tool or unskillful use  experienced as object,relate to it • good tool & mastery  partially embodied,relate through it • With mastery, objectification becomes embodiment CS 100 - Lecture 14

  12. Focus & Action • Example: three writing technologies • dip pen • electric typewriter • word processor • Tools influence focus: • makes some aspects of situation salient,hides others • Tools influence action: • makes some actions easy, others awkward • Tools subtly influence what we notice and do CS 100 - Lecture 14

  13. Cultural Embedding • All technologies are culturally embedded • Our reactions to them are influenced by: • personal backgrounds • collective background • Stylistic inclinations may vary from user to user CS 100 - Lecture 14

  14. The Life Cycle of Programs: Waterfall Model CS 100 - Lecture 14 (slide < S. Levy)

  15. Maintenance • Programs might have a lifetime of 5-20 years • Requirements might change, and minor or major changes would be necessary CS 100 - Lecture 14 (slide < S. Levy)

  16. The Cost of Correcting an Error CS 100 - Lecture 14 (slide < S. Levy)

  17. The Relative Costs of the Phases CS 100 - Lecture 14 (slide < S. Levy)

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