Causal Layered Analysis as Pedagogy in Studies of Science and Technology

This paper deals, not with the mechanics of teaching in studies of science and technology, but with communicating Causal Layered Analysis (CLA) as an activity of building with and beyond scientific knowledge, enabling the creation of value towards the future. In undergoing a process of unpacking the genealogy of science, creating a critical distance from hitherto unquestioned assumptions, problematising and re-ordering what was previously taken as knowledge, alternative futures are no longer mere possibilities, they are made present in the transformative space that is created through the sheer activity of thinking that CLA summons forth. This concept of CLA as pedagogy will involve, for some, a change from a conventional idea of pedagogy as requiring teacher-maintained control over students' learning processes in which the aim is to give students mastery over an already articulated discipline such as one of the sciences. In conventional technology-based pedagogies, the idea of pedagogy is that it is a means to an end, the end being the possession of a definitive body of knowledge, and the means specifying the proper use of learning-materials and resources. CLA does not have such an end; rather CLA is open-ended. Neither is CLA a mechanical process. CLA offers a conAbstract