fergusonComments-Denver

Memo22 I'm wondering why you don't have a speaking subject which is related to the individual within industry. I though part of your interest was in how the educational setting does not translate to the actual practices within businesses? In other words even if you can introduce creativity and social context into curriculum will the students be able to rebel against the prevailing hegemonic thinking?

Memo23 You seem to build in the counterclaims into the third hegemonic discourse, I'm wondering (in particular) what your counter would be to the first? In your own experience does the lack of actually producing manufactured goods act against this notion of technological innovation or is everyone seemingly comfortable with exporting knowledge and importing stuff? Also, how does the displacement of technological innovation from the products themselves impact the social acumen of the engineers. In particular I'm thinking that if the innovation is restricted to the production of a model that is then sent to another country for production does the distancing from the labor of innovation and the labor of production hurt the engineers capacity to understand their situatedness.

Memo24 Other binaries that you might want to consider: creative-create-produce profit-progress-social good

Memo25 I have always found this instance of political figures directing, either implicitly or explicitly, futures for students. Despite the U.S. talk about engineering and science, most figures that have the greatest pull are lawyers (Congress), judges (legal system), rock stars and sports stars, and sometimes scientists. Pretty rarely do I see an engineer or STS scholar take on policy. This seems to be different in the EU and at least you indicate this might be true in China.