This book describes how the Systems Engineering (SE) methodology can be used to harness technology and enhance democracy within any political system. Moreover, it provides a practical roadmap for countries and politicians who are willing to change their existing system of governance to one that allows the people to have a meaningful say. In this regard, the book compares and contrasts two countries, Mauritius and Australia, highlighting how SE and e-democracy can be implemented in different contexts.

Social theory can usefully be conceived in terms of four key paradigms: functionalist, interpretive, radical humanist and radical structuralist. The four paradigms are founded upon different assumptions about the nature of society and each generates distinctive theories, concepts and analytical tools. Finance theory is based on the functionalist paradigm and for the most part finance theorists are unaware of the philosophical tradition to which they belong. By relating finance to the four paradigms, Ardalan's work offers a concise understanding of the multifaceted nature of finance. He recommends theorists adopt a diversity of paradigms and discusses its benefits by application to the following phenomena: the development of academic finance, the mathematical language of academic finance, the mathematics of academic finance, money, corporate governance, markets, technology and education.

Major "paradigm shifts"-replacing one "world view" with another regarding what constitutes appropriate knowledge do not happen over night. Centuries usually intervene in the process. Even minor shifts admitting alternative world views into the domain of legitimate knowledge producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnogra phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical depar ture from both the more traditional quantitative and qualitative perspec tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the "bread and butter" of a critical approach to inquiry.

What are the chief challenges posed to contemporary democracy by modern technology, and how can democratic theory best respond to, or at least reflect on, those challenges? Inhabiting the kind of technologically advanced era in which we live, what sources are available within political theory for theoretical insight concerning the problem of democratic engagement with technology? The purpose of this volume is to canvas a broad range of theorists and theoretical traditions in order to address these questions, including Hegel and Marx, Rousseau and John Dewey, Heidegger and Simone Weil, Habermas and Walter Benjamin, Hannah Arendt and Hans Jonas. Commentaries on all these important thinkers -- focused on the issue of contemporary technology as posing unique social and political challenges for democratic political life -- yields rich and ambitious resources for theoretical reflection.

Universities must transmit technically exploitable knowledge. That is, they must meet an industrial society's need for qualified new generations and at the same time be concerned with the expanded reproduction of education itself. In addition, universities must not only transmit technically exploitable knowledge, but also produce it. This includes both information flowing from research into the channels of industrial utilization, armament, and social welfare, and advisory knowledge that enters into strategies of administration, government, and other decision-making powers, such as private enterprises. Thus, through instruction and research the university is immediately connected with functions of the economic process.

In reviewing and reconsidering the intellectual history of scientism and antiscientism, the authors assess the process of reasoning and prejudices of these contrasting viewpoints, while discussing the repercussions of scientific hegemony and its contemporary criticism. As the second volume of a three-volume set that proposes to reconsider science and technology and explores how the philosophy of science and technology responds to an ever-changing world, this title focuses on ideological trends centering around scientism and anti-scientism since the 19th century. The six chapters look into the emergence of scientism, instrumental reason, scientific optimism, scientific pessimism, scientific crisis and irrationalism and finally the deconstruction of scientism. The authors provide insight into the connections and biases of these disparate views and critiques, explore the influences of the hegemony of science and contemporary critique of science and evaluate the value of postmodernism and deconstructivism. The volume will appeal to scholars and students interested in the philosophy of science and technology, the ideology of scientism and anti-scientism, modernism and postmodernism, Marxist philosophy and topics related to scientific culture.

The increasing investment in scientific knowledge, in its production, distribution and reproduction, is acquiring greater social significance. Everything that is regarded as knowledge in society has become a legitimate subject matter for academic investigations from various disciplines and for practitioners.