With a new ‘technosphere’ concept, Peter Haff offers a provocative reconceptualization of technology in Anthropocene, not as derivative consequence of human activity, but as a new ‘quasi-autonomous’ sphere of the environment that conditions human survival within the Earth System. Paying attention to the expansion of the orbital satellites in outer space, this paper suggests that technosphere analysis needs to conceptualize specific histories of the planetary-scale technology while considering how these technologies provide the epistemological basis and limitations for the technosphere. Satellites enhance the capacity of the technosphere as a system and provide systemic knowledge that is the basis for the meaning of the technosphere concept. Yet, this expansion is rooted in the contingencies of earthly geopolitics and the continual breakdown of technology – in this instance as a space debris layer formed in orbit around Earth that endangers the technosphere itself.

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This paper engages with social justice in engineering education based on pedagogical tools aimed at improving analytical reading, writing and critical reflection in course activities. The authors conceptualizes analytical thinking, critical reflection, and web-based peer review as tools for transformation of student learning, and apply these tools as instructions to engineering students studying city planning in Stockholm, Sweden. Students were asked to use the tools to critically analyze the role of national identities, social vis-à-vis technological engineering, and what politics have shaped Swedish society. In studying these aspects of city planning, the authors argue for a shift in attention toward the practices of engineers’ work around issues of social justice, an argument reinforced by the results of textual analysis of student essay reflections on social justice in city planning. The results are a wide range of themes of critical reflection made by students arising from course activities. These included balancing social and environmental justice, like suburban segregation, planning ideals and, in some cases, challenges for the planning profession. We argue that these are valuable lessons for engineers, which can be achieved by combining practical experiences of planning practices with tools for advancing critical and analytical skills of engineering students. By analyzing engineering students’ views on solutions and challenges of addressing social justice in practice, we can improve our understanding of the engineering skills required to work with social justice. In this way, the study complements discussion and critiques of the relationships between society and engineering outlined in the rhetoric of engineering grand challenges, and contributes by discussing new roles for engineers in facing day-to-day challenges working with social justice.

In this essay, we provide an outline of historical and contemporary examples to illustrate the theoretical concept of environing media. We first discuss how humans have environed their surroundings long before the advent of scientific modernity and the rapid evolution of media technologies that helped in making the planet governable. Against this background, we argue that a fundamental shift in the human–Earth relation happened after 1500 and that this shift is attributable to the development of environing media employed in the process of terrestrial globalisation. We see the present profound renegotiation of the human–Earth relation as a continuity, albeit with a different intensity as exemplified by the work in Earth system science. Finally, we invert Mike Hulme’s call for scientists to meet the humanities into an appeal to humanists to embrace the environmental sciences and pursue more integrative research. Recent developments in environmental history have seen an increased interest in the shaping of environments by means of technology. To this end, scholars have developed theoretical concepts like “environing technologies”, which are based on the premise that the environment is a historical formation by people and societies who form their surroundings as well as their sense of place. In the same vein, historical ecology has shown that premodern peoples also shaped the natural world to their purposes far more than what has generally been understood. The central premise is that what is understood as the environment is the result of human intervention and that environing technologies structure the way that it is used, perceived, and understood. These insights resonate with core notions in media theory, but they have never before been brought together. Given that all of our understanding of the environment today is the product of several processes of mediation, the theory of environing technology would benefit from stronger theorisation of the role of media. While the scale and intensity of information storage, processing, and transmission by media today are unprecedented, the logic of mediated data processing essentially remains the same as five centuries ago when agents of the Spanish Empire took part in shaping the understanding of the environment of the Americas and the globe. For these purposes, we propose the concept of environing media, as a means of both joining intellectual forces and pushing theoretical analysis of both branches further. The paper outlines the theory of environing media using examples from the Global South, in particular the shaping and sensing of landscapes in and around the Philippines. From early modern to late modern times, this region of the world has been influenced by environing media, most importantly circumnavigating ships and orbiting sensing satellites. The result is landscapes made and remade according to colonial and later capitalist priorities operating on a global, and eventually a planetary, scale.