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Philosophy and Engineering Education - New Perspectives, An Introduction (Paperback)
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Philosophy and Engineering Education - New Perspectives, An Introduction (Paperback)
Series: Synthesis Lectures on Engineering, Science, and Technology
Expected to ship within 10 - 15 working days
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All educators bring to their work preconceived ideas of what the
curriculum should be and how students learn. Seldom are they
thought through. Since without an adequate philosophical base it is
difficult to bring about desirable changes in policy and practice,
it is necessary that educators have defensible philosophies of
engineering education. This point is illustrated by recent debates
on educational outcomes which can be analysed in terms of competing
curriculum ideologies. While these ideologies inform the
development of a philosophy of engineering education they do so in
light of a philosophy of engineering for such a philosophy focuses
on what engineering is, and in particular how it differs from
science. This is addressed in this study through consideration of
the differences in the modes of abstraction required for the
pursuit of science on the one hand, and the pursuit of engineering
design, on the other hand. It is shown that a philosophy of
engineering is not a philosophy of science or a philosophy of
engineering education, but it is from a philosophy of engineering
that a philosophy of engineering education is drawn. Uncertainty is
shown to be a key characteristic of engineering practice. A way of
formulating a philosophy of engineering is to consider it through
the classical prism that splits the subject into five divisions,
namely epistemology, metaphysics, logic, ethics aesthetics.
Additionally, "behaviour" also characterizes the practice of
engineering.
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