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This co-edited volume compares Chinese and Western experiences of
engineering, technology, and development. In doing so, it builds a
bridge between the East and West and advances a dialogue in the
philosophy of engineering. Divided into three parts, the book
starts with studies on epistemological and ontological issues, with
a special focus on engineering design, creativity, management,
feasibility, and sustainability. Part II considers relationships
between the history and philosophy of engineering, and includes a
general argument for the necessity of dialogue between history and
philosophy. It continues with a general introduction to traditional
Chinese attitudes toward engineering and technology, and
philosophical case studies of the Chinese steel industry,
railroads, and cybernetics in the Soviet Union. Part III focuses on
engineering, ethics, and society, with chapters on engineering
education and practice in China and the West. The book's analyses
of the interactions of science, engineering, ethics, politics, and
policy in different societal contexts are of special interest. The
volume as a whole marks a new stage in the emergence of the
philosophy of engineering as a new regionalization of philosophy.
This carefully edited interdisciplinary volume grew out of an
international conference on the philosophy of engineering hosted by
the University of the Chinese Academy of Sciences in Beijing. It
includes 30 contributions by leading philosophers, social
scientists, and engineers from Australia, China, Europe, and the
United States.
This inclusive cross-cultural study rethinks the nexus between
engineering education and context. In so doing the book offers a
reflection on contextual boundaries with an overall boundary
crossing ambition and juxtaposes important cases of critical
participation within engineering education with sophisticated
scholarly reflection on both opportunities and discontents. Whether
and in what way engineering education is or ought to be
contextualized or de-contextualized is an object of heated debate
among engineering educators. The uniqueness of this study is that
this debate is given comprehensive coverage – presenting both
instrumentally inclined as well as radical positions on
transforming engineering education. In contextualizing engineering
education, this book offers diverse commentary from a range of
disciplinary, meta- and interdisciplinary perspectives on how
cultural, professional, institutional and educational systems
contexts shape histories, structural dynamics, ideologies and
challenges as well as new pathways in engineering education. Topics
addressed include examining engineering education in countries
ranging from India to America, to racial and gender equity in
engineering education and incorporating social awareness into the
area. Using context as “bridge” this book confronts engineering
education head on. Contending engineering ideologies and
corresponding views on context are juxtaposed with contending
discourses of reform. The uniqueness of the book is that it brings
together scholars from the humanities, the social sciences and
engineering from Europe – both East and West – with the
United States, China, Brazil, India and Australia.
This second companion volume on engineering studies considers
engineering practice including contextual analyses of engineering
identity, epistemologies and values. Key overlapping questions
examine such issues as an engineering identity, engineering
self-understandings enacted in the professional world, distinctive
characters of engineering knowledge and how engineering science and
engineering design interact in practice. Authors bring with them
perspectives from their institutional homes in Europe, North
America, Australia\ and Asia. The volume includes 24 contributions
by more than 30 authors from engineering, the social sciences and
the humanities. Additional issues the chapters scrutinize include
prominent norms of engineering, how they interact with the values
of efficiency or environmental sustainability. A concluding set of
articles considers the meaning of context more generally by asking
if engineers create their own contexts or are they created by
contexts. Taken as a whole, this collection of original scholarly
work is unique in its broad, multidisciplinary consideration of the
changing character of engineering practice.
This second companion volume on engineering studies considers
engineering practice including contextual analyses of engineering
identity, epistemologies and values. Key overlapping questions
examine such issues as an engineering identity, engineering
self-understandings enacted in the professional world, distinctive
characters of engineering knowledge and how engineering science and
engineering design interact in practice. Authors bring with them
perspectives from their institutional homes in Europe, North
America, Australia\ and Asia. The volume includes 24 contributions
by more than 30 authors from engineering, the social sciences and
the humanities. Additional issues the chapters scrutinize include
prominent norms of engineering, how they interact with the values
of efficiency or environmental sustainability. A concluding set of
articles considers the meaning of context more generally by asking
if engineers create their own contexts or are they created by
contexts. Taken as a whole, this collection of original scholarly
work is unique in its broad, multidisciplinary consideration of the
changing character of engineering practice.
This inclusive cross-cultural study rethinks the nexus between
engineering education and context. In so doing the book offers a
reflection on contextual boundaries with an overall boundary
crossing ambition and juxtaposes important cases of critical
participation within engineering education with sophisticated
scholarly reflection on both opportunities and discontents. Whether
and in what way engineering education is or ought to be
contextualized or de-contextualized is an object of heated debate
among engineering educators. The uniqueness of this study is that
this debate is given comprehensive coverage - presenting both
instrumentally inclined as well as radical positions on
transforming engineering education. In contextualizing engineering
education, this book offers diverse commentary from a range of
disciplinary, meta- and interdisciplinary perspectives on how
cultural, professional, institutional and educational systems
contexts shape histories, structural dynamics, ideologies and
challenges as well as new pathways in engineering education. Topics
addressed include examining engineering education in countries
ranging from India to America, to racial and gender equity in
engineering education and incorporating social awareness into the
area. Using context as "bridge" this book confronts engineering
education head on. Contending engineering ideologies and
corresponding views on context are juxtaposed with contending
discourses of reform. The uniqueness of the book is that it brings
together scholars from the humanities, the social sciences and
engineering from Europe - both East and West - with the United
States, China, Brazil, India and Australia.
This co-edited volume compares Chinese and Western experiences of
engineering, technology, and development. In doing so, it builds a
bridge between the East and West and advances a dialogue in the
philosophy of engineering. Divided into three parts, the book
starts with studies on epistemological and ontological issues, with
a special focus on engineering design, creativity, management,
feasibility, and sustainability. Part II considers relationships
between the history and philosophy of engineering, and includes a
general argument for the necessity of dialogue between history and
philosophy. It continues with a general introduction to traditional
Chinese attitudes toward engineering and technology, and
philosophical case studies of the Chinese steel industry,
railroads, and cybernetics in the Soviet Union. Part III focuses on
engineering, ethics, and society, with chapters on engineering
education and practice in China and the West. The book's analyses
of the interactions of science, engineering, ethics, politics, and
policy in different societal contexts are of special interest. The
volume as a whole marks a new stage in the emergence of the
philosophy of engineering as a new regionalization of philosophy.
This carefully edited interdisciplinary volume grew out of an
international conference on the philosophy of engineering hosted by
the University of the Chinese Academy of Sciences in Beijing. It
includes 30 contributions by leading philosophers, social
scientists, and engineers from Australia, China, Europe, and the
United States.
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