E-Book Overview
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.
E-Book Content
Philosophy of Engineering and Technology 20
Steen Hyldgaard Christensen Christelle Didier Andrew Jamison Martin Meganck Carl Mitcham Byron Newberry Editors
International Perspectives on Engineering Education Engineering Education and Practice in Context, Volume 1
Philosophy of Engineering and Technology Volume 20
Editor-in-chief Pieter E. Vermaas, Delft University of Technology, The Netherlands General and overarching topics, design and analytic approaches Editors Christelle Didier, Lille University, France Engineering ethics and science and technology studies Craig Hanks, Texas State University, U.S.A. Continental approaches, pragmtism, environmental philosophy, biotechnology Byron Newberry, Baylor University, U.S.A. Philosophy of engineering, engineering ethics and engineering education Ibo van de Poel, Delft University of Technology, The Netherlands Ethics of technology and engineering ethics Editorial advisory board Philip Brey, Twente University, The Netherlands. Louis Bucciarelli, Massachusetts Institute of Technology, U.S.A. Michael Davis, Illinois Institute of Technology, U.S.A. Paul Durbin, University of Delaware, U.S.A. Andrew Feenberg, Simon Fraser University, Canada Luciano Floridi, University of Hertfordshire & University of Oxford, U.K. Jun Fudano, Kanazawa Institute of Technology, Japan Sven Ove Hansson, Royal Institute of Technology, Sweden Vincent F. Hendricks, University of Copenhagen, Denmark & Columbia University, U.S.A. Don Ihde, Stony Brook University, U.S.A. Billy V. Koen, University of Texas, U.S.A. Peter Kroes, Delft University of Technology, The Netherlands Sylvain Lavelle, ICAM-Polytechnicum, France Michael Lynch, Cornell University, U.S.A. Anthonie Meijers, Eindhoven University of Technology, The Netherlands Sir Duncan Michael, Ove Arup Foundation, U.K. Carl Mitcham, Colorado School of Mines, U.S.A. Helen Nissenbaum, New York University, U.S.A. Alfred Nordmann, Technische Universität Darmstadt, Germany Joseph Pitt, Virginia Tech, U.S.A. Daniel Sarewitz, Arizona State University, U.S.A. Jon A. Schmidt, Burns & McDonnell, U.S.A. Peter Simons, Trinity College Dublin, Ireland J