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Collection
1981 North Midwest Section
Authors
William A. Bares; David A. Rogers
) have been experimenting with newapproaches to 102 teaching. We have been coupling into 102 some broaderaspects of the engineer's life and work which we call engineering pro-fessionalism. While teaching 102 we have emphasized the importance of asolid mathematical background [2] and a grounding in the fundamental con-cepts of electrical engineering. However, we have also plunged into suchtopics as the societal impact of many ethical decisions, the importanceof developing communications skills, the effects of technological abso-lescence, the impact of inflation on engineering salaries, and unemploy-ment [1], [3]. In Spring Quarter 1981, the different sections of 102 were taughtwith the instructors presenting a course based on the dual
Collection
1981 North Midwest Section
Authors
Herbert W. Gernand
someof the people who have created the science of today, these 129ideas have importance for our times. The mechanisticconcept of nature has been satisfactory when it has beenoperating in terms of technology, but it has been inef-fective in providing answers to questions concerning man.It has no answers for ethical, political or social questions."Why sacrifice yourself for another person or cause?", ''Whydo one's duty?", "What is duty?", or even "What are import-ant questions for science to ask?" are all questions whichhave no meaning in a mechanistic conception of the universe.In seeing science as a product of man's judgements and ofits cultural setting, twentieth-century scientists seescience not as beyond and above