Ricco, G. D. (2015, June), Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering Philosophies  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24651

\bibitem{asee_peer_24651}
  Ricco, G. D. (2015, June), \emph{Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering Philosophies}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24651

George D. Ricco.  "Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering Philosophies".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24651 Internet.  16 Apr, 2024

\bibitem{asee_peer_24651}
  George D. Ricco.
  "Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering Philosophies".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24651 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_24651
author = "George D. Ricco"
title = "Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering Philosophies"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24651}
number = {10.18260/p.24651}
}

TY  - CPAPER
AB  -     Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering                                         Philosophies         With the recent deluge of attempts at forming a more coherent and aligned philosophy of engineering education, a demand for an application of traditional continental methods should be apparent. Even the definition of the field itself is available for scrutiny, and within that framework, a number of interesting paradigms can be discussed. This paper intends to apply approaches mainly from Heidegger’s works on metaphysics compared to modern engineering education philosophies. These approaches include interpretations of commonly used words, the intentionality of various constructs within the field, and to whom these constructs affect.         Of key importance to the future of the field of philosophy of engineering education is its self‐expression, not to be confused with the often‐used term agency. In one sense, engineering education can be expressed from the vantage point of engineers and educators and their respective communities, and the community efforts must be addressed to fully understand the definition of engineering education. It should be understood that the lens used to study both engineering and education in terms of a philosophy such as Heidegger’s is fundamentally a lens of abstraction focused primarily on the self, thus some of the previous work in the community must be reevaluated to better prepare for the incorporation of community into this work. Furthermore, engineering education from the framework chosen can be worded as how the self becomes more capable of assimilating and appreciating the negotiation of the unobjective into corporeal form. These constructs are tied to recent publications and contemporary philosophical approaches.  
AU  - George D. Ricco
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Reconstructing and Deconstructing Engineering Education: Tools to Interpret Engineering Philosophies
UR  - https://peer.asee.org/24651
DO  - 10.18260/p.24651
ER  -