June 14, 2015
June 14, 2015
June 17, 2015
Technological and Engineering Literacy/Philosophy of Engineering
26.1314.1 - 26.1314.11
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.
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
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015