EAN: 9783031037511

SYNTHESIS LECTURES ON ENGINEERING SCIENCE AND T...

All educators bring to their work preconceived ideas of what the curriculum should be and how
students learn. Seldom are they thought through. Since without an adequate philosophical base
it is difficult to bring about desirable changes in policy and practice  it is necessary that
educators have defensible philosophies of engineering education. This point is illustrated by
recent debates on educational outcomes which can be analysed in terms of competing curriculum
ideologies. While these ideologies inform the development of a philosophy of engineering
education they do so in light of a philosophy of engineering for such a philosophy focuses on
what engineering is  and in particular how it differs from science. This is addressed in this
study through consideration of the differences in the modes of abstraction required for the
pursuit of science on the one hand  and the pursuit of engineering design  on the other hand.
It is shown that a philosophy of engineering is not a philosophy of science or a philosophy of
engineering education  but it is from a philosophy of engineering that a philosophy of
engineering education is drawn. Uncertainty is shown to be a key characteristic of engineering
practice. A way of formulating a philosophy of engineering is to consider it through the
classical prism that splits the subject into five divisions  namely epistemology  metaphysics 
logic  ethics aesthetics. Additionally  behaviour also characterizes the practice of
engineering.

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