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Philosophy of Engineering and Technology

International Perspectives on Engineering Education

Engineering Education and Practice in Context, Volume 1

Editors: Christensen, S.H., Didier, C., Jamison, A., Meganck, M., Mitcham, C., Newberry, B. (Eds.)

  • Offers a broad and comprehensive range of disciplinary, inter- and meta-disciplinary perspectives on engineering education
  • Draws upon the work of scholars from the humanities, social sciences, and engineering from Europe, USA, China, Brazil and India, thus cross-fertilizing the emerging field of engineering education research
  • Addresses topics ranging from a view of engineering education from a national perspective to including racial, gender and other social awareness considerations
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eBook 101,14 €
price for France (gross)
  • ISBN 978-3-319-16169-3
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 126,59 €
price for France (gross)
  • ISBN 978-3-319-16168-6
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover 126,59 €
price for France (gross)
  • ISBN 978-3-319-38044-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

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.

About the authors

Steen Hyldgaard Christensen M.A. in Scandinavian Language and Literature and the History of Ideas, Aarhus University. Ph.D. in Educational Studies, Aalborg University. Senior lecturer at Aarhus University, School of Business and Social Sciences, Herning, Denmark, until 2014. From 2014, adjunct associate professor at Aalborg University, Denmark. He has initiated six big international inter- and metadisciplinary research projects on engineering including PROCEED and coordinated fi ve of them. He has acted in roles of editor-in-chief and coauthor of four books: Profession, Culture, and Communication: An Interdisciplinary Challenge to Business and Engineering (Institute of Business Administration and Technology Press 2003); Philosophy in Engineering (Academica 2007); Engineering in Context (Academica 2009); and Engineering, Development and Philosophy: American, Chinese, and European Perspectives (Springer 2012). Besides, he has coauthored A Hybrid Imagination: Science and Technology in Cultural Perspective (Morgan & Claypool Publishers 2011) together with Andrew Jamison and Lars Botin. In addition, he has published a number of articles on engineering epistemology, culture, and education. Current research interest includes academic drift in engineering education and structural dynamics in higher education.

Christelle Didier B.S. in Electrochemistry Engineering, M.A. in Education, Ph.D. in Sociology from Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris. From 1993 to 2013, Assistant Professor, Lille University, France, Ethics Department. Assistant Professor, Charles de Gaulle University of Lille, Education Department. Member of CIREL (EA 4354). Coauthor of Ethique industrielle (DeBoeck, Brussels, 1998) and author of Penser l’éthique des ingénieurs (PUF, Paris 2008) and Les ingénieurs et l’éthique: Pour un regard sociologique (Hermes 2008). She has published many articles on ethics and social responsibility in the engineering profession and education and on the engineering profession’s values (from interviews and extensive surveys). Her research areas are engineering ethics and values, including historical, cultural, and gender perspective, sustainable development and corporate social responsibility, social responsibility.

Andrew Jamison B.A. in History and Science from Harvard University, Ph.D. in Theory of Science from University of Gothenburg (Göteborg). Docent in Theory of Science, University of Gothenburg. Professor of Technology, Environment, and Society at Aalborg University. Coordinator of Program of Research on Opportunities and Challenges in Engineering Education in Denmark (PROCEED), 2010–2013, and author, most recently, of The Making of Green Knowledge: Environmental Politics and Cultural Transformation (Cambridge 2001), Hubris and Hybrids: A Cultural History of Technology and Science , with Mikael Hård (Routledge 2005), A Hybrid Imagination: Science and Technology in Cultural Perspective (Morgan & Claypool Publishers 2011) together with Steen Hyldgaard Christensen and Lars Botin, and The Making of Green Engineers: Sustainable Development and the Hybrid Imagination (Morgan and Claypool 2013).

Martin Meganck M.Sc. in Chemical Engineering from Ghent University, Ph.D. in Chemical Engineering, and M.A. Moral Theology both from KU Leuven. Lecturer in Philosophy and Ethics in the Faculty of Engineering Technology, researcher at the Center for Science, Technology, and Ethics, and the Theological Faculty of the KU Leuven. Teaching areas include Philosophy of Science, Philosophy of Technology, and Professional and Business Ethics. He was coauthor and coeditor of Philosophy in Engineering (Academica 2007) and Engineering in Context (Academica 2009).

Carl Mitcham B.A. and M.A. in Philosophy from University of Colorado, Boulder. Ph.D. in Philosophy from Fordham University. Professor of Philosophy of Science and Technology, Renmin University of China, Beijing; Liberal Arts and International Studies, Colorado School of Mines, Golden, Colorado. Scholarly contributions have been directed toward the philosophy and ethics of science, technology, engineering, and medicine and to science, technology, and society (STS) studies. Teaching areas include ethics, STS, and science and technology policy.

Byron Newberry B.S. in Aerospace Engineering, University of Alabama. M.S. in Aerospace Engineering and Ph.D. in Engineering Mechanics, both from Iowa State University. Professor of Mechanical Engineering, Baylor University. Baylor Fellow for teaching. Professional Engineer (PE) Texas, USA. Research interests include engineering design, engineering ethics, and philosophy of engineering and technology. Aircraft structural engineering consultant. Executive board member, National Institute for Engineering Ethics. Editor of the Springer Philosophy of Engineering and Technology book series.

Reviews

“The two volumes together provide an extensive space for a varied array of individuals, established and ascending, who are reflecting thoughtfully about engineering education and practice from a variety of perspectives and disciplines at a possible inflection point for the profession.” (Glen Miller, Technology, Knowledge and Learning, Vol. 22, 2017)


Table of contents (25 chapters)

  • A Historical Survey of the Structural Changes in the American System of Engineering Education

    Akera, Atsushi (et al.)

    Pages 7-32

    Preview Buy Chapter 29,94 €
  • The Role of Research in Academic Drift Processes in European and American Professional Engineering Education Outside the Universities

    Christensen, Steen Hyldgaard (et al.)

    Pages 33-69

    Preview Buy Chapter 29,94 €
  • Structural Transformations in Higher Engineering Education in Europe

    Delahousse, Bernard (et al.)

    Pages 71-94

    Preview Buy Chapter 29,94 €
  • Engineering Brazil: National Engineering Capability at Stake

    Silva, Édison Renato (et al.)

    Pages 95-104

    Preview Buy Chapter 29,94 €
  • Engineering Education in India: A Comprehensive Overview

    Subramanian, Balasundaram

    Pages 105-123

    Preview Buy Chapter 29,94 €

Buy this book

eBook 101,14 €
price for France (gross)
  • ISBN 978-3-319-16169-3
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 126,59 €
price for France (gross)
  • ISBN 978-3-319-16168-6
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover 126,59 €
price for France (gross)
  • ISBN 978-3-319-38044-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
International Perspectives on Engineering Education
Book Subtitle
Engineering Education and Practice in Context, Volume 1
Editors
  • Steen Hyldgaard Christensen
  • Christelle Didier
  • Andrew Jamison
  • Martin Meganck
  • Carl Mitcham
  • Byron Newberry
Series Title
Philosophy of Engineering and Technology
Series Volume
20
Copyright
2015
Publisher
Springer International Publishing
Copyright Holder
Springer International Publishing Switzerland
eBook ISBN
978-3-319-16169-3
DOI
10.1007/978-3-319-16169-3
Hardcover ISBN
978-3-319-16168-6
Softcover ISBN
978-3-319-38044-5
Series ISSN
1879-7202
Edition Number
1
Number of Pages
XXXIV, 530
Number of Illustrations
16 b/w illustrations
Topics