Restricted and General Complexity in Ergonomics

Sigahi, Tiago Fonseca Albuquerque Cavalcanti; Sznelwar, Laerte Idal

doi:10.1007/978-3-030-74602-5_108

Cited by 3 publications

(2 citation statements)

References 33 publications

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“…In short, the central idea was that system reliability would result from the sum of the reliability of each part that comprises it-notions such as evolution, nonlinearity, interactions between technical and nontechnical dimensions were not properly considered . In addition, the discussion on safety was limited to the physical aspects of individuals, which implies a reductionist concept of health that neglects psychological aspects and the centrality of work for the construction of workers' health (Brunoro et al, 2020;Sigahi & Sznelwar, 2021). Previously, engineers could rely upon technical knowledge to determine the appropriateness of engineering decisions and the hierarchy of objectives; they could reliably trust that their obligations were only related to the solution of the problem and their justification based on technical and objective questions .…”

Section: Engineering Axiologymentioning

confidence: 99%

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Exploring applications of complexity theory in engineering education research: A systematic literature review

Sigahi

Sznelwar

2021

J of Engineering Edu

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Background: Complexity theory (CT) has been used in response to the need for a different mindset than the classical engineering paradigm. The engineering education research (EER) community may benefit from the knowledge of how CT has been used in the field.Purpose: Aiming to provide a broad view of CT in EER, the following research questions guided the study: How has CT been applied in EER, and how does it contribute to addressing the challenges of classical engineering education? What are the different complexity engineering approaches, and how can they be integrated into the context of EER?Method: A systematic literature review was conducted. The review process was divided into three stages: planning, conducting, and reporting. Fifty-eight journal articles and five book chapters were submitted to an iterative process of organization, categorization, analysis, and synthesis. Results: Complexity schools of thought were integrated into EER. The research was organized into thematic categories: epistemological and ontological perspectives; complex thinking and competences; pedagogical approaches; complexity, sustainability, and transdisciplinarity interdependence; engineering axiology; and systemic transformation of engineering education. For each category, main contributions were integrated, and gaps were identified.Different meanings of complexity engineering were discussed and related to complexity schools of thought.Conclusions: Defining the type of complexity approach used is essential to advance knowledge, as there are fundamental epistemological, ontological, and methodological differences. Thematic categories help future researchers position theoretical contributions and be precise about how their findings contribute to understanding complexity applications in EER. Overcoming the limits of classical engineering requires a paradigmatic discussion, and CT proves valuable for this.

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Section: Engineering Axiologymentioning

confidence: 99%

“…The classical engineering approach is built upon the paradigm of simplification (Morin, 2010;Preiser et al, 2013). It is based on Cartesian, mechanistic thinking and is appropriate to solve constrained and well-structured problems with known solution paths and convergent answers (Minai et al, 2006;Sigahi & Sznelwar, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring applications of complexity theory in engineering education research: A systematic literature review

Sigahi

Sznelwar

2021

J of Engineering Edu

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Proposal of guidelines to assist managers to face pressing challenges confronting Latin American universities: a complexity theory perspective

et al. 2022

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A complexidade em diálogo com a ergonomia e a engenharia – contribuições de Edgar Morin

Sznelwar

Montedo

Sigahi

2021

EccoS

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O amplo pensamento de Edgar Morin compreende a possibilidade de pensar acomplexidade como um olhar que sirva para direcionar as ações no mundo. Nessa perspectiva, discute-se, inicialmente, as contribuições de Morin para as ciências do trabalho, particularmente para a Ergonomia Centrada na Atividade. Em seguida, amplia-se o debate sobre suas contribuições para a engenharia. Morin nos convida a pensar sobre os princípios e limites dos paradigmas sobre os quais tais campos de conhecimento e atuação são construídos. Ele nos oferece a oportunidade de incluir em nosso olhar a dialógica, a ordem e a desordem, as incertezas, as diferentes racionalidades, permitindo trazer ao debate questões fundamentais com relação à vida e à importância do sujeito na sociedade.

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Restricted and General Complexity in Ergonomics

Cited by 3 publications

References 33 publications

Exploring applications of complexity theory in engineering education research: A systematic literature review

Exploring applications of complexity theory in engineering education research: A systematic literature review

Proposal of guidelines to assist managers to face pressing challenges confronting Latin American universities: a complexity theory perspective

A complexidade em diálogo com a ergonomia e a engenharia – contribuições de Edgar Morin

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