Shared Values for Aesthetics and Ethics?

Dias, Priyan

doi:10.1007/978-981-15-1271-1_5

Cited by 2 publications

(13 citation statements)

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“…Another point of departure suggested by Mitcham (Introduction) is whether the philosophy of engineering could be a sort of applied philosophy of science. This strikes a chord with my own work (Dias, 2019), where I have demonstrated the relevance of Popper, Kuhn, Polanyi and Heidegger to engineering. Note that I have strongly disputed the view that engineering itself is (merely) applied science (Dias, 2019).…”

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confidence: 83%

“…This strikes a chord with my own work (Dias, 2019), where I have demonstrated the relevance of Popper, Kuhn, Polanyi and Heidegger to engineering. Note that I have strongly disputed the view that engineering itself is (merely) applied science (Dias, 2019). Blockley (2020) is another engineer who has been doing this for a while now; for example, making distinctions between the goals of science (truth, accuracy) and those of engineering (safety, dependability).…”

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confidence: 83%

“…Mitcham traces how the dominant ideal started off as one of loyalty, primarily to the state, probably derived from the military roots of engineering (see Essay 1). These roots, incidentally, may also be responsible for such engineering qualities as decisiveness in spite of uncertainty and resoluteness in the face of seemingly insurmountable odds (Dias, 2019). The above loyalty was then transferred to large corporations that employed many engineers, who perceived them as delivering large and useful public works and goods.…”

Section: Ethicsmentioning

confidence: 99%

“…My own feeling about this is that Heidegger would be a very useful philosopher with whom to engage in developing a philosophy both for and of engineering. On the one hand, he stresses the importance of 'doing' over 'thinking', thus endorsing the value of the very pragmatic engineering profession (Dias, 2019). On the other, he was deeply suspicious of technology, mainly because of its departure from holism (as reflected in, say, craftsmanship) into reductionism; and also because it tended to conceal various realities by engulfing all other 'ways of being' (Dias, 2019).…”

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confidence: 99%

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Dias¹

2020

Prometheus

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Mitcham has worked for many years on bridging the gap between philosophy (his specialist discipline) and technology (the one with which he has been engaging). He is probably the most eminent and respected exponent of that relationship, having established his credentials through his seminal book Thinking through Technology: The Path between Engineering and Philosophy (Mitcham, 1994). The title of the book is interesting, given that it is engineering with which he is seeking a bridge. Twenty-five years later, with this latest compilation of essays, he feels that the bridge has yet to be built. As in his groundbreaking book of 1994, Mitcham is nothing if not comprehensive in this collection. Reviewing it is a daunting task. Although the essays are collated into three parts, the logic for doing so was not quite convincing for me. So, I shall engage with the book under the four broad themes of metaphysics and epistemology (largely drawing on the Introduction,

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confidence: 83%

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confidence: 83%

Section: Ethicsmentioning

confidence: 99%

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confidence: 99%

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Dias¹

2020

Prometheus

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“…Recruitment into, and transition through, an undergraduate engineering course requires students to be adept in analysis and is suited to students who have a strong interest in science (Dias, 2019).…”

Section: Engineering Knowledge and Skillsmentioning

confidence: 99%

Opportunities for the development of professional skills for undergraduate civil and environmental engineers

Murray

Douglas

2022

European Journal of Engineering Education

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Employability and skills development are contemporary issues in higher education. For vocationalprofessional disciplines such as engineering, the signature pedagogy directs teaching and learning towards acquiring scientific knowledge. Engineering employers have called for graduates to be more work-ready and to be trained in team-working, communication and other professional skills. These skills can be developed and assessed within curricular, co-curricular and extra-curricular settings. We consider how a sample of undergraduate civil engineers (N=58) perceive the contribution of the above activities on the development of six professional skills (Problem-solving; Planning; Leadership; Teamworking; Self-confidence; Resilience). Embedding these skills within curricular activities offers the greatest potential for helping all students improve their employment prospects. Finally, we make suggestions for improving the deployment of professional skills in our four undergraduate programmes, and in higher education institutions in general.

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Shared Values for Aesthetics and Ethics?

Cited by 2 publications

References 9 publications

Book review

Book review

Opportunities for the development of professional skills for undergraduate civil and environmental engineers

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