000 04449nam a22005655i 4500
001 978-3-031-79207-6
003 DE-He213
005 20240730164019.0
007 cr nn 008mamaa
008 220601s2022 sz | s |||| 0|eng d
020 _a9783031792076
_9978-3-031-79207-6
024 7 _a10.1007/978-3-031-79207-6
_2doi
050 4 _aTA174
072 7 _aTBD
_2bicssc
072 7 _aTEC016000
_2bisacsh
072 7 _aTBD
_2thema
082 0 4 _a620.0042
_223
100 1 _aKorte, Russell.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_981657
245 1 0 _aPhilosophy and Engineering Education
_h[electronic resource] :
_bPractical Ways of Knowing /
_cby Russell Korte, Mani Mina, Stephen Frezza, David A. Nordquest.
250 _a1st ed. 2022.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2022.
300 _aXVII, 58 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSynthesis Lectures on Engineering, Science, and Technology,
_x2690-0327
505 0 _aSeries Foreword -- Preface -- Acknowledgments -- Implications of Pragmatism and Practice Theories for Engineering Practice -- John Dewey's Philosophical Perspectives and Engineering Education -- From Dewey to Lonergan -- Engineering Insight: The Philosophy of Bernard Lonergan Applied to the Engineering Knowledge Generation -- Authors' Biographies.
520 _aPragmatism attends to the practical outcomes of what we think and do, the social community in which we practice, and the bases of experience to inform our ideas and practices. Practice theories help explain what we do as complex systems of activity. Together, pragmatism and practice theories help broaden our understanding of the nature of engineering work as a social practice having important consequences for individuals and society. The practical nature of engineering embedded in our complex social and community systems is emphasized. Of all the pragmatists John Dewey's influence on education has been the most profound.He promoted social democracy in education. Although he founded experimental schools with this as their goal of major interest, to engineering educators his promotion of problem solving through a form of inquiry is his major attraction. Its modern embodiment is problem-based learning. It requires teachers to become facilitators of learning rather than transmitters of knowledge. How, within the framework of a traditionally oriented curriculum Dewey's epistemology of inquiry-based learning might be introduced is discussed. Lonergan's basic method of the human mind underlying specialized methods offers a basis for a unified theory and pedagogy of engineering. It also provides for a conception of engineering that gives due recognition to its ethical character and to the need for engineering virtues. This knowing-based view of engineering, focused on "engineering insight," provides the basis for a core, discipline-neutral approach to engineering.It proposes an engineering education centered on norms inherent to the knowing process, specifically attentiveness and intentionality. These norms in turn provide a source for defining and developing engineering virtues and character.
650 0 _aEngineering design.
_93802
650 0 _aMaterials.
_97549
650 0 _aProfessional education.
_941513
650 0 _aVocational education.
_941514
650 1 4 _aEngineering Design.
_93802
650 2 4 _aMaterials Engineering.
_932311
650 2 4 _aProfessional and Vocational Education.
_941516
700 1 _aMina, Mani.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_981658
700 1 _aFrezza, Stephen.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_981659
700 1 _aNordquest, David A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_981660
710 2 _aSpringerLink (Online service)
_981661
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031792199
776 0 8 _iPrinted edition:
_z9783031791956
776 0 8 _iPrinted edition:
_z9783031792311
830 0 _aSynthesis Lectures on Engineering, Science, and Technology,
_x2690-0327
_981662
856 4 0 _uhttps://doi.org/10.1007/978-3-031-79207-6
912 _aZDB-2-SXSC
942 _cEBK
999 _c85218
_d85218