Abstract
Discussions about reform in engineering education have mainly centered
on issues of curriculum and didactics but these discussions rarely address fundamental questions about the nature and character of knowledge and learning. This neglect has led the discussions down the wrong track and failed to critique implicit and inadequate conceptions of knowledge and learning. Our discussion will draw upon John Dewey’s philosophy of human experience and inquiry as a resource that can remedy the neglect. This chapter thus focuses on learning and by example proposes ways that engineering knowledge and skills can be contextualized, taught – and learned.
on issues of curriculum and didactics but these discussions rarely address fundamental questions about the nature and character of knowledge and learning. This neglect has led the discussions down the wrong track and failed to critique implicit and inadequate conceptions of knowledge and learning. Our discussion will draw upon John Dewey’s philosophy of human experience and inquiry as a resource that can remedy the neglect. This chapter thus focuses on learning and by example proposes ways that engineering knowledge and skills can be contextualized, taught – and learned.
| Original language | English |
|---|---|
| Title of host publication | International Perspectives on Engineering Education : Engineering Education and Practice in Context, Volume 1 |
| Editors | Steen Hyldgaard Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, B. Newberry |
| Number of pages | 18 |
| Volume | IV |
| Place of Publication | Dortrecht |
| Publisher | Springer |
| Publication date | 2015 |
| Pages | 495-512 |
| Chapter | 24 |
| ISBN (Print) | 978-3-319-16168-6 |
| ISBN (Electronic) | 978-3-319-16169-3 |
| DOIs | |
| Publication status | Published - 2015 |
| Series | Philosophy of Engineering and Technology |
|---|---|
| Volume | 20 |
| ISSN | 1879-7202 |
Keywords
- Engineering education
- learning
- John Dewey
- Contextualisation og knowledge