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An analysis and solution to the two-cultures problem in undergraduate engineering education.

机译：本科工程教育中两种文化问题的分析与解决。

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摘要

An analysis and solution to the two-cultures problem in undergraduate engineering education is presented. The issue is stated in terms of a dichotomy between the humanities and social science component and the technical component of the engineering curriculum that renders the former ineffective and inhibits students from developing their full potential.; A review of the literature and an overview of the philosophical framework are presented. The literature is categorized in terms of (i) the issue in general, (ii) official reports, guidelines and statements regarding the issue, (iii) professional engineering education literature, (iv) the writings of Samuel Florman, and (v) philosophical literature pertaining to the framework of the study. The philosophical framework employed derives from the Amsterdam school of Dutch neo-Calvinism. Central figures in that tradition are Abraham Kuyper, Herman Dooyeweerd, and Egbert Schuurman.; The method of analysis (i) demonstrates how epistemological dualism, at the foundation of the Western intellectual tradition and popular Western thinking, gives rise to and sustains the two-cultures problem, (ii) clarifies the species of the problem in undergraduate engineering education, and (iii) brings the epistemological pluralism of the neo-Calvinist school of philosophy to bear on a solution to the problem.; Principles for reform of undergraduate engineering education are proposed and examples of specific curricular reform are given. Three areas that manifest the integration of the humanities and social sciences with the technical components of the curriculum are explored in some detail. They are (i) the nurturing context that the humanities provide for the engineering student, (ii) the role of aesthetics in engineering design, and (iii) the moral properties of technological artifacts.; The study concludes that undergraduate engineering faculty play the most critical role in an attempt to overcome the two-cultures problem. Pedagogical principles and examples relevant to the issue and presented are discussed. Eleven courses that demonstrate integration of the humanities and social sciences with technical material are described in some detail. Four of the courses are aimed at the general student and the remaining seven are part of a typical undergraduate mechanical engineering curriculum.
机译：对本科工程教育中的两种文化问题进行了分析和解决。该问题是根据人文与社会科学部分与工程课程的技术部分之间的二分法来陈述的，这使前者无效，并阻碍了学生发挥全部潜能。介绍了文献综述和哲学框架的概述。这些文献按以下方面分类：（i）一般问题；（ii）有关该问题的官方报告，指南和声明；（iii）专业工程教育文献；（iv）塞缪尔·弗洛曼（Samuel Florman）的著作；以及（v）哲学的与研究框架有关的文献。所采用的哲学框架源自荷兰新加尔文主义的阿姆斯特丹学派。该传统的主要人物是亚伯拉罕·库珀（Abraham Kuyper），赫尔曼·杜伊韦德（Herman Dooyeweerd）和埃格伯特·舒尔曼（Egbert Schuurman）。分析方法（i）展示了认识论二元论如何在西方知识传统和西方流行思维的基础上引发并维持两种文化的问题；（ii）在本科工程教育中阐明了问题的种类， （iii）使新加尔文主义哲学流派的认识论多元化为解决这一问题提供依据。提出了本科工程教育改革的原则，并给出了具体课程改革的例子。详细探讨了三个领域，这些领域体现了人文社会科学与课程技术成分的融合。它们是：（i）人文为工程专业学生提供的育人环境；（ii）美学在工程设计中的作用；以及（iii）技术制品的道德特性。研究得出的结论是，在克服两种文化问题的尝试中，本科工程系教师发挥着至关重要的作用。讨论了与该问题相关并提出的教学原则和示例。详细介绍了十一门课程，这些课程展示了人文和社会科学与技术材料的融合。其中四门课程针对普通学生，其余七门课程是典型的机械工程本科课程的一部分。

著录项

  • 作者

    Adams, Charles Curtis.;

  • 作者单位

    The University of Iowa.;

  • 授予单位 The University of Iowa.;
  • 学科 Education Higher.; Philosophy.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 1996
  • 页码 492 p.
  • 总页数 492
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;哲学理论;教育;
  • 关键词

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