Engineering Philosophy

  Abstract The abstract discusses an identity crisis among engineers, stemming from questions about their influence, role, and knowledge. This crisis touches on three key philosophical areas: ethics, ontology (the nature of being), and epistemology (the nature of knowledge). The abstract suggests that philosophy is highly relevant to engineering, addressing the tensions and relationships between philosophy and technology, engineering and science, and theory and practice. Key points include: Engineers should be proud of their societal contributions but also be mindful of the potential negative impacts of technology. Engineers are portrayed as holistic managers who deal with complex real-world problems, grounded in a core of scientific knowledge. While engineering knowledge is mostly practical, there is a need to formalize this practice both conceptually and technically. The abstract concludes that engineers, as makers (homo faber), also have qualities that align them with thinkers (...

 Part II Reflections on Principles Abstract The abstract describes the paper's objective to debunk myths about engineering, particularly the common misconception that engineering is simply applied science. The paper employs a methodical approach, using numerous direct quotations from classical texts and living experts, as well as extensive quotations, images, and commentary from credible sources such as documentaries produced by the History Channel, National Geographic Channel, Discovery Channel, and information from the Smithsonian Encyclopedia. This approach ensures factual accuracy and expert validation. The paper concludes by examining an archetypical engineering project and introducing the earliest known engineer in history, providing a direct look into his contributions. 10.1 Introduction The introduction to the paper highlights the recent increase in conferences and articles aimed at developing a Philosophy of Engineering. These gatherings bring together philosophers and eng...

  Part I Reflections on Practice Abstract The abstract argues that while science is seen as a systematic approach to acquiring knowledge, engineering should be viewed as a systematic approach to applying will. Using Bernard Lonergan's transcendental precepts as a backdrop, it compares scientific and engineering methods. In science, the intellect is primary, aiming for objective knowledge. In contrast, engineering prioritizes the will, focusing on pragmatic, subjective outcomes often determined by managers or clients, not the engineers themselves. Engineering problems are usually not well-defined and require heuristic approaches, leading to diverse solutions and models from different engineers, none of which is definitively correct. Engineering decision-making involves necessary trade-offs, making it more intentional than rational. The abstract suggests that recognizing the intentional nature of engineering can help society value willing as much as knowing and involve engineers more...

  Part I Reflections on Practice Abstract The abstract argues that traditional thinking and philosophical arrogance have solidified categories in a way that excludes engineering from philosophical discussions. It suggests that common sense is the key method of reasoning across all disciplines, including engineering. Therefore, it concludes that engineering, which exemplifies this type of reasoning, should be central to new philosophical considerations. 8.1 Introduction The introduction argues that philosophy should encompass a broad understanding of how all things are interconnected, as proposed by American philosopher Wilfrid Sellars. It suggests that this approach would significantly revise philosophical thinking, making it more relevant to daily life and acknowledging the central role of engineering within philosophy. The main issue is that philosophers often create rigid distinctions and categories, leading to debates over their validity. A key flawed distinction highlighted is...

 Part I Reflections on Practice Abstract This paper discusses the importance of integrating philosophy into engineering education, emphasizing its role in shaping reflective and responsible future practitioners. It argues that not only ethics but also other philosophical fields like the history of scientific ideas, philosophy of mind, science, technology, and engineering are crucial. The concept of 'responsibility' is defined broadly, encompassing everything from specific design decisions to moral attitudes. The paper advocates for teaching future engineers to critically analyze their tools, methods, and outcomes. This approach is based on the authors' experiences teaching a philosophy course to computer engineering students at Politecnico di Milano, Italy. 7.1 Introduction The introduction to this paper highlights the underexplored yet significant role of philosophy in engineering education. It emphasizes the need for reflection in engineering practice and how this is infl...

  Part I Reflections on Practice Abstract The abstract discusses how engineering education often focuses primarily on technical aspects, overlooking critical non-technical components like ethics, sustainability, and transferable skills such as communication, leadership, and mentoring. Many students perceive engineering solely as technical work, underestimating the importance of these non-technical elements. The authors conducted an assessment of student written reflections from two distinct service-learning engineering design projects. The goal was to evaluate student attitudes towards these service-learning experiences and to assess their awareness and appreciation of developing transferable skills. The reflections were categorized into three areas: academic enhancement, civic engagement, and personal growth skills. Findings indicated that while service-learning pedagogy has improved students' understanding of the importance of communication skills, many still do not recognize lea...