Chapter 7 Future Reflective Practitioners: The Contributions of Philosophy

 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 influenced by educational approaches. The paper proposes that philosophy, including ethics and fields like the history of scientific ideas, philosophy of mind, science, technology, and engineering, is essential for developing responsible and reflective future engineers. Responsibility here is broadly conceived, ranging from specific design decisions to moral attitudes. The authors advocate for teaching engineers to critically assess their tools, methods, and outcomes, based on their experience in teaching philosophy to computer engineering students at Politecnico di Milano, Italy. They argue that philosophy can foster critical thinking and reflection in engineering students, and while their analysis is based on a limited case, it suggests a shift in engineering education. The paper outlines the context and history of their philosophy course, its aims, the topics covered, and its outcomes, addressing some critical points and open questions for future exploration.

7.2 Introducing Philosophy at Politecnico di Milano

This section describes how Politecnico di Milano, a leading Italian technical university, recently integrated philosophy courses into its engineering curriculum, specifically in Computer, Systems, and Mechanical Engineering programs. Established in 1863, the university is known for its focus on science and technology, with limited elective courses and minimal offerings outside these fields. The recent inclusion of philosophy courses marks a significant change, aiming to enhance the critical thinking and reflective skills of engineering students.

The introduction of philosophy into the curriculum faced challenges, including skepticism from faculty and the need to adapt philosophical teachings for engineering students rather than philosophy majors. The courses were designed to fill gaps in the student's ability to critically analyze scientific and technical concepts, a skill observed to be lacking through conversations with instructors.

The philosophy courses aim to provide tools for reflective education, both specific to the student's current studies and general for their future professional lives. These courses are not about teaching philosophy itself, but using philosophical analysis to improve understanding and practice in engineering. This includes integrating scientific and technological concepts with philosophical ones and focusing on how scientific concepts developed historically. The goal is to enable students to make more informed and broader evaluations of design choices and consequences, going beyond a purely technical perspective.

7.3 Philosophical Topics in Computer Engineering

This section outlines the 'Philosophical Topics in Computer Engineering' course taught at Politecnico di Milano. The course, part of the Computer Engineering Master's program, aims to enhance students' understanding of key concepts in their field, improve critical thinking, and encourage reflection on philosophical issues related to computer science.

The course is structured in three parts. The first part introduces scientific and technological issues from a philosophical perspective, covering topics like the nature of science, the scientific method, and philosophical considerations in theories and models. The second part critically analyzes fundamental concepts in computer science and engineering, such as the philosophy of computer science, machine intelligence, computational models of consciousness, and ethical issues in information technology and biorobotics. The third part involves supervising students' critical essays, with the instructor providing guidance.

A key aspect of the course is that it teaches students the method of philosophical analysis rather than focusing on specific philosophical problems. This approach is tailored to engineering students, helping them to not take concepts for granted, view problems from multiple perspectives, and appreciate qualitative rigor outside numerical and formulaic contexts.

The course covers various sub-areas of philosophy, including the history of scientific ideas, philosophy of mind, science, technology, engineering, and ethics. This broad scope aims to enrich and complement the engineering education, preparing students for reflective and informed professional practice.

The method of philosophical analysis, as taught in the 'Philosophical Topics in Computer Engineering' course, involves a systematic approach to critically examining concepts, theories, and practices in the field of computer engineering from a philosophical perspective. Here's an example to illustrate this method:

Example: Analysis of Machine Intelligence

Topic: Machine Intelligence and the Mind-Body Problem

1. Identification of the Concept:

Students first identify the concept of machine intelligence, defining what it means in the context of computer science and engineering.

2. Historical Contextualization:

The concept is then placed in its historical context. Students might explore how the idea of machine intelligence has evolved over time, including key milestones in artificial intelligence (AI).

3. Philosophical Inquiry:

Students engage in philosophical questioning. For example, they might explore questions like: "Can machines truly 'think' or are they simply processing information based on pre-programmed algorithms?" or "How does the concept of intelligence in machines compare to human cognitive processes?"

4. Ethical and Epistemological Considerations:

The ethical implications of machine intelligence are examined, such as the impact on human labor, privacy, and decision-making.

Students also delve into epistemological aspects: How do we know what we know about machine intelligence? What are the limitations of our understanding?

5. Cross-disciplinary Connections:

The analysis might connect with other fields, such as psychology (understanding human cognition), philosophy of mind (exploring consciousness), and ethics (considering the moral implications of AI).

6. Reflective and Critical Analysis:

Students critically reflect on the broader implications of machine intelligence. This includes examining assumptions, potential biases, and societal impacts.

They are encouraged to consider different viewpoints and the strengths and weaknesses of various arguments surrounding machine intelligence.

7. Application to Engineering Practice:

Finally, students apply their philosophical analysis to practical engineering scenarios. They might discuss how their understanding of machine intelligence affects the way they approach AI design, implementation, and the societal integration of such technologies.

Through this process, students learn to think deeply and critically about complex topics, going beyond technical aspects to consider philosophical, ethical, and societal dimensions. This method equips them with a more comprehensive understanding of their field, fostering a reflective and responsible approach to their future professional practice.

7.3.1 Critical History of Scientific Ideas

This part of the course, "Critical History of Scientific Ideas," focuses on the historical and conceptual development of scientific concepts. It covers the origins of modern science during the Scientific Revolution of the 17th century, the evolution of scientific thought, and philosophical debates about the nature of science. A specific emphasis is placed on Galileo Galilei's role in transitioning from specific astronomical issues to broader scientific concepts.

The significance of this course section for engineering students lies in its ability to expand their perspective. By understanding the historical evolution of scientific ideas, students learn that these concepts are not static but have developed over time, influenced by various social, political, and cultural factors. This historical insight challenges the notion that scientific concepts are immutable and beyond critique. Additionally, the detailed study of a particular period, like the Copernican Revolution, demonstrates the importance of detail and thorough analysis in both humanities and engineering, fostering a more comprehensive and critical approach to learning.

7.3.2 Philosophy of Mind

In the "Philosophy of Mind" part of the course, students explore the mind/body problem, especially in the context of Artificial Intelligence (AI). They delve into questions like the relationship between the mind and the body, whether the mind emerges from the brain, and if the brain can be considered a digital computer or a physical symbol system.

A key observation is that many computer engineering students assume a straightforward analogy between the human brain and a computer. The course challenges this by encouraging students to reflect on the assumptions behind this analogy, analyzing the meaning and truth conditions of statements like "Is the brain a computer?". This involves redefining and critically examining what we mean by 'computer' and 'machine'.

The importance of this part of the course for engineering students lies in teaching them to avoid poorly framed questions and problems. It emphasizes the need for conceptual clarity as a fundamental step in addressing challenges in their future professional practice. By reformulating questions like "Is the brain a computer?" into more nuanced queries, students learn how the conclusions they draw are deeply influenced by how they define and understand the concepts involved. This part of the course thus plays a crucial role in developing critical thinking and analytical skills in the context of computer engineering.

7.3.3 Philosophy of Science

The "Philosophy of Science" part of the course focuses on the concept of simulation, particularly computer simulation, and its role as a potential form of experiment in scientific research. Students examine definitions of simulation and the criteria under which computer simulations can be considered scientific experiments. This involves understanding the nature of scientific experiments and discussing the reliability and validation of simulation results.

This section is crucial for engineering students as it emphasizes the need for clear definitions and introduces a fallibilist perspective in science and engineering. Fallibilism is the understanding that scientific knowledge is always tentative and subject to revision. This perspective teaches students that traditional concepts like validity and truth in science may sometimes need to be replaced by more applicable concepts like reliability.

The course highlights that simulation results are not absolute and always have a degree of uncertainty, even when there's strong evidence to support them. This approach aims to equip engineering students with a more nuanced understanding of scientific concepts and practices, preparing them for the complexities and uncertainties they'll encounter in their professional work.

7.3.4 Philosophy of Technology

This part of the course, "Philosophy of Technology," focuses on understanding technological artifacts, specifically computational ontologies in computer science. Ontologies are structured frameworks that define and organize the elements and relationships within a system, like a company and its employees. They help model a system's structure in a detailed and formal way.

Ontology is about understanding and categorizing the nature of things—whether it's everything that exists in the universe (Philosophical Ontology) or all the entities and their relationships in a particular domain of knowledge (Computer Science Ontology).

The course stresses the importance of conceptual analysis in creating effective ontologies. It shows that to build strong, well-founded, and reusable computer systems, a thorough understanding and articulation of the concepts involved are essential. This process goes beyond just representing knowledge; it involves a deep analysis of the content itself.

For engineering students, this is particularly important as it introduces a new way of thinking. They learn to not just accept things as they are but to question and understand the foundational aspects of what they are working with. This approach helps them create more robust and adaptable systems. Philosophy, with its long tradition of deep analysis, plays a key role in teaching students how to think about and design these systems effectively.

7.3.5 Philosophy of Engineering

The "Philosophy of Engineering" part of the course explores the overlap and unique aspects of engineering compared to traditional science, using autonomous mobile robotics as a key example.  Autonomous mobile robotics refers to the field of robotics focused on designing and building robots that can operate independently, without direct human control. These robots are equipped with sensors, processors, and software that enable them to perceive their environment, make decisions, and navigate on their own. This section discusses the adaptation of scientific experimental principles—like comparison, repeatability, reproducibility, justification, and explanation—to the field of robotics, emphasizing their foundational importance in any experimental activity.

Key points of this section include:

Experimental Methodologies in Robotics: It reflects on the challenges and debates around applying rigorous experimental practices in robotics, specifically in the area of mobile autonomous robotics.

Engineering vs. Science: Autonomous mobile robots, as man-made artifacts, typically fall under engineering. However, their complex and often unpredictable behavior, especially in interaction with the physical world, brings a scientific aspect to their study. This duality showcases the intersection of engineering and science in understanding how complex systems operate.

Educational Importance: For engineering students, this part of the course highlights the multifaceted nature of experiments. It challenges the traditional, straightforward view of experiments, showing them as complex processes that require tailored solutions and an acceptance of fallibility. This perspective is crucial in understanding the intricacies involved in designing and conducting experiments in fields like robotics.

Philosophy of Engineering as a Discipline: The course advocates for the development of the Philosophy of Engineering as a distinct field, recognizing the need for new philosophical categories and approaches that specifically address the intersection of science and engineering.

Overall, this section of the course underscores the importance of philosophical thinking in understanding and conducting experiments in engineering, particularly in areas where engineering intersects with scientific principles, as in the case of autonomous robotics.

7.3.6 Ethics

The "Ethics" section of the course focuses on ethical issues in computer and information technology, tailored to computer engineering students. It begins with a brief history of computer ethics, its challenges, and approaches. The course then delves into specific ethical issues, such as intellectual property in software, presenting not only the moral arguments but also the underlying concepts like the nature of software and its ownership aspects.

The goal is to highlight the complexity of these ethical issues and demonstrate the significant consequences of choices made in these areas, both intellectually and practically.

This part is crucial in educating engineering students about the interconnectedness of technical and broader conceptual and moral problems. It aims to develop reflective practitioners who understand the complexities of specific problems and the far-reaching impact of their decisions in both technical and ethical dimensions. This approach is seen as essential in preparing students for the multifaceted challenges they will face in their professional careers.

7.4 Conclusions

This course at Politecnico di Milano discusses the role of philosophy in educating engineering students, particularly in computer engineering. It argues for the integration of philosophy and engineering along two dimensions: historical and pragmatic. The historical aspect emphasizes understanding how engineering concepts have evolved over time, promoting a pluralistic view of science, technology, and engineering. The pragmatic aspect focuses on the practical importance of conceptual clarity in both qualitative and quantitative terms.

The course's impact, though based on limited data from about 60 students annually over eight years, indicates a shift in perspective on engineering education. While quantitative assessment data is lacking due to methodological challenges and the nature of the course as an elective, qualitative feedback has been very positive. Students appreciated the course content and recognized the value of philosophical analysis in developing critical thinking skills. Their final projects, involving papers on course topics, further demonstrated their ability to apply philosophical analysis to engineering problems.

Future plans include improving evaluation methods, potentially making the course mandatory in some tracks of the Master Degree program to better assess its impact, and integrating philosophical elements into engineering courses from the first year of the bachelor's degree program. This approach aims to familiarize students early on with philosophical critical thinking skills, contributing to the development of future reflective practitioners in engineering.