Overview

This book presents a critical examination of conversations between engineering, social sciences, and the humanities asking whether their conversations have come of age. These conversations are important because ultimately their outcome have real world consequences in engineering education and practice, and for the social and material world we inhabit. Taken together the 21 chapters provide scholarly-argued responses to the following questions. Why are these conversations important for engineering, for social sciences, and for the humanities? Are there key places in practice, in the curriculum, and in institutions where these conversations can develop best? What are the barriers to successful conversations? What proposals can be made for deepening these conversations for the future? How would we know that the conversations have come of age, and who gets to decide? The book appeals toscholarly audiences that come together through their work in engineering education and practice. The chapters of the book probes and access the meetings and conversations, and they explore new avenues for strengthening dialogues that transcend narrow disciplinary confines and divisions. “The volume offers a rich collection of descriptive resources and theoretical tools that will be useful for researchers of engineering practices, and for those aiming to reshape the engineering lifeworld through new policies. The book depicts the current state of the art of the most visible SSH contributions to shaping engineering practices, as well as a map of research gaps and policy problems that still need to be explored.”             - Dr. Ir. Lavinia Marin, TU Delft, Electrical Engineering and Philosophy                                                                                                                                                                                                                                                                                                  

Full Product Details

Author:   Steen Hyldgaard Christensen ,  Anders Buch ,  Eddie Conlon ,  Christelle Didier
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   1st ed. 2022
Volume:   42
Weight:   0.840kg
ISBN:  

9783031116001

ISBN 10:   3031116003
Pages:   427
Publication Date:   18 January 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Chapter 1. General Introduction: Scholarly Motives for Entering into a Conversation between Engineering, Social Science, and the Humanities Steen Hyldgaard Christensen, Anders Buch, Eddie Conlon, Christelle Didier, Carl Mitcham, and Mike Murphy Part I.  Achievements resulting from the Conversation between Engineering, Social Science, and the Humanities Chapter 2. Engineering: A Challenging and Challenged Profession William Grimson , Jane Grimson, and Mike Murphy Chapter 3. Institutionalizing Engineering Education Research: Comparing Australia, China, and the United States Brent Jesiek, Jenni Case, Mike Klassen, and Lina Zheng Chapter 4. Waste Management as a Post-normal Issue Fanny Verrax Chapter 5. When Do Engineers Revolt? Engineering Practice and the Comparative History of Engineers and Social Movements William T. Lynch Part II.  Disagreements and Failures in Conversation Chapter 6. The C.P. Snow Controvercy Alan Cheville Chapter 7. Social Sciences and Engineering at a Turning Point? Cynthia Colmellere  Chapter 8. The Two Cultures of Engineering Education: Looking back and moving forward Diana Martin and Madeline Polmear Chapter 9. Rethinking the Paradigm of Engineering in Social Projects: Contributions from Anthropology and the Gender Perspective Natalia Zlachevsky Chapter 10. An Opportunity for Bridging Engineering, Humanities, and Social Science Cultures through Techno-Anthropology: A Case Study Approach Tom Børsen Chapter 11. Reflections on the Use of Theory in Engineering Education Research: Interdisciplinary Challenges and Comparisons Kacey Beddoes Chapter 12. Social Justice in Engineering: In or out of Place? Mike Murphy and Steen Hyldgaard Christensen Chapter 13. Engineering Ethics: The Individualistic Approach and How Social Theory Could Help us to Do Better Eddie Conlon Chapter 14. A Critique: Report of the Nasem Committee of Integrating Higher Education in the Arts, Humanities, Sciences, Engineering and Medicine Louis L. Bucciarelli and David Drew Part III.  Blind Spots and uncovered Issues Chapter 15. Transition from Engineering Education to Practice: A Research Agenda James Trevelyan  Chapter 16. The Non-Conversations between Engineering, Social Science, and the Humanities Carl Mitcham Chapter 17. Using Socio-cultural Theory to Gain a better Understanding of Barriers to Change in Engineering Education Marie Magnell Chapter 18. Social Reproduction and Ranking in French high Level Engineering Schools Marie-Pierre Bès and Luc Lefort Chapter 19. Engineering Myths in China and the West Glen Miller, Michael Portal and XU Xin Chapter 20. Culture and Nature: How Engineering (Philosophy) might Bridge the Gap Anders Buch Chapter 21. Engineering in Partnership with Social Sciences and Humanities: Realising more Valuable and Valued Disciplines and Professions in Facing Contemporary (Un)Sustainability Challenges Edmund Byrne, Connor McGookin, Alexandra Revez, Niall Dunphy, Claire O’Neill, Kieran Keohane, John Barry, Brian Ó Gallachóir, and Gerard Mullally Chapter 22. Tissue Engineering and the Bioconstruction of artificial Human Organs Xavier Guchet Chapter 23. Integrating Insights from Design Science Research into Engineering Education Lars Bækgaard and Christian Lystbæk Chapter 24. Conclusions Steen Hyldgaard Christensen, Anders Buch, Eddie Conlon, Christelle Didier, Carl Mitcham, and Mike Murphy 

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Author Information

Steen Hyldgaard Christensen is an adjunct associate professor at Aalborg University. He holds an MA in Danish Language and Literature and the History of Ideas from Aarhus University, and a PhD in engineering education research from Aalborg University. He is initiator, coordinator, lead editor, and co-author of several edited volumes on engineering, engineering education, and technology. He has published articles on engineering education, engineering epistemology, and higher education. Anders Buch is a researcher at the Research Centre for Quality of Education, Profession Policy and Practice at VIA University College, Denmark. His empirical research area is focused on technological expert cultures, professions, and professionalism.  His theoretical approach is primarily inspired by science & technology studies, practice theory and pragmatism. He has published articles and books on knowledge, learning, education, professionalism, and the professional development of engineers. Eddie Conlon is a sociologist and works at TU Dublin. He has been working with engineering students for almost twenty years to help them explore the relationship between technology, engineering and society. His interests are in the sociology of work but recently he has published on engineering ethics and the integration of sustainability into engineering education.  Christelle Didier holds a BS in Electrochemistry Engineering, an MA in Education, and a PhD in Sociology from Ecole des Hautes Etudes en Sciences Sociales (EHESS) Paris. She has published many articles on ethics and social responsibility in the engineering profession, and on the engineering profession’s values (from interviews and extensive surveys). Research areas: engineering ethics and values, including historical, cultural and gender perspective, sustainable development and corporate social responsibility, and social responsibility. Carl Mitcham is Professor of Philosophy of Technology at Renmin University of China and of Liberal Arts and International Studies at the Colorado School of Mines. His work focuses on philosophy and policy issues related to science, technology, engineering, and society. Mike Murphy is professor at TU Dublin. He is an electrical engineer with a PhD and a MEng degree from Stevens Institute of Technology in the United States, and a BSc (Eng) from Trinity College Dublin. He has held the positions of Academic Registrar, and Dean of the College of Engineering & Built Environment at DIT. He was President of the European Society for Engineering Education (SEFI) from 2017 to 2019. He is a Fellow of Engineers Ireland. His research interests are in the structure of engineering education.

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