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008			220601s2022 sz | o |||| 0|eng d
020			_a9783031037627
024	7		_a10.1007/978-3-031-03762-7 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aT65.3 _b2022 EB
100	1		_aHeywood, John _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687540
245	1	0	_aDesigning Engineering and Technology Curricula : _bEmbedding Educational Philosophy _cby John Heywood
250			_a1st edition 2022
264		1	_aCham _bSpringer International Publishing _c2022
300			_a1 recurso en línea (XXI, 141 páginas)
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aSynthesis Lectures on Engineering Science and Technology _x2690-0327
505	0		_aPreface -- Acknowledgments -- The Languages We Speak -- The Curriculum -- In Search of Aims -- Technology and the Changing Structure of the Workforce -- Education in Service of Employment -- Adaptability, Transfer of Learning, and Liberal Education -- Society and Technology -- Postscript -- Author's Biography.
520			_aThe intention of this book is to demonstrate that curriculum design is a profoundly philosophical exercise that stems from perceptions of the mission of higher education. Since the curriculum is the formal mechanism through which intended aims are achieved, philosophy has a profound role to play in the determination of aims. It is argued that the curriculum is far more than a list of subjects and syllabi, or that it is the addition, and subtraction, of items from a syllabus, or whether this subject should be added and that subject taken away. This book explores how curricular aims and objectives are developed by re-examining the curriculum of higher education and how it is structured in the light of its increasing costs, rapidly changing technology, and the utilitarian philosophy that currently governs the direction of higher education. It is concluded that higher education should be a preparation for and continuing support for life and work, a consequence of which is that it has to equip graduates with skill in independent learning (and its planning), and reflective practice. A transdisciplinary curriculum with technology at its core is deduced that serves the four realities of the person, the job, technology, and society.
988			_aSynthesis Collection of Technology_2022
650		7	_2embne _9670301 _aIngeniería _xEstudio y enseñanza
776	0	8	_iPrinted edition: _z9783031037726
776	0	8	_iPrinted edition: _z9783031037528
776	0	8	_iPrinted edition: _z9783031037825
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-03762-7 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b03/2023 _dz _eb _zSI