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008			220601s2022 sz | o |||| 0|eng d
020			_a9783031792076
024	7		_a10.1007/978-3-031-79207-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aT65.3 _b2022 EB
100	1		_aRussell, Korte _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687671
245	1	0	_aPhilosophy and Engineering Education : _bPractical Ways of Knowing _cby Korte Russell, Mina Mani, Frezza Stephen, Nordquest David A.
250			_a1st edition 2022
264		1	_aCham _bSpringer International Publishing _c2022
300			_a1 recurso en línea (XVII, 58 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		_aSeries Foreword -- Preface -- Acknowledgments -- Implications of Pragmatism and Practice Theories for Engineering Practice -- John Dewey's Philosophical Perspectives and Engineering Education -- From Dewey to Lonergan -- Engineering Insight: The Philosophy of Bernard Lonergan Applied to the Engineering Knowledge Generation -- Authors' Biographies.
520			_aPragmatism attends to the practical outcomes of what we think and do, the social community in which we practice, and the bases of experience to inform our ideas and practices. Practice theories help explain what we do as complex systems of activity. Together, pragmatism and practice theories help broaden our understanding of the nature of engineering work as a social practice having important consequences for individuals and society. The practical nature of engineering embedded in our complex social and community systems is emphasized. Of all the pragmatists John Dewey's influence on education has been the most profound.He promoted social democracy in education. Although he founded experimental schools with this as their goal of major interest, to engineering educators his promotion of problem solving through a form of inquiry is his major attraction. Its modern embodiment is problem-based learning. It requires teachers to become facilitators of learning rather than transmitters of knowledge. How, within the framework of a traditionally oriented curriculum Dewey's epistemology of inquiry-based learning might be introduced is discussed. Lonergan's basic method of the human mind underlying specialized methods offers a basis for a unified theory and pedagogy of engineering. It also provides for a conception of engineering that gives due recognition to its ethical character and to the need for engineering virtues. This knowing-based view of engineering, focused on "engineering insight," provides the basis for a core, discipline-neutral approach to engineering.It proposes an engineering education centered on norms inherent to the knowing process, specifically attentiveness and intentionality. These norms in turn provide a source for defining and developing engineering virtues and character.
988			_aSynthesis Collection of Technology_2022
650		7	_2embne _9670301 _aIngeniería _xEstudio y enseñanza
650		7	_2embne _9670301 _aIngeniería _xFilosofía
700	1		_aMani, Mina _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687672
700	1		_aStephen, Frezza _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687673
700	1		_aNordquest, David A. _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687674
776	0	8	_iPrinted edition: _z9783031792199
776	0	8	_iPrinted edition: _z9783031791956
776	0	8	_iPrinted edition: _z9783031792311
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-79207-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b03/2023 _dz _eb _zSI