An integrative and holistic engineering education
An integrative and holistic engineering education
复制标题
综合性和整体性的工程教育
DOI：
10.1007/bf02211836
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发表时间：
1995
影响因子：
4.4
通讯作者：
E. Ernst
中科院分区：
文献类型：
--
作者：
J. Bordogna;E. Fromm;E. Ernst
过去十年的几份报告和论文表明，在工程教育的范式转变揭示了一个共同的主题，即：工程是一个综合的过程，因此工程教育，特别是在学士学位水平，应朝着这一目标设计。提出了知识文化的变化，在美国当代大学教育的根源追溯到他们的起源和注意力给予讨论目前的重点还原论与整合，或者说，以课程为中心的教育相比，一个更全面的方法，过程和知识编织在整个课程。一个新的结构，在学士学位工程教育的系统性变化的建议，在一个分类学的知识组成部分连接整体上的核心重点是开发人类的潜力，而不是目前的系统中，学生通过连续通过课程过滤器。
The several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process, and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis-à-vis integration or, said another way, a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.