Engineering Education for Social Justice
Engineering Education for Social Justice
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工程教育促进社会正义
DOI：
10.1007/978-94-007-6350-0
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发表时间：
2013
期刊：
影响因子：
2.2
通讯作者：
J. Lucena
中科院分区：
文献类型：
--
作者：
J. Lucena
在这一章中，我们认为，如果我们要以一种有意义的方式--即从概念上理解并切实解决当今世界存在的不同不平等--需要改变工程界的‘常识’思维方式。我们认为，如果学生要成为批判性的和自我反省的思考者，就需要在工程课程中嵌入不同种类的知识，我们进一步认为，这些知识，因为它的定义是变革性的，形成了一套“门槛概念”。我们讨论了一个跨学科的学者团队如何绘制出一系列他们认为对于理解一个以生态和经济不稳定以及贫富差距日益扩大为特征的世界至关重要的概念。每一种方法都有可能成为“门槛概念”，即改变传统的工程本体论。这些概念来自一个代表不同学科的研究小组--工程学、哲学、法学、历史学、土著研究--但这里我们重点关注人类学和工程学之间的知识谈判，以说明这一过程是如何发生的。
In this chapter we argue that the ‘common sense’ ways of thinking in the engineering community need to be transformed if we are to engage in a meaningful way – that is, to conceptually understand and to practically address – the different inequalities which exist in the world today. We suggest that different kinds of knowledge need to be embedded within engineering curricula if students are to be become critical and self-reflexive thinkers and we further argue that this knowledge, because it is by definition transformatory, form a set of ‘threshold concepts’. We discuss how an interdisciplinary team of scholars mapped a set of concepts which they felt were crucial to understand a world characterized by ecological and economic instability, and increasing disparity in wealth. Each of these has the potential of being a ‘threshold concept’, that is, of transforming conventional engineering ontology. These concepts emerged from a research group representing different disciplines – engineering, philosophy, law, history, Indigenous Studies – but here we focus on the knowledge negotiation between anthropology and engineering to illustrate how this process takes place.