When world(view)s collide: contested epistemologies and ontologies in transdisciplinary education
When world(view)s collide: contested epistemologies and ontologies in transdisciplinary education
复制标题
当世界（观点）发生冲突时：跨学科教育中有争议的认识论和本体论
DOI：
--
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Todd Fernandez
中科院分区：
文献类型：
--
作者：
Colin M. Gray;Todd Fernandez
随着工程教育中以人为中心的设计的推动，关于学生如何建立和参与社会意识的工程身份，以及这种身份如何指向对现实本质的信念的问题出现了。在这篇文章中，我们描述了跨学科本科课程的学生如何努力接触到利用这种社会转向的本体论和认识论观点，特别是与以人为中心的工程学方法和社会技术复杂性有关的观点。我们使用批判性的定性意义重构的方法来深入分析学生的意义构建假设。我们的发现揭示了与其他主体性接触的特征障碍，以及隐含在这些主观性中的相关认识论和本体论主张。具体地说，我们发现，学生的可观察行为往往掩盖了他们的认知信念与他们所采用的设计实践之间的不一致--未能考虑到这些工具旨在揭示的多重主观现实。对于这些学生来说，这种错位使学习或实践设计型行为的过程不那么容易形成设计型身份。最后，我们提出了在工程教育中鼓励社会意识认同形成的启示。
In conjunction with the drive towards human-centered design in engineering education, questions arise regarding howstudents build and engage a socially-aware engineering identity, and how this identity points towards beliefs about thenature of reality. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engagewith ontological and epistemological perspectives that draw on this social turn, particularly in relation to human-centeredengineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach todeeply analyze the meaning-making assumptions of the students. Our findings reveal characteristic barriers in engagingwith other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. Specifically, weshow that students’ observable behaviors often mask misalignments between their epistemic beliefs and the designerlypractices they employ—failing to account for the multiple subjective realities that the tools are designed to uncover. Forthese students, that misalignment makes the learning or practice of designerly behaviors less formative of a designerlyidentity. We conclude with implications for encouraging socially-aware identity formation in engineering education.