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- W4285154987 abstract "Arguments for engineering educators having a formulated philosophy of engineering education are presented. The perspectives that a person takes to moral dilemmas will be driven by the beliefs they have about the nature of morality and truth. Similarly, the beliefs that a person has about the content of the curriculum, instruction, and learning will, in all likelihood, be founded on one of the great “sms”of philosophy. A discussion of the debate that followed the publication of the recent revision of the ABET criteria in light of four curriculum ideologies is used to illustrate this argument. As would be expected, such conference debates are conducted at a “urface”level when they need to be conducted “n depth.”But this cannot happen without every engineering educator being versed in the philosophies that these different positions embrace. It is doubtful if hard and fast positions would then be maintained, and it would be strange if here was no renewal of the curriculum with an attendant restructuring. Such is the need for professional training in pedagogy in which educators are given the opportunity to explore a variety of philosophies and learning approaches. Such activity is philosophy, and the result will be an articulated and defensible philosophy of engineering education." @default.
- W4285154987 created "2022-07-14" @default.
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- W4285154987 date "2022-01-01" @default.
- W4285154987 modified "2023-10-16" @default.
- W4285154987 title "Philosophy and Engineering Education: Should Teachers Have a Philosophy of Education?" @default.
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- W4285154987 doi "https://doi.org/10.1007/978-3-031-03761-0_1" @default.
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