What do we know? How do we know it? An idiosyncratic readers' Guide to philosophies of engineering education

Karl A. Smith; Russell F. Korte; Robin Adams; Demetra Evangelou; Holly Matusovich; Alice Pawley; Ruth Streveler

doi:10.1109/FIE.2008.4720572

What do we know? How do we know it? An idiosyncratic readers' Guide to philosophies of engineering education

Karl A. Smith, Russell F. Korte, Robin Adams, Demetra Evangelou, Holly Matusovich, Alice Pawley, Ruth Streveler

Research output: Contribution to journal › Conference article › peer-review

4 Scopus citations

Abstract

Conversations at the 2002 ASEE Conference in Montreal prompted Karl to write an Academic Bookshelf column on educational philosophy for the July 2003 issue of the Journal of Engineering Education. The column and set of recommended books have been read or browsed by many. Five years have passed and there are many new developments in the area, including conversations on the philosophy of engineering education. The purpose of this paper is to update an annotated reading list for those interested in engaging in the conversation about philosophy of education. John Heywood and Roy McGrann, co-designers and implementers of the 2007 and 2008 special sessions "Can philosophy of engineering education improve the practice of engineering education?" have crafted fascinating position pieces [1, 2] and in this brief readers' guide we will try to provide complementary ideas based on selected recommended readings. Specifically we attempt to address ontology and epistemology, as well as the relationship between theory and practice.

Original language	English (US)
Article number	4720572
Pages (from-to)	S4H25-S4H28
Journal	Proceedings - Frontiers in Education Conference, FIE
DOIs	https://doi.org/10.1109/FIE.2008.4720572
State	Published - 2008
Externally published	Yes
Event	38th ASEE/IEEE Frontiers in Education Conference, FIE 2008 - Saratoga Springs, NY, United States Duration: Oct 22 2008 → Oct 25 2008

Keywords

Epistemology
Ontology
Philosophy of engineering education

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title = "What do we know? How do we know it? An idiosyncratic readers' Guide to philosophies of engineering education",

abstract = "Conversations at the 2002 ASEE Conference in Montreal prompted Karl to write an Academic Bookshelf column on educational philosophy for the July 2003 issue of the Journal of Engineering Education. The column and set of recommended books have been read or browsed by many. Five years have passed and there are many new developments in the area, including conversations on the philosophy of engineering education. The purpose of this paper is to update an annotated reading list for those interested in engaging in the conversation about philosophy of education. John Heywood and Roy McGrann, co-designers and implementers of the 2007 and 2008 special sessions {"}Can philosophy of engineering education improve the practice of engineering education?{"} have crafted fascinating position pieces [1, 2] and in this brief readers' guide we will try to provide complementary ideas based on selected recommended readings. Specifically we attempt to address ontology and epistemology, as well as the relationship between theory and practice.",

keywords = "Epistemology, Ontology, Philosophy of engineering education",

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year = "2008",

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journal = "Proceedings - Frontiers in Education Conference, FIE",

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note = "38th ASEE/IEEE Frontiers in Education Conference, FIE 2008 ; Conference date: 22-10-2008 Through 25-10-2008",

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AU - Smith, Karl A.

AU - Korte, Russell F.

AU - Adams, Robin

AU - Evangelou, Demetra

AU - Matusovich, Holly

AU - Pawley, Alice

AU - Streveler, Ruth

PY - 2008

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N2 - Conversations at the 2002 ASEE Conference in Montreal prompted Karl to write an Academic Bookshelf column on educational philosophy for the July 2003 issue of the Journal of Engineering Education. The column and set of recommended books have been read or browsed by many. Five years have passed and there are many new developments in the area, including conversations on the philosophy of engineering education. The purpose of this paper is to update an annotated reading list for those interested in engaging in the conversation about philosophy of education. John Heywood and Roy McGrann, co-designers and implementers of the 2007 and 2008 special sessions "Can philosophy of engineering education improve the practice of engineering education?" have crafted fascinating position pieces [1, 2] and in this brief readers' guide we will try to provide complementary ideas based on selected recommended readings. Specifically we attempt to address ontology and epistemology, as well as the relationship between theory and practice.

AB - Conversations at the 2002 ASEE Conference in Montreal prompted Karl to write an Academic Bookshelf column on educational philosophy for the July 2003 issue of the Journal of Engineering Education. The column and set of recommended books have been read or browsed by many. Five years have passed and there are many new developments in the area, including conversations on the philosophy of engineering education. The purpose of this paper is to update an annotated reading list for those interested in engaging in the conversation about philosophy of education. John Heywood and Roy McGrann, co-designers and implementers of the 2007 and 2008 special sessions "Can philosophy of engineering education improve the practice of engineering education?" have crafted fascinating position pieces [1, 2] and in this brief readers' guide we will try to provide complementary ideas based on selected recommended readings. Specifically we attempt to address ontology and epistemology, as well as the relationship between theory and practice.

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ER -

What do we know? How do we know it? An idiosyncratic readers' Guide to philosophies of engineering education

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Keywords

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