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S.H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (eds): International Perspectives on Engineering Education: Engineering Education and Practice in Context, Vol. 1, and Engineering Identities, Epistemologies and Values: Engineering Education and Practice in Context, Vol. 2

S.H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (eds):... Tech Know Learn (2017) 22:129–135 DOI 10.1007/s10758-015-9270-8 BOOK REVIEW S.H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (eds): International Perspectives on Engineering Education: Engineering Education and Practice in Context, Vol. 1, and Engineering Identities, Epistemologies and Values: Engineering Education and Practice in Context, Vol. 2 Springer, Dordrecht, 2015, DOIs: 10.1007/978-3-319-16169-3, 10.1007/978-3-319-16172-3 Glen Miller Published online: 26 December 2015 Springer Science+Business Media Dordrecht 2015 1 Introduction What is engineering? Who is considered a ‘‘real’’ engineer? How are they educated? What is the relationship between engineering professionals, their work, and society? What are the institutional and ideological factors that have shaped how these questions have been answered? How should each of these questions be answered in the future? These questions are explored in the twentieth and twenty-first volumes in the Springer Philosophy of Engineering and Technology series, which offer 40 original articles from 60 contributors from around the globe, including social scientists, engineers, philosophers, historians, and scholars from the classics, communication, and film studies. The project follows the spirit of Barry Barnes and David Edge, whose Science in Context (1982) peeled away the veneer of science as decontextualized meritocratic pure inquiry. The editors frame the current http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

S.H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (eds): International Perspectives on Engineering Education: Engineering Education and Practice in Context, Vol. 1, and Engineering Identities, Epistemologies and Values: Engineering Education and Practice in Context, Vol. 2

"Technology, Knowledge and Learning" , Volume 22 (1) – Dec 26, 2015

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Publisher
Springer Journals
Copyright
Copyright © 2015 by Springer Science+Business Media Dordrecht
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-015-9270-8
Publisher site
See Article on Publisher Site

Abstract

Tech Know Learn (2017) 22:129–135 DOI 10.1007/s10758-015-9270-8 BOOK REVIEW S.H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (eds): International Perspectives on Engineering Education: Engineering Education and Practice in Context, Vol. 1, and Engineering Identities, Epistemologies and Values: Engineering Education and Practice in Context, Vol. 2 Springer, Dordrecht, 2015, DOIs: 10.1007/978-3-319-16169-3, 10.1007/978-3-319-16172-3 Glen Miller Published online: 26 December 2015 Springer Science+Business Media Dordrecht 2015 1 Introduction What is engineering? Who is considered a ‘‘real’’ engineer? How are they educated? What is the relationship between engineering professionals, their work, and society? What are the institutional and ideological factors that have shaped how these questions have been answered? How should each of these questions be answered in the future? These questions are explored in the twentieth and twenty-first volumes in the Springer Philosophy of Engineering and Technology series, which offer 40 original articles from 60 contributors from around the globe, including social scientists, engineers, philosophers, historians, and scholars from the classics, communication, and film studies. The project follows the spirit of Barry Barnes and David Edge, whose Science in Context (1982) peeled away the veneer of science as decontextualized meritocratic pure inquiry. The editors frame the current

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Dec 26, 2015

References