Social Foundations of Education as a Model for Social Foundations of Engineering: Possibilities for Engaging the Philosophy of Engineering
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
- Tagged Division
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Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)
- Permanent URL
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https://strategy.asee.org/47981
Paper Authors
Kathryn A. Neeley University of Virginia
Kathryn Neeley is Associate Professor of Science, Technology, and Society in the Engineering & Society Department of the School of Engineering and Applied Science. She is a past chair of the Liberal Education/Engineering & Society Division of ASEE and is
William J Davis University of Virginia
William J Davis, Ph.D. is an Assistant Professor in Science, Technology, and Society in the Department of Engineering and Society and the University of Virginia. William has degrees in literature and Science and Technology Studies, and has taught courses in English, philosophy, and sociology in universities in the USA and Mexico. His current research investigates the ethical and social implications of technology, including those related to artificial intelligence, automation, bioethics, machine ethics, and post and trans-humanism.
Bryn Elizabeth Seabrook University of Virginia
Bryn Seabrook is an Assistant Professor in Science, Technology, and Society at the University of Virginia. She received her Bachelor of Arts in Humanities, Science and Environment with a minor in Vocal Performance in 2012, a Master of Science and Technolo
Joshua Earle
University of Virginia
orcid.org/0000-0002-9035-3349
Abstract
The field of social foundations of education emerged in the early 1930s with the aim of developing a comprehensive understanding of “the cultural phenomena—institutions, processes, practices, beliefs, values, and ways of knowing—that underlie any society’s educational ideas and practices” [1]. By extension, social foundations of engineering—a field that does not yet exist, but should—would seek to understand the institutions, processes, practices, beliefs, values, and ways of knowing that underlie engineering education and practice. The fundamentals of these foundations have emerged in critiques of engineering grounded in several different perspectives including science, technology, and society (STS), engineering ethics, and engineering and social justice. Thus far, however, these perspectives have not coalesced into a coherent intellectual framework. In this paper, we draw parallels between engineering and social foundations of education as the field has evolved over time and argue that social foundations of education provides a promising model for social foundations of engineering. We draw on the literature in philosophy of engineering, STS, and engineering and social justice to identify intellectual traditions and frameworks that can be used to flesh out the conception of social foundations of engineering.
Neeley, K. A., & Davis, W. J., & Seabrook, B. E., & Earle, J. (2024, June), Social Foundations of Education as a Model for Social Foundations of Engineering: Possibilities for Engaging the Philosophy of Engineering Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/47981
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