Some Thoughts on Engineering as a Humanistic Discipline

摘要

This presentation began with a summary of some salient facts about public perceptions of the roles of engineers and engineering in the United States at the beginning of the 21st century. These facts were set within the context of a shared sense, at least by the participants in MDW IV, that the engineering educational enterprise is in need of reform: 1. Reform of the education engineering enterprise is necessary, but it 'hasn't caught fire.' Faculty resistance seems to be the main impediment. The National Academy of Engineering (NAE) is trying to help, by legitimizing engineering educational activities. For example, engineering educators can now be elected to the NAE for educational contributions (not just research). In addition, the NAE now awards the Gordon Prize of $500,000 for innovation in teaching (alongside the Russ and Draper prizes for engineering research). 2. The NAE is an honorific organization that by its charter is also charged to provide advice to the nation on issues of science and technology. The NAE's approach has traditionally been passive, with the NAE responding when asked―but the new NAE strategic plan calls for it to be more proactive. 3. Public policymakers are dangerously ignorant about engineering and technology. There are only six (6) engineers in the US congress―just 1%! Four of the six also have law degrees. 4. While it is true that scientists and engineers cannot be 'whole people' without being educated in the humanities, the arts and literature, it is also the case that no one can be 'whole' without a basic understanding of science and technology and engineering. Further, it is engineering faculty who bear the responsibility of educating liberally educated people.