Environmental education: new paradigms and engineering syllabus

摘要

The issue of sustainability places particular demands on engineers to become more 'connoisseur' of the roots of the problems, in addition to being 'trained' in problem solution techniques that emphasize holistic approaches (for both the social and ecological environment). We have introduced the new E3 model, as outlined here, to chemical engineering students, with an integrated approach to translate 'generic' common-sense pollution prevention strategies (design, operation) into definite problems where engineering science can be put into action. New tools (such as minimization hierarchy and life cycle), as well as abilities both to identify and evaluate environmental problems, and to propose, select and implement solutions, provide methods for understanding a problem and for mitigating it through (re)design of a product or process, by emphasizing basic approaches to analysis, synthesis and integration. Additionally, control technologies can be systematized, including the best available selection procedures on which the emission limits are based. Awareness, institutional factors and normative-ethical aspects are also considered.