engineering education and importance of humanities and sciences

7/28/2019 Engineering Education and Importance of Humanities and Sciences

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ENGINEERING EDUCATION AND IMPORTANCE OFHUMANITIES AND SCIENCES

Dr. Swaran Ahuja

I - Introduction

The past two centuries have witnessed tremendous advances in human

achievement brought about by applying fundamental scientific principles

to creative invention and design. Facilitating this process is arguably the

primary mission of engineering education. The ability of engineering

education to succeed in this mission requires programs and curricula that

provide students with the foundation necessary to deduce, analyze,

design and invent. This foundation is not static. It evolves to incorporate

new scientific discoveries and technologies.

The design and inventions are core duties of engineers. However in today’s environment, the engineers

cannot work in isolation to achieve these goals. They usually are a part of an organization or a set-up where

the individual objectives and organizational goals, which may be technical, financial or others, have to be

aligned. The achievement of these objectives would frequently require working as part of a team and

harmonious working of the teams becomes a prerequisite for success of the projects and the organizations.

Engineers also have to fulfill their obligations and duties towards society and issues like safety features and

environmental protection become as important in product design as the basic performance parameters. In

fact, in most of the products of the next generation, these specifications are mandatory.

These aspects bring in a tremendous challenge for curriculum designers to come up with an educational

plan for undergraduate level engineers, which is able to meet these aspirations. The skill set required calls

for a balanced course plan incorporating various components like humanities and sciences as well as core

engineering and technology. Educational planners world wide are putting great emphasis on producing

engineers who besides having technical abilities, are able to meet the demands of present working

environments. Humanities and sciences, including social and basic sciences become an important part of

the curriculum.

This paper presents a historical perspective of development of engineering education, and a detailed

analysis of the requirements of engineering education in today’s society with special reference to

importance of humanities and sciences including basic and social sciences. A brief study of strategies

adopted for engineering curriculum planning in different countries is presented. The role of humanities and

sciences in building competent engineers is highlighted and a model for 21 st century engineering education

curricula derived.

The paper is organized as follows: Section II describes the role of engineers in present market environment.

The next Section traces the historical perspective of the development of engineering curricula and brings



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out the shift in curriculum plan from domain specific to more broad based programs. In Section IV, the

important requirements of employers vis-a-vis engineers are described. Section V highlights the current

trends in curriculum development and the increasing role of humanities and sciences. The next sectionexplains how the study of humanities and sciences helps in developing successful engineers. The 21st

century vision for engineering education is depicted in Section VII. Conclusions are presented in Section

VIII.

II - What do the Engineers do?

Engineers apply the theories and principles of science and mathematics to research and develop

economical solutions to technical problems. Their work is the link between perceived social needs and

commercial applications. Engineers design products, machinery to build those products, plants in which

those products are made, and the systems that ensure the quality of the products and the efficiency of the

workforce and manufacturing process. Engineers design, plan, and supervise the construction of buildings,

highways, telecom and information networks, information super highways and transit systems. They develop

and implement improved ways to extract, process, and use raw materials, such as petroleum and natural

gas and other non renewable sources of energy. They develop new materials that both improve the

performance of products and take advantage of advances in technology. They harness the power of the

sun, the earth, atoms, and electricity for use in supplying the nation’s power needs, and create millions of

products using power. They apply their intellectual and knowledge power to create high speed super

computers and global information exchange systems. They analyze the impact of the products they develop

or the systems they design on the environment and on people using them.

Engineering knowledge is applied to improving many things, including the quality of healthcare, the safety

of food products, and the operation of financial systems. Engineers consider many factors when developing

a new product. For example, in developing an industrial robot, engineers determine precisely what function

the robot needs to perform; design and test the robot’s components; fit the components together in an

integrated plan; and evaluate the design’s overall effectiveness, cost, reliability, and safety. This process

applies to many different products, such as chemicals, computers, gas turbines, communication systems,

helicopters, and toys etc.

In addition to design and development, many engineers work in testing, production, or maintenance. These

engineers supervise production in factories, determine the causes of breakdowns, and test manufactured

products to maintain quality. They also estimate the time and cost to complete projects. Some move into

engineering management or into sales. In sales, an engineering background enables them to discuss

technical aspects and assist in product planning, installation, and use.

What engineers do is a dynamic function of social requirements in a particular era and engineering

curricula need to move in tandem with these needs. We now present a historical perspective of the growth

and development of engineering curricula.

III - Evolution of Engineering Education - From Plato to Post-Modernism

Essentially, Plato formed what could be understood as the first College of Mathematics, where the subject

matter primarily were Philosophy and Mathematics, along with Politics, Economics, Morality, Astronomy and



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natural sciences. The Focus was on: “Coming to Know” through the Dialectic Process and the Unifying

Issue, “Truth through Ideal Forms”.

Aristotle, the most well known disciple of Plato followed up with a separate College of Science in 335 BC.The subject matter were primarily Philosophy (Rhetoric) and Natural Sciences (physics, mechanics, and

biology), but also Politics and Ethics. The techniques of learning were through Dialectical Process and

Empirical Method and unlike Plato the Unifying Issue, “Truth through Particulars”. These two “Colleges”

marked the beginning point in the logical formation of the disciplines.

The essential difference between them was that Plato felt mathematical reasoning could arrive at the truth

with little outside help, but Aristotle believed detailed empirical investigations/ observations of nature were

essential if progress was to be made in understanding the natural world.

With Aristotle’s work, the trend moved towards particulars rather than Plato’s ideal forms. It was a trend

toward the specific aspects of knowledge and knowledge structures.

Based on: (a) the end or aim of the disciplines and (b) character of the subject-matter, Aristotle school had

the following three major disciplines.

Theoretical (aim is indubitable knowing)

• Physics

• Mathematics

• Metaphysics

Practical (concerned with choice, decision and action)

• Ethics

• Politics

Productive (devoted to making)

• Fine Art

• Applied Arts

• Engineering

The foundations of engineering as an independent discipline were thus laid. The discipline specific

education got further developed with Comte’s Positive Hierarchy (1852) philosophy i.e “Subject-Matter

alone should provide the basis for classification, and the subject-matters should be internally ordered based

on complexity”.

Comte’s Positive Hierarchy was extremely useful for school curriculum because it focused almost

exclusively on the subject-matter, rather than the overall discipline. At a higher plane, It also represented

the logical division between the “rational and non rational/emotional” and the “Logical and the

Psychological” (Johnson, 1961).

The two important branches of learning namely engineering and humanities and social sciences (broadly a

part of philosophy) progressed as compartmentalized domains during a major part of the twentieth century,

and remained almost mutually exclusive.



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In the minds of most people, engineering and philosophy did not have much to do with each other. They

were, as it were, giant islands separated by a large body of water.

This period, which is hailed as the “The golden period of science” and produced some of greatest scientists

of all times, saw a flood of some of the stunning discoveries of the century like quantum mechanics, theory

of relativity, atomic power, radio & TV, computing machines, automobiles, aeroplanes and host of other

brilliant inventions.

This period of strong and single track focus on domain-specific curricula although had significant positives

and was relevant at that time, it also had certain limitations. Some of the important positives and negatives

were as follows:

Domain-Specific Orientation: What is Gained?

• Organizing Principles for Human Knowledge and Experience

• Means of Shared Engagement and Communication

• Platform for Critical Thinking and Problem Solving

• Historical Vantage Point for the Dynamic State of Human Knowledge and Experience

• Sense of Direction for Human Growth and Development

Domain-Specific Orientation: What is Lost?

• Trivialization of Human Knowledge

• Compartmentalization of the Educational Experience

• Construction of Barriers to Across-Domain Thought, Reasoning, and Problem Solving

• Impersonalization or Minimization of Life Experiences

In fact, due to these negatives, particularly lack of human and social angle, representatives of some of theareas of the philosophy world, especially ethics and aesthetics, seem to have mounted canons on their

areas of the philosophy island in order to fire away at selected domains of the engineering world. At least

since the 1960s, members of the philosophical community or its fellow travelers have been accusing

engineers of building nuclear weapons that could destroy civilization as we know it.

During the last few decades, there have been perceptible changes in the pattern of engineering education,

which have been evolutionary and have diminished the barriers between engineering and humanities and

social sciences disciplines. The reasons are as follows:

Humanities &

Sciences

Engineering

Fig.1: Mutually exclusive islands of learning



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(1) The preparation and the composition of the student body entering engineering has changed

considerably. Engineering now attracts students from all sections of society, who often have little

knowledge of the workings of complex devices and little hands on experience. Many of thesestudents select engineering because they believe it is solid education that provides a reasonably

secure income potential, rather than because of a strong interest in the technical aspects of the

profession.

(2) The work environment for the beginning engineer has become much more competitive, requiring

individuals to communicate their ideas more effectively than ever before and to be cognizant of

social and economic factors outside the traditional domain of engineering. Success in engineering

has therefore become increasingly dependent on proficiency in skills that go far beyond technical

ability. The employers are also demanding skills which go beyond the traditional engineering skills.

It is, therefore, the consensus of many educators, government officials, and particularly industrial leaders

that the changes in curriculum should be evolved to keep pace with employers’ needs and the rapidly

changing role of the engineer.

IV - What the Employers Want

In view of the size, complexity and multi-disciplinary nature of projects, industry has increasingly come to

rely upon a team approach to problem solving. The tight time constraints due to highly competitive market

and fear of technological obsolescence necessitate deployment of parallel multiple manpower resources.

Furthermore, the increasing mobility and the diverse responsibilities of the average engineer requires more

emphasis on teamwork experience and communication skills

There is a host of skills, which an employer needs today besides the core engineering skills. These skillsare collectively bundled as “Soft Skills” and include communication skills both individual and interactive,

negotiating skills, group working and behavior, quality consciousness, cost-reduction, group-leadership,

professional ethics, managerial skills including personal management etc. There is increasing emphasis on

qualities like value systems, concern for environment and safety systems.

A number of employer surveys have brought out that, the employers also want a strong ability in engineers

and engineering managers to size up situations, take decisions and carry on well with their colleagues.

All these factors require changes in the engineering curriculum that puts increased emphasis on humanities

and social sciences, basic sciences as well as environmental aspects.

V - The Present Framework of Engineering Education and Role of Humanities and Sciences

In line with the current needs, undergraduate programs in engineering must first and foremost provide the

students with a general education with emphasis on providing a solid foundation in sciences and help them

develop analytical and critical thinking skills. In addition, engineering programs should provide students with

the necessary skills, including core-engineering and soft skills to launch successful technical careers.

Based on these requirements Accreditation Agencies in various countries have taken a lead and conducted

extensive studies to evolve strategies for more contemporary and employer oriented curriculum for



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engineering education. It is interesting to note that most of these studies have recommended additional

emphasis on more broad based educational programs. Extracts from reports of recommendations from

some of the accreditation agencies are reproduced below.

FRANCE

None of the following elements may be missing in a curriculum to be accredited:

• A thorough education in the basic sciences.

• A complete education in the general techniques of the engineer, including the mastery of

complex systems.

• A sufficient training in the main fields of the chosen specialisation.

• A general education comprising foreign languages, economic, social and human sciences,

communication and an introduction into the ethical reflection about the engineer’s role.

• A training for life and for the problems of the enterprise, also in their international dimension.

• The fundamentals of quality, hygiene, security, environment and intellectual property must be part of

the curriculum.

ABET, USA

Engineering programs must demonstrate that their graduates have

• an ability to apply knowledge of mathematics, science, and engineering,

• an ability to design and conduct experiments, as well as to analyse and interpret data,

• an ability to design a system, component, or process to meet desired needs,

• an ability to function on multidisciplinary teams,• an ability to identify, formulate, and solve engineering problems,

• an understanding of professional and ethical responsibility,

• an ability to communicate effectively,

• the broad education necessary to understand the impact of engineering solutions in a global and

societal context,

• a recognition of the need for, and an ability to engage in life-long learning,

• a knowledge of contemporary issues,

• an ability to use the techniques, skills, and modern engineering tools necessary for engineering

practice.

SWEDEN

An engineer should have technical competence, social competence, a holistic view, be aiming at results,

have administrative skills, be quality minded, creative and flexible, be anchored in reality, be hungry for

knowledge, have a managing ability, have good knowledge of foreign languages, possess an ethical

competence and be responsible.



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UK

An engineer must

• Have knowledge and understanding of essential facts, concepts and theories relevant to their

chosen discipline;

• An understanding of their professional and ethical responsibilities, the broad education necessary to

understand the impact of engineering solutions in a global and societal context;

• Able to take a holistic approach, apply a professional judgement, balance safety, cost, benefits,

quality, reliability and environmental impact;

• Ability to communicate effectively with colleagues and others, both orally and in written form;

• Ability to work in multidisciplinary teams;

• Ability to undertake life-long learning

• Be creative, analytical, innovative, self-disciplined, self-motivated, independent and enthusiastic.

AICTE, INDIA

Some of the recommendations from AICTE, model curriculum bulletin are reproduced below

• A common first year syllabus with sufficient emphasis on humanities and science and management

studies shall be adopted for all branches of engineering.

• Weightage of 15-20% shall be given to non professional (Basic Sciences and Humanities) subjects

and about 10 % to Management Subject.

• Wherever possible, the students should be involved in group discussions on topics of current trends

in Engineering and Technology.

• In order to meet the demands of changing trends and emerging areas, a student be given a choice

to choose subjects offered as electives.

• The curriculum should transcend traditional instructional modes, embrace novel methods of teaching

and enhance and embellish the learning process to produce quality engineers for the future.

These recommendations from different countries with different cultures and languages all emphasize the

need for integrating humanities and sciences with engineering curriculum, bridging the gap with a view to

making better engineers who can meet present market needs and design better products in line with the

expectations of society.

Engineering Humanities &

Sciences

Fig.2: Integrating Engineering and Humanities for producing Better Engineers

Bridging the Gap Making Better Engineers



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How study of humanities and social sciences helps to bridge this gap and develop better engineers for

tomorrow is discussed below.

VI - What does the study of Humanities and Sciences provide?

The study of Humanities and Sciences in engineering curriculum helps in puting due emphasis on

developing communication, analytical and leadership skills and also in developing concern for society and

environment. For students aiming at professional careers, studying the Humanities or Social Sciences

offers an exciting opportunity to develop breadth along with technical competence in a professional field.

Most engineering students say they hope the experience will make them “well-rounded,” that it will broaden

their view of the world and their own place in it. Corporate executives concerned about the future also tell

us that seeing the world from multiple perspectives is becoming critical for career success. At both levels,

studying the Humanities and Social Sciences helps students develop the breadth they will need for

personal satisfaction and professional advancement.

Through the Humanities and Social Sciences, students expand their understanding of the individual and

society by exploring the artistic, philosophical, ethical, historical, political, economic and social dimensions

of our world. They also learn about the power and the importance of human values and ideas in shaping the

past, present and future. Integrating study of the individual and society with professional skills, bringing the

so-called liberal and useful arts together, is an ideal for higher education.

Reading, writing and critical discussion are central to studying the Humanities and Social Sciences, so

students in these classes also develop “people skills” in communicating, in analyzing social problems and

having a concern for their ethical dimensions, and in being able to adapt to changing circumstances. These

abilities are exactly what successful managers need. They are useful in any professional or organizationalsetting and often are listed among qualities defining leadership.

VII - The 21st Century Vision

Our society faces significant challenges including international competition, the global environment, an

increasingly diverse population, and a rapid growth in information technologies. Industry, government

agencies, and educational institutions all have important roles in meeting these challenges. Higher

education, in general, has the role of providing the professional preparation for the next generation of

business leaders, technical professionals, government officials, and educators at all levels. Engineering

education, in particular, will have a central role in our increasingly technologically-based society. The

education of engineers must prepare them for the full disciplinary nature of the problems they will face.Engineering accompanied by significant changes in the challenges offered by the engineering workplace

bring an urgency to the need for broad change in the education of engineering graduates.

There is a growing realization among engineering education planners that a new vision for the education of

engineers is evolving, a vision based upon the needs of engineering in the 21st century. The philosophy

that forms this vision differs from the current more rigid and more uniform basis of today’s curricula. This

vision welcomes and encourages all motivated and talented students to become engineers. These students

should discover engineering from the beginning of their academic career and enjoy a nurturing environment



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throughout their university education. They should find flexible curricula that recognize individual learning

styles and diverse career paths. Guided by advisors and mentors, students should choose electives for

career preparation in support of educational and career goals and a strong foundation in the fundamentalsof engineering as well as people skills and social concerns.

The new paradigm depicts engineering education as broad and forward looking with a four tier structure.

It describes an engineering education that provides a strong foundation in core engineering with learning of new

technology areas along with development of soft skills and environmental and social concerns. The future

engineering education will therefore

• offer a broad liberal education that provides the diversity and breadth needed for engineering

• prepare graduates for entry into careers and further study in both the engineering and non-

engineering marketplace and

• develop the motivation, capability and knowledge base for lifelong learning.

The courses will include a broad range of concerns: environmental, political and social issues, international

context, historical context, and legal and ethical ramifications of decisions.

The overall goal of engineering curricula will be to develop engineering graduates who are professional

contributors and lifelong learners capable of succeeding in the current and future global, multi-disciplinary

markets.

Engineering education will be flexible enough to support the diverse career aspirations and needs of our

students as well as agile enough to enable rapid transformation in response to emerging technological and

social demands.

Fig.3: The New Paradigm- 21st Century Vision for Engineering Education



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VIII - Conclusion

Engineering education has evolved over last few centuries to its present form. From domain specific

curriculum, the engineering programs have been becoming more broad based in response to changingtechnological, social and market needs. The role of humanities and sciences in engineering has been

gaining more and more importance as the job environment is becoming more competitive, global and

socially responsive. Along with core engineering knowledge, awareness of emerging technologies,

development of soft skills or people skills, analytical abilities and awareness for environment, safety and

professional ethics have become important ingredients for successful engineering careers. The engineering

education model has therefore evolved from a narrow single track system to a multi dimensional system

with parallel learning paths for core technologies, emerging technologies, soft skills and environmental and

social concerns. The 21st century vision envisages an agile educational system to provide quick response to

changing market and social dynamics.

••• POSITIVE ATTITUDE IS IMPORTANT •••

When Thomas Edison invented the light bulb, he tried over 2000 experiments before he got it to work.

A young reporter asked him how it felt to fail so many times. He said, “I never failed once. I invented the

light bulb. It just happened to be a 2000 step process”.

Elima Rudolph was born prematurely and her survival was doubtful. When she was 4 years old, she

contacted double pneumonia and scarlet fever, which left her with a paralysed left leg. At age 9, she

removed the metal leg brace she had been dependent on and began to walk without it. By 13 she had

developed a rhythmic walk, which doctors said was a miracle. That same year she decided to become

a runner. She entered a race and came in last. For the next few years every race she entered, she

came in last. Everyone told her to quit, but she kept on running. One day she actually won a race. And

then another. From then onwards he won every race, she entered. Eventually this little girl, who was

told she would never walk again, went on to win three Olympic gold medals. A winner is not one who

never fails, but one who Never Quits!

Winners never quit. Quitters never win! giving each letter of the alphabet a number, a=1,b=2, etc. if you

add up the letters of the alphabet in the word “attitude” this is the result :

A=1 T=20 T=20 I=9 T=20 U=21 D=4 E=5 Total = 100

Attitude is everything.

engineering education and importance of humanities and sciences

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