Abstract
Ever since institutions for educating engineers first began to be established in Europe, there have been a number of fundamental tensions as to how that educating should best be conducted, what it should consist of, and who should do the educating. These tensions are based on different styles or approaches to engineering education that have developed historically in different parts of Europe and which have led to what we characterize as “theory-driven,” “practice-driven,” and “technology-driven” approaches. This chapter explores some of the historical roots of these tensions in medieval Europe and briefly traces their developmental trajectories through the subsequent formation of institutions of engineering education. It has been written as part of PROCEED (Program of Research on Opportunities and Challenges in Engineering Education in Denmark).
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Jamison, A., Heymann, M. (2012). Historical Tensions in Engineering Education: European Perspectives. In: Christensen, S., Mitcham, C., Li, B., An, Y. (eds) Engineering, Development and Philosophy. Philosophy of Engineering and Technology, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5282-5_11
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DOI: https://doi.org/10.1007/978-94-007-5282-5_11
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