Beyond science: An exploration of values in engineering education and practice

Contemporary engineering programs at Canadian universities place a heavy emphasis on science and mathematics. At the same time, these programs offer little critique of either discipline, and the values they embrace are left unspoken. Recently, however, the Canadian Engineering Accreditation Board has required that an open-ended design course be included in the curriculum. This new requirement implies that design cannot be adequately taught through science and mathematics alone and, by extension, design is neither mathematics nor science.; The central thesis of this research is that design is best considered as distinct from science. In light of the presumed epistemic superiority of science, a validation of the design paradigm demands a deeper understanding of the values of science. To this end, I developed a critique of science as it pertains to the practice of engineering and design by drawing on philosophy, linguistics, and literature. Philosophy reveals some of the assumptions of the Enlightenment which undergird science. By emphasizing the role of language in human thought, linguistic theories cast doubt on the validity of many assumptions of science, such as objectivity. Finally, works such as Mary Shelley's Frankenstein can illustrate some of the dangers that may arise when (scientific) values are not questioned.; However, another source of critique may be closer to home. By viewing science through the design lens, one may develop many of the critiques offered by philosophy and linguistics. The significance of this approach is that, coming from within engineering, it is more accessible to engineers. Unlike science, for example, design values the co-existence of multiple, competing solutions to a single problem.; The relevance of this research lies in its implications for the advancement of professional education and for understanding engineering identity. Case studies that were conducted revealed that engineers relate thought to visualization skills rather than linguistic capabilities. Engineers also displayed a love-hate relationship with science. On the other hand, they showed great respect for mathematics, according it perfect powers of description. These case studies suggest that the engineering identity and education could be enhanced by increased exposure to design and its values.