Engineering Education between Science and Practice: Rethinking the Historiography
|Title||Engineering Education between Science and Practice: Rethinking the Historiography|
|Publication Type||Journal Article|
|Year of Publication||2006|
|Secondary Title||History and Technology|
The literature on 19th and early 20th century engineering education reveals two quite general phenomena: in several countries (a) curricula have varied widely among engineering colleges with some of them strongly ’science-oriented’ while others were more ’practice-oriented’; and (b) at certain times and places the curriculum has tended to shift away from ’practice’ and toward ’science’ (a process sometimes known as ’academic drift’). In this paper I show that relatively little attempt has yet been made to account for either phenomenon. After reviewing the strengths and weaknesses of the literatures on the USA, Germany, Britain and to a lesser extent France, I argue that comparative analysis is essential in order to develop a general understanding of the dynamics of the system of higher engineering education. An example of how this might be done is taken from my recent study of German agricultural colleges.
|URL||http://www.informaworld.com/smpp/content db=all content=a741530076|