Stirring up Engineers' Systems Intelligence : A Case Study of Life-Philosophical Pedagogy

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    Abstract

    In their role as problem solvers, engineers are expected to take responsibility for the grand societal challenges that require technical expertise and innovation. This urges them to broaden their horizon from the traditional, deeply technological world view to one that examines the surrounding globe with empathy and social responsibility. Such a call for systems intelligence necessitates a novel approach to engineering education to allow students to practice systemic capabilities.
    As methodology, life-philosophical pedagogy was experimented with in an English language course that was integrated with the Philosophy and Systems Thinking lecture series. Such pedagogy deviates from conventional methodology in that instead of focusing on correcting deficiencies and filling competence gaps, it takes a midwife approach and recognizes the potential in individuals and delivers the abundance in them. The principles of positive psychology and frameworks of socio-emotive intelligence guide the reflective workout in the course, catalyzing, stimulating and rooting new thinking. Ultimately the course promotes self-growth, intentional change and overall life management, while allowing students to rehearse various interpersonal skills relevant for industrial tasks.
    Original languageEnglish
    Pages (from-to)61-72
    JournalINTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY
    Volume7
    Issue number3
    DOIs
    Publication statusPublished - 2017
    MoE publication typeA1 Journal article-refereed

    Keywords

    • systems intelligence
    • life-philosophical pedagogy
    • socio-emotive skilling

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