Engineering and humanitarian intervention: learning from failure

Adeela Arshad-Ayaz,M Ayaz Naseem,Dania Mohamad

doi:10.1186/s41018-020-00073-5

Adeela Arshad-Ayaz, M Ayaz Naseem + Show 1 more

Open Access

https://doi.org/10.1186/s41018-020-00073-5

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Abstract

In this paper, we challenge the belief that failure is necessarily a bad outcome. Instead, we argue that failure—specifically articulated as productive failure—should rather be seen as an educational moment and learning opportunity. Furthermore, we examine the field of humanitarian engineering to argue that the failures of various humanitarian engineering interventions are not necessarily because of flaws in the design process but due to the dominance of the mainstream development discourse, which obscures the importance of local contexts, knowledge, and wisdom. We ground the discussion in the broader context of contemporary development discourses and examine some examples of the failure of engineering and humanitarian assistance/development projects that can be converted into “productive failures” and used as learning opportunities.

Highlights

In this paper, we challenge the belief that failure is necessarily a bad outcome
We examine the field of humanitarian engineering to argue that the failures of various humanitarian engineering interventions are not necessarily because of flaws in the design process but due to the dominance of the mainstream development discourse, which obscures the importance of local contexts, knowledge, and wisdom
The five-step engineering method divides people into two groups—those who seek solutions and those who do not. Does this method eliminate the possibility of a spectrum of diverse viewpoints, and, as we demonstrate later, epistemologically, such engineering method subscribes to the assumptions underlying modernization theory, which serves as a foundation for many international and humanitarian development projects

Summary

Introduction

We challenge the belief that failure is necessarily a bad outcome. Instead, we argue that failure— articulated as productive failure—should rather be seen as an educational moment and learning opportunity. It is often argued that it is not possible for engineering programs to teach about all (or even most) cultures in the world in order to equip students with the knowledge about economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability dynamics of each society they might be working in.

Results

Conclusion