Humanities and Social Sciences in French Engineering Education: A Sociohistory of their Integration in an Apolitical Stance

Abstract

In France, the social consequences of industrial development have long been questioned, but technological disasters of the last decades of the twentieth century led to a rethinking of Western ways of life and production. Engineering education has faced the challenge of taking these considerations into account via the humanities and social sciences (HSS) curricula, including themes ranging from work organizations to science and technology in society. Taking a sociohistorical approach, this article describes the apolitical stance of the integration of HSS into French engineering education. Following a problematization within the framework of curriculum sociology, the first part presents the sociohistorical context of French engineering education, with a particular focus on HSS. The second part highlights the difficulties of recognizing the scientific and critical nature of HSS in the larger engineering educational system. The article then presents the results of a review of current HSS curricula as posted on school websites, which reveals a pattern that HSS are taught in an apolitical stance, based in corporate themes rather than questioning the social order or science and technology in society. The review suggests that only a handful of schools have been able to break the boundaries between the engineering sciences and HSS.