Imaginary, Knowledge and Norms

Abstract

Engineering practice encompasses threefold root: imaginary, knowledge, and norms. Consequently, students in engineering disciplines must cultivate the ability to generate imaginary, apply their knowledge, and adhere to norms. In modern engineering education, the emphasis must be shifted to nurturing students' capacity to create imaginary and adhere to established norms, moving beyond traditional knowledge-based teaching. This shift represents an innovation direction in engineering education, with the aim of seamlessly integrating these three facets. Within each of these dimensions of engineering education, some aspects can be clearly articulated, while others remain ambiguous and challenging to convey. As digital education continues to advance, engineering education must increasingly prioritize these elusive elements. Achieving this necessitates the adoption of innovative teaching contents and methods to revolutionize the approach to engineering education.