Abstract
At present, in many societies, engineers play a significant role in solving problems of energy, transport, accommodation and production; but similar problems have been solved through technical and non-technical means for thousands of years. Numerous historical examples therefore exist, in which the ends of different approaches to problem-solving are apparent: some tending to produce socially and/or ecologically sustainable outcomes, and some less positive. Historians do not simply narrate the past, they explain and interpret changes and continuities by paying attention to larger issues of, for example, class, gender, polity and economy. Such historical narratives, we argue, may have a useful role to play in efforts to shift the perspective of engineering students away from a narrow focus on complex technical solutions, towards the broader context in which their problem-solving will take place. This ability to assess the relationships between engineering problem-solving and the broader social and environmental context is critical to the development of a more sustainable and socially-just engineering practice.
Highlights
Engineers play a significant role in shaping important dimensions of contemporary societies and environments
A growing number of voices are advocating a new paradigm for engineering, with goals of sustainability and social justice at its core (Beder, 1998; Conlon, 2008; Johnston, McGregor, & Taylor 2000). In this context we propose that the discipline of history could potentially be a valuable component of the education of “new engineers.”
Humanity has been solving problems through technical and non-technical means for thousands of years, and in recent years an increasing number of historical narratives have emerged in which the ends of different approaches to problem-solving are apparent: some producing outcomes that are socially and ecologically sustainable; others leading to disaster
Summary
Engineers play a significant role in shaping important dimensions of contemporary societies and environments. In this context we propose that the discipline of history could potentially be a valuable component of the education of “new engineers.” Humanity has been solving problems through technical and non-technical means for thousands of years, and in recent years an increasing number of historical narratives have emerged in which the ends of different approaches to problem-solving are apparent: some producing outcomes that are socially and ecologically sustainable; others leading to disaster.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Engineering, Social Justice, and Peace
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
