Some engineering students ask their instructors questions related to the nature of engineering and to the relevance of certain course topics or full courses. Responses to these questions are generally experiential, empirical, and lacking in theoretical rigour. This research paper explores how Robert Rosen’s Modelling Relation and his concept of Anticipatory Systems can be used to understand the nature of engineering in a way that is rigorous, theoretically grounded, and accessible to varied audiences. Abstract engineering and making practices are successfully mapped onto the Modelling Relation, and a concrete example from Civil Engineering is developed. Following from this mapping, engineering is reinterpreted as the actions of an anticipatory system informed by particular predictive models. This mapping and reinterpretation were trialed successfully in an undergraduate engineering design course, and in workshops with participants from a variety of engineering and non-engineering backgrounds. Areas for improvement and exploration include the fractal natural of design, and the challenges associated with complex systems.
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