During the early years of the Cold War, educators in the United States vigorously debated a rather abstruse topic that, nevertheless, had lasting public policy implications. Did the field called engineering science, which the newly formed National Science Foundation (NSF) was chartered to support, indeed exist, and, if it did, how should colleges and the NSF support it? My recounting of the public aspect of this debate (which occurred in articles published in the Journal of Engineering Education and magazines of professional societies from 1945 to 1960) will focus on attempts by prominent engineers and a few scientists to come to terms with a perceived epistemological paradox. Although these groups had defined as the application of in the first half of the century, the NSF and the American Society of Engineering Education (ASEE) promoted research and teaching in engineering science after the war on the assumption that it represented basic research in engineering. This paper raises the historlographic method suggested by O. Mayr (1976) and examines how historical actors themselves defined and used the term engineering science rather than appplying the concept of to the past as an analytic tool.
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