Integrating the Philosophy of Socrates into the Engineering Curriculum

Academic institutions in America obtain a difficult task, being primarily responsible for the education of the population. high education institutions play the largest role in developing individuals and helping them go back their roles within indian lodge. It is whence necessary to look into how the best institutions in the pastoral atomic number 18 educating and developing the minds of the next generation of leaders.In particular, a long focus should be placed in the rising responsibility of foundation (Science Engineering Technology and Mathematics) graduates and their education due to the growing demand of angry walk professionals in this era. Engineering curriculums, for the majority, follow specific criteria to define what is necessary and Coperni rat for an engineering student to learn. This criteria is set by assist, the Accreditation Board for Engineering and Technology, which has determine eleven (11) student outcomes upon graduation of an engineering Baccalaur eate level program.Among these eleven outcomes, are three outcomes that involve something toleranter than technological chi dirty dogeledge, design and methods, and they are (1) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (2) a recognition of the need for, and an ability to control in life-long learning (3) a knowledge of contemporary issues. In nine to accomplish these outcomes, it is necessary to implement ancient philosophies from one of the greatest philosopher that forever lived, Socrates.Socrates had a lot to say about knowledge, wisdom and education. He is resplendently known for the ideas that the only true wisdom is in knowing you know nonhing, the unexamined life is non worth living, and education is the kindling of a flame, not the filling of a vessel. Many students and professors in the schooling of engineering do not realize how subatomic they know. For students, wh en accepted into a high bedded four-year institution, they might believe they are already among the best and the brightest, and this happens much(prenominal) practically in the school of engineering.Students tend to think they have four more years of education left (typically) since theyve made it so far already and dont realize that their learning has just begun. For professors at top higher institutions in Engineering, many have earned at least Masters degree or better. It is common that most professors hold Ph. Ds at top seek universities. With massive amount of knowledge these professors gain, they feel as if they know more than the students. Professors quick admit that they dont know everything. There are not many opportunities to head word the curriculum that is assigned.More professors can benefit the students learning experience by providing an environment to learn beyond what is required. Both professor and students are at fault for not acknowledging their own ignor ance, which hinders the students in their intellectual growth. Moreover, once students and professors can come to realize how much more thither is to learn this can open a world of knowledge for them. Socrates highly valued distinctiveness and wonder stating that life should not go unexamined. So how does one go about ensuring the outcomes ABET outlines?They implement a philosophical approach to technological education. Although this is present in some courses it is not enough. Most syllabi outline in detail what you are going to learn from concepts to chapters to homework problems to exams on daytime one. Learning is structured and more about following the rules. There is not a lot of boostment to seek knowledge in opposite disciplines. The importance of concepts and ideas about other topics such as philosophy, politics, and education is not usually taught in engineering courses.Yet it is required by ABET for students to have that board exposure to be great engineers. For exam ple, the an aerospace student who is sounding to work in the industry after college needs to study the rescue and politics. That student needs to understand how the economy stands regarding consumer spending and analyze the possible action of their country going to war. These factors can determine whether or not there is a need for commercial airplanes and/or a demand for exoneration airplanes.That student can then have a better understand of what real engineering problems he will encounter and start cerebration of ways to provide solutions by studying more applications of such problems. It is in like manner important to know where that industry is head and looking into trends from the past to prophesy future ones and have a clearer vision of where to seek employment. This education, however, is not cover in your typical engineering course. Faculty and staff needs to allot a bigger emphasis and link to education outside of STEM.It is the distinctive feature and wonder of t he students that will lead them to self-educate themselves on these broader topics outside of their curriculum that they are expected have learned upon graduation. This leads to the issue that higher education has authentic as a compartmentalized learning system, seen more evident in the engineering schools. In my experience at a leading four-year, private, research university, it felt as if the engineering professors were concerned about what the students know as opposed to how they processed thoughts and ideas.This is contrary to the belief that Socrates had, education is the kindling of a flame, not the filling of a vessel. With the focus to memorize formulas and problem work out methods students are just being filled with information and are then tested on how well they can recreate what they learned in lectures and texts in an exam. When asked, most alumni admit that they have retained very little from the concepts and formulas they learned in class. They state what they rea lly acquired out of engineering school was the problem solving ability.This makes sense, since books and the internet are available to an engineer as a professional there is no need to memorize the content. class period with concepts and methods are necessary yet it is more important to understand how these concepts came to be. Socrates would encourage students to ask more about the who, what, why, how, and when in the midst of their learning experience. development a critical mind should be the focus of teaching not how well a student can memorize.Engineering programs across the nation dont place enough of an emphasis on critical thinking and self-education of concepts outside of engineering. Engineering education is not just about the recital of engineering methods its about recognizing hidden principles, patterns of learning and developing a zest for lifelong learning. With the teachings of Socrates, students will realize what they dont know and start to become more curious and begin to self-educate themselves outside of the classrooms to become individuals that live fulfilling lives as professionals and members of society community.