LEADER 04191nam 22005775 450 001 9911003695403321 005 20250520130237.0 010 $a3-031-86581-2 024 7 $a10.1007/978-3-031-86581-7 035 $a(CKB)38858992100041 035 $a(DE-He213)978-3-031-86581-7 035 $a(MiAaPQ)EBC32125158 035 $a(Au-PeEL)EBL32125158 035 $a(EXLCZ)9938858992100041 100 $a20250520d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBildung for Engineering Education and Practice $eA New Agenda /$fedited by Anders Buch, Steen Hyldgaard Christensen 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (XIX, 235 p.) 225 1 $aPhilosophy of Engineering and Technology,$x1879-7210 ;$v49 311 08$a3-031-86580-4 327 $a1. Introduction: Contesting Narrow Conceptions of Engineering Education and Practice through the Concept of Bildung -- Part I. Engineers? and Technological Experts? Need for Bildung -- 2. Rethinking Engineering Professionalism through the Concept of Bildung -- 3. Bildung under Conditions of Engineered Destruction -- 4. Bildung, Destruction, and Reconstruction ? a Rejoinder to Carl Mitcham -- 5. From the Individual to the Collective Dimension of Bildung in Engineering Education through Challenge Based Learning -- 6. Thinking about Engineering Education: Between Bildung and Citizenship -- Part II. Intersections between Bildung and Efforts to Broaden Engineering Education -- 7. Bildung: Conformity or Transformation -- 8. Bildung, and how that Concept Sits with Traditional Notions of Teaching Students "how to think" like Engineers -- 9. Appropriateness and Value: Building Critical-Reflexivity and Socio-Political Competency Amongst Undergraduate Engineers in a Third-Year Design Course -- 10. Usefulness and Bildung: Engaging Students in a Bildung-oriented Engineering Education -- Part III. Bildung in Engineering across Cultural Contexts -- 11. Bildung and Education for Engineering Practice -- 12. Developing A Self-Cultivation Theory for Engineering Education: A Confucian Perspective -- 13. Humanities and Engineering Education for Gaston Berger from the Perspective of Bildung -- 14. Conclusion: Bildung for Engineering Futures. 330 $aUsing the concept of Bildung as a framework, which in late capitalism/postmodernity may be perceived to include critical knowledge, value consciousness, ethics, and social responsibility (including sustainability), this project aims to investigate the underlying aspirations, structures, and dynamics of change taking place in engineering education and practice through conversations between engineering, social sciences, and the humanities. Calling upon the spirit of philosophers on Bildung such as John Dewey, Jürgen Habermas and contemporaries, the focus of the present project is on broadening engineering education initiatives and practice that follow normative understandings of Bildung. This volume appeals to researchers and students working in philosophy, engineering, and education. 410 0$aPhilosophy of Engineering and Technology,$x1879-7210 ;$v49 606 $aTechnology$xPhilosophy 606 $aTechnical education 606 $aEthics 606 $aPhilosophy of Technology 606 $aEngineering and Technology Education 606 $aMoral Philosophy and Applied Ethics 615 0$aTechnology$xPhilosophy. 615 0$aTechnical education. 615 0$aEthics. 615 14$aPhilosophy of Technology. 615 24$aEngineering and Technology Education. 615 24$aMoral Philosophy and Applied Ethics. 676 $a601 702 $aBuch$b Anders$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aHyldgaard Christensen$b Steen$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911003695403321 996 $aBildung for Engineering Education and Practice$94382909 997 $aUNINA