Steen Hyldgaard Christensen, Carl Mitcham, Bocong Li, Yanming An
1 PBL in Engineering Education, The Faculty of Engineering and Science (ENG), Aalborg University, VBN2 Department of Development and Planning, The Faculty of Engineering and Science (ENG), Aalborg University, VBN3 The Faculty of Engineering and Science (TECH), Aalborg University, VBN4 UNESCO Chair - Problem Based Learning, The Faculty of Engineering and Science (ENG), Aalborg University, VBN5 Institut for Fysik og Astronomi - Videnskabsstudier
Ever since institutions for educating engineers first began to be established in Europe, there have been a number of fundamental tensions as to how that educating should best be conducted, what it should consist of, and who should do the educating. These tensions are based on different styles or approaches to engineering education that have developed historically in different parts of Europe and which have led to what we characterize as “theory-driven,” “practice-driven,” and “technology-driven” approaches. This chapter explores some of the historical roots of these tensions in medieval Europe and briefly traces their developmental trajectories through the subsequent formation of institutions of engineering education. It has been written as part of PROCEED (Program of Research on Opportunities and Challenges in Engineering Education in Denmark).
Philosophy of Engineering and Technology: American, Chinese and European Perspectives, 2012, p. 183-196