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020 _a9783031037627
_9978-3-031-03762-7
024 7 _a10.1007/978-3-031-03762-7
_2doi
050 4 _aTA174
072 7 _aTBD
_2bicssc
072 7 _aTEC016000
_2bisacsh
072 7 _aTBD
_2thema
082 0 4 _a620.0042
_223
100 1 _aHeywood, John.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_981635
245 1 0 _aDesigning Engineering and Technology Curricula
_h[electronic resource] :
_bEmbedding Educational Philosophy /
_cby John Heywood.
250 _a1st ed. 2022.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2022.
300 _aXXI, 141 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSynthesis Lectures on Engineering, Science, and Technology,
_x2690-0327
505 0 _aPreface -- Acknowledgments -- The Languages We Speak -- The Curriculum -- In Search of Aims -- Technology and the Changing Structure of the Workforce -- Education in Service of Employment -- Adaptability, Transfer of Learning, and Liberal Education -- Society and Technology -- Postscript -- Author's Biography.
520 _aThe intention of this book is to demonstrate that curriculum design is a profoundly philosophical exercise that stems from perceptions of the mission of higher education. Since the curriculum is the formal mechanism through which intended aims are achieved, philosophy has a profound role to play in the determination of aims. It is argued that the curriculum is far more than a list of subjects and syllabi, or that it is the addition, and subtraction, of items from a syllabus, or whether this subject should be added and that subject taken away. This book explores how curricular aims and objectives are developed by re-examining the curriculum of higher education and how it is structured in the light of its increasing costs, rapidly changing technology, and the utilitarian philosophy that currently governs the direction of higher education. It is concluded that higher education should be a preparation for and continuing support for life and work, a consequence of which is that it has to equip graduates with skill in independent learning (and its planning), and reflective practice. A transdisciplinary curriculum with technology at its core is deduced that serves the four realities of the person, the job, technology, and society.
650 0 _aEngineering design.
_93802
650 0 _aMaterials.
_97549
650 0 _aProfessional education.
_941513
650 0 _aVocational education.
_941514
650 1 4 _aEngineering Design.
_93802
650 2 4 _aMaterials Engineering.
_932311
650 2 4 _aProfessional and Vocational Education.
_941516
710 2 _aSpringerLink (Online service)
_981636
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031037726
776 0 8 _iPrinted edition:
_z9783031037528
776 0 8 _iPrinted edition:
_z9783031037825
830 0 _aSynthesis Lectures on Engineering, Science, and Technology,
_x2690-0327
_981637
856 4 0 _uhttps://doi.org/10.1007/978-3-031-03762-7
912 _aZDB-2-SXSC
942 _cEBK
999 _c85214
_d85214