The study aimed to identify the reality of technical education in Palestine. The analytical descriptive method was used in the study. A questionnaire which consisted of 41 paragraphs was distributed randomly to the technical colleges in Gaza Strip. Random sample of (275) employees of these colleges were used, and the response rate was (74.5%). The results showed a high degree of approval for the dimensions of technical education with a relative weight of 76.07%. The ranking (...) and relative weight was as follows: Technical education institutions: 79.51%, graduates of technical education 75.75%, Labor market and local community 72.96%. The researchers propose a number of recommendations, the most important of which is: the need to pay attention to technical education in line with the National Strategic Plan for Higher Education by moving towards technical education. The importance of offering special courses in all technical education programs in these colleges. The researchers urged more future studies that address the same variables as the current study and apply them to other sectors. (shrink)

This paper is both an exercise in historical recovery in that it details some of the events surrounding the founding of the City and Guilds of London Institute and describes the way in which the Institute set about the building and running of two of its colleges, the City and Guilds Technical College, Finsbury, and the Central Institution in South Kensington and an attempt to interpret the above material in terms of various forms of association within the City Corporation (...) and the guilds. Collectively the City and the guilds made an effort to come to terms with a modernizing world through the means of providing scientific and technical education. The guilds wanted to remain important even though traditional apprenticeship was dying out. In joining in a new venture to provide technical education for young people it was necessary to maintain an order in which the City's presence was clear and apparent. This paper will show how such an order was achieved and, in so doing, it shows something more generally of the relationship of tradition and rhetoric to institution building. (shrink)

Technical expertise must be accompanied by an appreciation of the social, political, and moral questions involved in its application. However, because such questions do not serve a utilitarian purpose in achieving short-term economic advantage, they are generally considered as superfluous frills, lying outside the framework of technical education. Therefore, a new philosophy is proposed—one that incorporates values thought to be important for a humane, just, and sustainable society. The author shares a perspective gained from 15 years of (...) engineering experience in industry and 15 years of community college teaching in engineering and technology. (shrink)

Abstract:A society that uses drills and conditioning to train its machine learning models risks creating an alienated situation between human and machine in social life, as these teaching methods generate a lack of responsibility for the actions produced by such machines. Both John Dewey and Gilbert Simondon present conceptions and ideas that shed a different light on such alienated human–machine relationships in machine learning: that is, a critique of mere drilling and training as an educational method; the mode of existence (...) of technical objects; and the importance of experience and practicality, for example, learning by doing. After giving an introduction to Dewey's and Simondon's conceptions, the analysis of case studies will show, among other things, that machine learning models need constant care by engineers and programmers. This allows us to highlight Simondon's and Dewey's critique of ancient philosophy. Whereas the latter separates thought and practice, labor and leisure, Simondon and Dewey foreground activities that are capable of bringing both together: Dewey's aesthetic experience and Simondon's technical activity. (shrink)

SummaryOn its foundation in 1842, St Francis Xavier's College, Liverpool, was the first British manifestation of the renaissance of Jesuit day-schools throughout nineteenth-century Europe. Initially, the College developed along traditional Jesuit lines, imbibing the spirit of the Ratio Studiorum, the centuries-old educational code of the Society of Jesus.By 1875, a new era had hawned as the needs of one of the largest commercial and industrial centres in the British Empire forced the Jesuits to examine critically the type of education (...) being dispensed in their Liverpool college. The curriculum was rapidly extended away from its traditional roots in the Classics to embrace scientific and technical training. This paper seeks to show how the Jesuits in Liverpool adapted in the last quarter of the nineteenth century to changing demands both at home and from their Superior General in Rome. (shrink)

In order to solve a series of problems brought about by rapid development of science and technology, it is necessary not only to conduct in-depth research on science and technology ethics, but also to strengthen ethics education in science and technology. China’s five technical universities exemplify the specific situation and characteristics of ethics at Chinese technical universities, and can be compared to the situation in South Africa. China’s ethics education in the 5TU emphasizes the use of (...) traditional ideological and cultural resources, and practical cases. The teaching methods focus on combining traditional Chinese ethics with foreign experience and teaching methods, aiming at cultivating students’ ability to solve specific problems in the real world. This paper also evaluates and reflects on the short-term and long-term effects of China’s ethics education in science and technology, revealing some special problems. Ethics education in science and technology at the 5TU is based on the principle of “unity of knowledge and behaviour”. It is hoped that China’s ethics education founded on traditional Chinese thought, can make a valuable contribution to the development of global engineering ethics. (shrink)

In order to solve a series of problems brought about by rapid development of science and technology, it is necessary not only to conduct in-depth research on science and technology ethics, but also to strengthen ethics education in science and technology. China’s five technical universities exemplify the specific situation and characteristics of ethics at Chinese technical universities, and can be compared to the situation in South Africa. China’s ethics education in the 5TU emphasizes the use of (...) traditional ideological and cultural resources, and practical cases. The teaching methods focus on combining traditional Chinese ethics with foreign experience and teaching methods, aiming at cultivating students’ ability to solve specific problems in the real world. This paper also evaluates and reflects on the short-term and long-term effects of China’s ethics education in science and technology, revealing some special problems. Ethics education in science and technology at the 5TU is based on the principle of “unity of knowledge and behaviour”. It is hoped that China’s ethics education founded on traditional Chinese thought, can make a valuable contribution to the development of global engineering ethics. (shrink)

In order to solve a series of problems brought about by rapid development of science and technology, it is necessary not only to conduct in-depth research on science and technology ethics, but also to strengthen ethics education in science and technology. China’s five technical universities exemplify the specific situation and characteristics of ethics at Chinese technical universities, and can be compared to the situation in South Africa. China’s ethics education in the 5TU emphasizes the use of (...) traditional ideological and cultural resources, and practical cases. The teaching methods focus on combining traditional Chinese ethics with foreign experience and teaching methods, aiming at cultivating students’ ability to solve specific problems in the real world. This paper also evaluates and reflects on the short-term and long-term effects of China’s ethics education in science and technology, revealing some special problems. Ethics education in science and technology at the 5TU is based on the principle of “unity of knowledge and behaviour”. It is hoped that China’s ethics education founded on traditional Chinese thought, can make a valuable contribution to the development of global engineering ethics. (shrink)

This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in (...) the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics. (shrink)