‘Judgment’ in Engineering Philosophical Discussions and Pedagogical Opportunities

Abstract

The aim of this work is to lay a foundation for discussion on the importance of philosophy in professional training sustained in the mainstream definition of engineering provided by the Accreditation Board for Engineering and Technology (ABET). Such definition states that specific engineering knowledge is applied ‘with judgment’ by engineers. The particle ‘with judgment’ officiates as a link between epistemological aspects associated with knowledge, and pragmatic aspects referring to the purposes that such knowledge should have. In this work we will provide a formal definition of ‘judgment’ in order to enlighten the conceptual links between choosing courses of action, rationality and critical thinking in the context of the engineering profession. In doing so we point out the relevance of including philosophical formation in engineering training. It is important that the engineer, by means of the adequate study of humanities, develops the groundwork for critical thinking such that will enable them to identify, select or create a rational system with cultural criteria directed towards the ‘benefit of humanity’, while being able to justify their actions using paradigms that go beyond mere technique. Finally, we present a pedagogical approach called ‘kite model’ that allows us to put these ideas into practice in the classroom.