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Through a series of essays I present my philosophical perspective of engineering, education, and
engineering education. I start with the premise that that personal responses of what "knowledge is" reflect people's beliefs about how the mind acquires knowledge about the world.
With this argument I then explore engineering epistemologies in the professional, scientific, and educational domains by using the main components of
an Activity Theory triangle. Then, I concentrate on my personal epistemology and beliefs of engineering, education, engineering
education and engineering education research. By doing the corresponding readings of the course I learned how the historical and cultural events have shaped engineering programs in the United States. Most importantly, by doing these essays I started to identify my own philosopical prespectives that later on became my teaching and research statements. |