'Simple Service Simply Given': Systems Theory and Systems Thinking in Canadian Engineering Education
Notice bibliographique
Résumé
Central to questions about engineering practices are questions about engineering education. Confronting uncertain futures of socio-technological changes, engineers reform their education programs to stimulate competencies in pupils who, they hope, will be up for the challenges ahead. Despite a critical focus on technoscientific practices within science and technology studies, scholarship has given little attention to critical perspectives on education. This dissertation offers a comparative ethnographic study of engineering education reforms, examining education policy formations and educational practices. I study these reforms through two organizations: Engineers Canada and the Engineering Change Lab. I collected historical data from Engineers Canada’s archive (1936–2012) on engineering education curricular and policy reforms. I collected ethnographic data from the Engineering Change Lab (2017–2019) on contemporary educational practices. Throughout, I compare developments of the Canadian engineering education system and its couplings with Canadian nationalisms, gender hierarchies, and technoscientific change. I narrate how: 1. Nationalisms guide the structuring of Canadian engineering education sustaining a settler colonial Canada, resisted through the inclusion of Indigenous peoples and practices. 2. Gender hierarchies guide Canadian engineering fostering a men-dominated industry where efforts to continually improve women’s low representation meet some successes. 3. “Technoscientific change” gives meaning to engineering through promises of technoscientific progress and anxieties of technological change. Considering the tensions between engineering education and engineering practices documented in this research, I use Luhmann’s systems theory to examine a contradiction: engineering education is considered weakly connected with engineering practices while being leveraged as a perennial solution to problems in engineering practices. As such, engineering is a reactive discipline, one fundamentally incapable of securing its desired stability through a focus on potentialities over actualities. Occupying such a role destines one to a sense of insecurity that the present is never enough. This dissertation advances science and technology studies by critically examining engineering education as engineering practices and the relevant sociopolitical dimensions at play, and by demonstrating nuanced approaches to understanding technoscientific education through ethnography. I argue for the utility of Luhmann’s systems theory in engineering education, specifying a language with educative appeal for engineers who direct their “system” of engineering education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».