Status of engineering education: new meanings - old form and content
S. I. Chernykh1, I. G. Borisenko2
1Novosibirsk State Agrarian University, Novosibirsk, Russia
2Siberian Federal University, Krasnoyarsk, Russia
Keywords: status of an engineer, engineering education, "craftsman-engineer model", "cognitive-technological" model of an engineer, industry 4.0, STEM technologies, STEAM technologies
Abstract
Introduction. Today, humanity is increasingly focused on effective innovations aimed at fast and high-quality technologies and their application in industry 4.0. The figure of the engineer is the key here. This imposes new challenges on engineering education. Thus, engineering education is forced to acquire new meanings, corresponding to the meanings of the VI technological order and industry 4.0. The methodological foundations are the historical-philosophical and sociological approaches, within which an analytical review of two “lines” in the development of modern engineering education was carried out: engineering work as a “craft” (the tradition of D. K. Sovetkin, V. K. Dilla-Vos) and the tradition engineering as creativity (“Liberal Arts”). The analytics of these traditions points to their convergence in educational, industrial and business technologies STEM and STEAM. Discussion. The implementation of the meanings of these technologies is delayed in updating the educational didactics of engineering education. The resolution of this contradiction becomes an urgent task. This requires not only a conscious reflection on the actual status of an engineer, but also the definition of the very vector of changes in the didactics of engineering education. It can be defined as the development of the target meaning of engineering education from a predominantly “handicraft” functionality to its “cognitive-technological” content. For the formation of an engineer of a new formation in the didactics of the educational process, a sociological survey was conducted among engineering students of SibFU. The purpose of it was to find out the meaning of engineering work as a “craft” and as “creativity” within the framework of STEM and STEAM technologies. Conclusion. It is argued that the didactics of engineering education is only approaching the semantic implementation of STEM and STEAM technologies. This means that the technological gap and the quality of the engineering corps are not in the vector of advanced development.
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