In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim at (...) highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness. (shrink)
This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...) debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. -/- In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. -/- Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia. (shrink)
Cet article est paru dans Recherches sur Diderot et sur l'Encyclopédie, N° 5, 1988, p. 72-90. Il a été mis en ligne pour la première fois ici. On trouvera, par ailleurs, l'article « Rythme » de l'Encyclopédie ici. - XVIIIe siècle – Nouvel article.
This second companion volume on engineering studies considers engineering practice including contextual analyses of engineering identity, epistemologies and values. Key overlapping questions examine such issues as an engineering identity, engineering self-understandings enacted in the professional world, distinctive characters of engineering knowledge and how engineering science and engineering design interact in practice. -/- Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from engineering, the (...) social sciences and the humanities. Additional issues the chapters scrutinize include prominent norms of engineering, how they interact with the values of efficiency or environmental sustainability. A concluding set of articles considers the meaning of context more generally by asking if engineers create their own contexts or are they created by contexts. -/- Taken as a whole, this collection of original scholarly work is unique in its broad, multidisciplinary consideration of the changing character of engineering practice. (shrink)
This essay argues that Didier Fassin’s ‘The Will to Punish’ reveals the social grounds for a ‘persecutory impulse’ in modern punishment, which sits alongside a ‘humanising trace’. The challenge for a critical theory of modern penality is to think through this strange combination. The work of Melanie Klein and Freud, properly interpreted, can illuminate its conjunction and disjunction.
Deux « scandales » raniment la guerre civile à Nantes en 1927. En janvier, une « surprise-party » très mondaine dégénère en « partouze » : les autorités ne parviennent pas totalement à étouffer l'affaire, exploitée par la gauche et par les chansonniers de la ville. Le 11 novembre, des anciens combattants membres des Jeunesses patriotes s'attaquent à coups de hache à la statue de la Délivrance, femme nue qu'ils jugent indécente et déplacée. Si ces deux scandales se prêtent aisément (...) à un.. (shrink)
Pas moins de trois ouvrages ont récemment marqué en France le paysage de la recherche sur Heidegger, témoignant d’un travail de fond, amorcé et en cours, qui vise à en appréhender la pensée en se confrontant à ce que peut avoir d’inouï, tout aussi neuf qu’irréductible, la tentative faite pour se rapporter à l’événement dont elle-même...