Historical Tensions in Engineering Education: European Perspectives

Abstract

Ever since institutions for educating engineers first began to be ­established in Europe, there have been a number of fundamental tensions as to how that ­educating should best be conducted, what it should consist of, and who should do the educating. These tensions are based on different styles or approaches to ­engineering education that have developed historically in different parts of Europe and which have led to what we characterize as “theory-driven,” “practice-driven,” and “technology-driven” approaches. This chapter explores some of the historical roots of these tensions in medieval Europe and briefly traces their developmental trajectories through the subsequent formation of institutions of engineering ­education. It has been written as part of PROCEED (Program of Research on Opportunities and Challenges in Engineering Education in Denmark).