The engineering profession is often defined by the phrase ‘engineers are problem solvers.’ This is so common that it has become a normative ontology for engineers. We dispute the view that engineers are normatively problem solvers. We do agree that much of what engineers do can be considered problem solving but it is an insufficient characterization of the profession. Stated quite simply, if engineers solved problems, they would go away but clearly the areas engineering addresses continue to be …
Read moreThe engineering profession is often defined by the phrase ‘engineers are problem solvers.’ This is so common that it has become a normative ontology for engineers. We dispute the view that engineers are normatively problem solvers. We do agree that much of what engineers do can be considered problem solving but it is an insufficient characterization of the profession. Stated quite simply, if engineers solved problems, they would go away but clearly the areas engineering addresses continue to be issues long after they are ‘solved.’ Instead, engineers should focus on the management of challenges because as complex social systems evolve, the technological response must evolve, as well.In this chapter we propose a shift from problem solving to managing problems through appropriate responses. A taxonomy of response types is presented. This taxonomy is then connected to the nature of the issue of sustainability. Finally, this leads to a new view of interdisciplinary pedagogy that can be the basis for future engineering curricula.
