Fronesis-the third dimension of knowledge, learning, and evaluation [engineering education]

Lennartsson, Bengt; Sundin, E.

doi:10.1109/fie.2001.963873

Cited by 3 publications

(6 citation statements)

References 3 publications

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“…In addition, technical professionals might benefit from skills of visualizing the knowledge that they produce, skills that they should use in an ethically responsible way, though the lack of ethical responsibility in engineering practice should not be a major problem today, given that phronesis, unlike poiesis, has already made its way to engineering education in many countries (e.g. Lennartson & Sundin 2001;Kim et al 2019;Frigo et al 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Contemporary scholars in pedagogics have discussed alongside episteme the two Aristotelean forms of practical knowledge, techne, and phronesis (e.g. Lennartson & Sundin 2001;Gustavsson 2002;Birmingham 2004). These types of knowing have been seen as forming the core of such practice-oriented disciplines as urban planning and design (Davoudi 2015).…”

Section: Theoretical Background: Aristotelean Views On Knowledge and ...mentioning

confidence: 99%

“…Phronesis, in turn, has been a much-discussed concept in pedagogical literature (e.g. Lennartson & Sundin 2001;Gustavsson 2002;Birmingham 2004), and it is undoubtedly a central concept of design education where the students as future urban designers need to learn to take responsibility for the future generations and natural environments, on which the future of humans depends.…”

Section: Introductionmentioning

confidence: 99%

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Interplay of Engineering Skills, Aesthetic Creativity, and Ethical Judgement in the Creation of Sustainable Urban Transformations

Mattila,

Hald,

Chau Huynh

2023

JPBLHE

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This paper examines a PBL project module “Sustainable Urban Transformation” in an Urban Design master’s education. The module combines urban design and hydrology engineering. Within the module, students are supported by lectures and study circles on various dimensions of sustainability, especially vis-a-vis climate change. However, they are left with the freedom to choose how they balance between design and engineering approaches when they give a physical form for sustainability in the site transformation projects with which they work through the semester. This paper discusses the development of their skills building on three Aristotelean concepts: techne (engineering), poiesis (aesthetic form-giving), and phronesis (making of ethical judgments). The last two concepts, the paper argues, are especially important when at issue is design education. Based on an analysis of the student projects in Fall 2022, the paper examines whether and how the students manage to find a balance between engineering skills, on the one hand, and aesthetic creativity and ethical judgement, on the other hand, in their project work.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Background: Aristotelean Views On Knowledge and ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Interplay of Engineering Skills, Aesthetic Creativity, and Ethical Judgement in the Creation of Sustainable Urban Transformations

Mattila,

Hald,

Chau Huynh

2023

JPBLHE

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“…Apart from the traditional lecture-oriented teaching approach, PBL puts more emphasis on the instructor's role as a facilitator to prepare meaningful and interesting problems and to create and organize course materials in a manner that students have a just right dose of information in each class to incrementally develop a final solution based on a GDF to the primary problem of the semester. In addition, the articles R12 and Dev29 proposed to use collaborative learning together with the 8 International Journal of Computer Games Technology game creation process, and article D24 proposed using "old model of Aristotle" [52] in the teaching design. All of them are of helpful support for the understanding of the teaching process.…”

Section: Pedagogical Contextmentioning

confidence: 99%

A Guideline for Game Development-Based Learning: A Literature Review

Wang

2012

International Journal of Computer Games Technology

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This study aims at reviewing the published scientific literature on the topics of a game development-based learning (GDBL) method using game development frameworks (GDFs) with the perspective of (a) summarizing a guideline for using GDBL in a curriculum, (b) identifying relevant features of GDFs, and (c) presenting a synthesis of impact factors with empirical evidence on the educational effectiveness of the GDBL method. After systematically going through the available literature on the topic, 34 relevant articles were selected for the final study. We analyzed the articles from three perspectives: (1) pedagogical context and teaching process, (2) selection of GDFs, and (3) evaluation of the GDBL method. The findings from the 34 articles suggest that GDFs have many potential benefits as an aid to teach computer science, software engineering, art design, and other fields and that such GDFs combined with the motivation from games can improve the students’ knowledge, skills, attitudes, and behaviors in contrast to the traditional classroom teaching. Furthermore, based on the results of the literature review, we extract a guideline of how to apply the GDBL method in education. The empirical evidence of current findings gives a positive overall picture and can provide a useful reference to educators, practitioners, and researchers in the area of game-based learning.

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Section: Introductionmentioning

confidence: 99%

Entire issue

2023

JPBLHE

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Sustainability is currently one of the most important topics in higher education and curriculum development. As a connected and interdependent global community, we are facing increasingly complex and multidimensional socio-political, economic, and environmental challenges. It is clear that trans-disciplinary efforts are necessary to tackle sustainability. Integrating sustainability in educational curricula involves cultivating a way of thinking that is holistic and collaborative so that we can adequately prepare students to work across disciplines, sectors, institutions, and geographies. Problem-based

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Fronesis-the third dimension of knowledge, learning, and evaluation [engineering education]

Cited by 3 publications

References 3 publications

Interplay of Engineering Skills, Aesthetic Creativity, and Ethical Judgement in the Creation of Sustainable Urban Transformations

Interplay of Engineering Skills, Aesthetic Creativity, and Ethical Judgement in the Creation of Sustainable Urban Transformations

A Guideline for Game Development-Based Learning: A Literature Review

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