The paper summarizes two models for engineering education, as discussed in earlier papers. The first model (Corporate Curriculum) aims to bring Industry into the school, while the second model (I3) intends to bring the school into Industry. The contribution of the presented models to the Bologna Declaration and to the Renaissance Engineer idea are discussed.
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Described are a number of national and local initiatives that are taken to motivate young people to choose for technical education. From the local initiatives we focus on the area where Fontys and Actemium are located; the southeast of the Netherlands. Not only governmental organizations and foundations are active in this field but also (industrial) companies become more aware of the fact that creating interest for professions in technology should start at the earliest possible age. History shows that initiatives become more effective when not only directed to promotion, but accompanied by appropriate projects. We conclude with an example of a technology event and a discussion of the effectiveness of the initiatives.
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Two models for engineering education that may answer the needs for "Renaissance Engineers" are described in this paper. They were the outcome of an educational renewal project, funded by the Dutch Ministry of Education and industrial companies. The first model (Corporate Curriculum) aims to bring Industry into the school, while the second model (I3) intends to bring the school into Industry. Both models have in common the ambition to educate students in an innovative, interdisciplinary and international oriented way (the 3 I s). This paper focuses on the two models, the different ways of implementation in the Fontys technology Institutes, the changes and improvements that have been made to the models, as well as the results of the educational experiments. The final results of the educational renewal project and the experiences with both models are presented here. Those experiences are very useful for developing new educational means for the future engineers in order to meet the fast developments of modern society.
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Does our knowledge about city and urban planning have solid ground? Can historical research promote creative thinking? How can we theorise about urban design and architecture in our age of the media? These questions have guided the creation of this multi-layered, richly documented and illustrated triptych, in which the Dutch architectural theorist Wim Nijenhuis pursues a creative goal: to stimulate new ways of thinking in architectural culture.Each part of the triptych treats distinctive issues with a particular style of writing:I – a treatise on urban history. Using the archaeological-genealogical toolkit Nijenhuis reveals the difference between urbanistic discourse in the modern and the classical age; the first staging the street and public space, the latter adhering to representation and mathematical order. In great detail he shows how modern urbanism did not emerge from idealistic motives and technical urgencies, but from an accidental mix of medical, engineering and aesthetical parlances, and how classical thinking on the city dissociated from Renaissance by an intertwining of military science, political science, anthropology and ethics.II – a bundle of essays about the condition of the city in our media age. In strikingly composed texts the author prophesies how rapid traffic and transmission speed of media will distort the perception of our real cities. This gradual event will profoundly influence the cultural role of architecture.III – a set of meditations about epistemological problems. Questioning the practice of critical writing, Nijenhuis proposes change of subjectivity (and thereby worldview), ethical indifference, parody, curative mythomania and hypermodern dilettantism.The book is composed as a cloud essay that serves to enrich the reader’s theoretical understanding of urban interventions. Dialoguing with philosophers like Bataille, Deleuze, Foucault, Klossowski, Sloterdijk and Virilio, Nijenhuis covers multiple disciplines such as urbanism, architecture, history, media science, philosophy and art. Stretching urbanistic thinking beyond its limits he carries the reader along into the miraculous world of the street, the engineer, the norm, the form, order, fortresses, discipline, army camps, city frontiers, the Temple of Salomon, the quest for beauty, the ‘impressiveness’ of images, speed, the tragedy of the omnipolis, solidification of time, and the liquidising potency of apocalypticism and Taoist non-action.The Riddle of the Real City testifies to four experimental exercises: transitory subjectivism to reveal hidden dimensions of the person, transhistorical verticality to communicate with singular events from the past, theory as toolkit and pursuing a personal path in reading and investigation.
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Bij zijn inauguratie presenteerde Luewton Agostinho een globale visie op watertechnologie, de fysische principes die hierbij betrokken zijn en de uitdagingen, behoeften en conflicten bij het wetenschappelijk en toegepast onderzoek
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Inleiding Het College van Bestuur heeft mij benoemd tot lector in het vakgebied Integraal Ontwerpen. De voorzitter van de Faculteit Natuur en Techniek, de heer Udink ten Cate, heeft u verteld over de aanleiding van het instellen van dit lectoraat met de daaraan verbonden leerstoel. Voor het hbo zijn dit nieuwe onderwerpen en u begrijpt dat het voor mij een spannende uitdaging is de leerstoel Integraal Ontwerpen vorm en inhoud te geven. Bij de voorbereiding van de rede kwam ik het werk van kunstenaar Oskar de Kiefte tegen, waar ik in de loop van mijn verhandeling nog op terugkom. De wijze waarop hij speelt met vorm, structuur en functie van verschillende voorwerpen heeft mij erg geïnspireerd. Zijn werk is uitermate geschikt om bepaalde aspecten van Integraal Ontwerpen toe te lichten. Ik moest bij de voorbereiding ook denken aan een bekende kernzin uit de systeemleer van In t Veld: het geheel is meer dan de som der delen. Het onderwerp van mijn openbare les is Integraal Ontwerpen, een nieuwe verleiding voor techniek. Integraal Ontwerpen is voor velen van u een nieuw begrip. Ik ga dit toelichten en inhoudelijk uitwerken. Vervolgens wil ik u duidelijk maken wat Integraal Ontwerpen betekent voor het bedrijfsleven en vooral wat de consequenties zijn voor de ingenieur van de toekomst. Ik durf hier de volgende aannames te doen: dat Integraal Ontwerpen het beroep van (werktuigbouwkundig) ingenieur breder en daardoor aantrekkelijker maakt; dat Integraal Ontwerpen de keuze voor techniek verleidelijker maakt. Ik eindig met een overzicht van activiteiten waarmee ik me de komende tijd ga bezighouden.
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This article will briefly discuss the implications of the recognition of ecological justice in relation to environmental education (EE) and education for sustainable development (ESD). It is argued that the present conception of environment taught through EE and ESD negates the subjectivity of non-human species and ignores the ethical imperatives of ecological justice. Evocating environmental ethics, major directions integrating ecological justice into EE and ESD are proposed. This is an Accepted Manuscript of an article published by Taylor & Francis in "Chinese Journal of Population, Resources and Environment" on 09/23/14, available online: https://doi.org/10.1080/10042857.2014.933498 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Professional higher education is expected to educate large numbers of students to become innovative professionals within a time frame of three or four years. A mission impossible? Not necessarily, according to Henriëtta Joosten who is a philosopher as well as a teacher. She uses the experimental, liberating, but also dangerous ideas of Friedrich Nietzsche to rethink contemporary higher professional education. What does it mean to teach students to strive for better in a professional world where horizons tend to disperse and the possibility of long-term orientation is disappearing? Following Nietzsche, five key elements of striving for better are explored: uncertainty, excellence, critical thinking, truth seeking friendship, and learning through ups and downs. From these five perspectives, Joosten scrutinises existing educational discourses on professional higher education in search for openings to transform these discourses into new, more appropriate ones. Understanding excellence as rising above oneself (rather than being better than others), she argues for a learning environment in which all students are encouraged to excel. Such an environment allows for uncertainty and learning through ups and downs. Furthermore, teachers are prepared to risk their certainties in order to let a joined quest - that is, a quest of students and teacher - for better truths arise. Using the Nietzschean-inspired notions which have been developed in the study, Joosten describes two factual cases. One case relates to a course in close reading: first-year students jointly read philosophical and scientific texts. The second case involves a group of eleven senior students developing a course in project management. These descriptions and the recommendations serve as a catalyst for constructive debate on the question of how all students can be equipped for a dynamic professional world.
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Often research, education and professional practice are positioned as different activities. Researchers, students and professionals are defined in subject-object relations. For my Phd. thesis I applied another perspective. In dialogue with School Social Workers, Bachelor Social Work students during their internship, Vocational High School (VHS) Teachers and other involved actants I worked on activities to improve the financial health of VHS students. We explored in a relational spacial ethnography the roles of all above mentioned actants as learning professional and inquirer. During this long term project a mixed method participatory approach was applied. However in this ethnography these activities where integral part of developing of a whole set of interventions. It gave us the opportunity to develop new perspectives at developing interventions and learning in a relational dialogue
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This chapter will introduce the circular economy (CE) and Cradle to Cradle (C2C) models of sustainable production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS), and at University College in The Netherlands will be discussed. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. Helpful directions for future research and teaching practice are outlined. https://www.springer.com/gp/book/9783319713113#aboutBook https://www.linkedin.com/in/helenkopnina/
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