Screening curriculum aims and objectives using the philosophy of education

A special session at the 2007 Frontiers in Education Conference was devoted to the question ldquoCan philosophy of engineering education improve the practice of engineering?rdquo In supporting a positive answer to this question it is argued that philosophy can contribute to better educational decision making, as for example in the screening of aims and of objectives. If that is the case then every engineering educator should have a defensible philosophy of education. The intention of this paper is to argue the case for screening using the example of the constructivist-realist debate that has pre-occupied teaching in science during the last twenty-five years. It is argued that at the epistemological level the stance taken by the educator has implications for the teaching of ethics. At the pedagogical level the differences are minimal although constructivism has caused consideration of ldquonegotiated curricularrdquo that has consequences for the design of project work. Realists have pointed out that in certain circumstances rote learning is likely to be necessary. Both theories support the contention that too much is covered in the curriculum. Brief mention is made of constructive alternativism. It is concluded that the learning procedures used will depend on the objectives to be obtained. It is argued that this discussion supports the contention that the screening of aims using the philosophy of education is a valuable exercise.