Facepalms and cringes
Liberal education misapprehended
Bibliographic Data
| ID | 12973452 |
|---|---|
| Authors | Donna Riley (0000-0002-0319-9583, Virginia Tech, corresponding author) |
| Year | 2015 |
| Volume | 7 |
| Issue | 2-3 |
| Pages | 138-141 |
| Publication date | 2015-06-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Engineering Studies (JOURNAL) |
| Journal identifiers | ISSN: 1937-8629 • E-ISSN: 1940-8374 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/19378629.2015.1062499 |
| OpenAlex | W1856641675 |
| Language | EN |
| Citations received | 4 |
| References cited | 2 |
Many well-intentioned engineering faculty, eager to integrate engineering and liberal arts, do not seem to truly grasp the meaning and intent of liberal education. Most of us are doing it wrong, and our colleagues across campus would cringe or facepalm at our efforts. Such moments reveal our (conscious or unconscious) misapprehensions of liberal education. Reflexive engagement of these misapprehensions may be a productive site for our own liberal education
Engineering ethics · Epistemology · GRASP · Higher education · Liberal arts education · Liberal education · Meaning (existential · Political science · Reflexivity · Social science · Sociology · Unconscious mind · Engineering · Engineering Education and Curriculum Development · Engineering Education and Pedagogy · Evaluation of Teaching Practices · Law · Philosophy · Public Administration
| Citations per year | 0.57 |
|---|---|
| Citation span | 2019 - 2024 (6) |
| Highly cited | No |