IEEE Technology and Society Magazine - September 2022 - 89

Much of the " disruption " is of course a result of the
challenging of the still far too common assumption that
technological and social knowledge are radically different.
This epistemological hierarchy, one that posits
the objectivity and purity of technological knowledge
over and against social and political knowledge, is still
the root of much of what ails us. As Cech's [27, p. 45]
research has shown, typical engineering education
actually " fosters a culture of disengagement [insofar
as it] defines public welfare concerns as tangential to
what it means to practice engineering. " Repeatedly
exposing students to philosophical ethics, philosophy
of technology, phenomenology, and STS research that
does not shy away from epistemological questions
regarding the socio-techno construction of knowledge
is essential for the development of students' rich ethical
engagement. So, one of the paradoxical questions
we find ourselves repeatedly having to ask ourselves
is how can we make engineering and computing
students-and perhaps more importantly, many of
their instructors-comfortable with these admittedly
uncomfortable learning goals-ones that seem, at
least initially to challenge the very (epistemological)
supremacy of engineering and computing disciplines?

 References
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September 2022
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