Las implicaciones sociales de la práctica de la ingeniería como espacio para la reflexión filosófica en la formación de los ingenieros
Resumen Desde el ámbito filosófico cada vez más autores muestran interés por abordar la reflexión filosófica de la ingeniería. Del lado de la ingeniería, existe una demanda definida por las sociedades profesionales y los organismos de acreditación de las titulaciones de ingeniería de inclusión de las ciencias sociales y humanidades en la formación de los ingenieros que, sin embargo, presenta deficiencias en su implantación. El objetivo del presente trabajo es justificar la inclusión de la reflexión filosófica en la formación de los titulados en ingeniería y, para mejorar la situación actual, presentar una propuesta de asignaturas que muestre cuál pueda ser su espacio. La propuesta consiste en la inclusión de una asignatura específica que relacione la ingeniería y la sociedad, donde la reflexión filosófica juega un papel significativo, como complemento a la inclusión de la reflexión filosófica sobre problemas concretos en asignaturas específicas de corte tecnológico.
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STEPHAN, K.D. «All This and Engineering Too: A History of Accreditation Requirements». IEEE Technology and Society Magazine 21, 3 (2002): 8-15. https://doi.org/10.1109/MTAS.2002.1035224.
UNEP-SETAC. Guidelines for Social Life Cycle Assessment of Products. París, Francia. (2009) Recuperado el 19 de febrero de 2013, de https://www.lifecycleinitiative.org/wp-content/uploads/2012/12/2009%20-%20Guidelines%20for%20sLCA%20-%20EN.pdf.
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VANDERBURG, Willem H., y Namir KHAN. «How Well Is Engineering Education Incorporating Societal Issues?» Journal of Engineering Education 83, 4 (1994): 357-61. https://doi.org/10.1002/j.2168-9830.1994.tb00131.x.
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AMERICAN SOCIETY OF CIVIL ENGINEERS, ed. Civil engineering body of knowledge: preparing the future civil engineer. Reston, Virginia: Published by American Society of Civil Engineers, 20193.
ARACIL SANTONJA, Javier. «¿Es menester que los ingenieros filosofen?» Argumentos de razón técnica: revista española de ciencia, tecnología y sociedad y filosofía de la tecnología 2, (1999): 29-49.
AUYANG, Sunny Y. Engineering: An Endless Frontier. Cambridge, Mass.; Londres: Harvard University Press, 2004.
BULLEIT, William et al. «Philosophy of Engineering: What It Is and Why It Matters». Journal of Professional Issues in Engineering Education and Practice 141, 3 (2015): 02514003. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000205.
CECH, ERIN. A. «Education: Embed Social Awareness in Science Curricula». Nature 505, 7484 (2014a): 477-78. https://doi.org/10.1038/505477a.
CECH, ERIN. A. «Culture of Disengagement in Engineering Education?» Science,Technology & Human Values 39, 1 (2014b): 42-72. https://doi.org/10.1177/0162243913504305.
ENGINEERS CANADA. «Canadian Engineering Accreditation Board. 2017 Accreditation Criteria and Procedures». Engineers Canada. (2017). Recuperado el 23 de mayo de 2022, de https://engineerscanada.ca/sites/default/files/accreditation-criteria-procedures-2017.pdf.
EUR-ACE®. «Framework Standards and Guidelines (EAFSG)». (2015). Recuperado el 15 de octubre de 2020, de https://www.enaee.eu/wp-content/uploads/2018/11/EAFSG-Doc-Full-status-8-Sept-15-on-web-fm.pdf.
FRIEDMAN, Batya, y David HENDRY. Value sensitive design: shaping technology with moral imagination. Cambridge, Massachusetts: The MIT Press, 2019.
FUNTOWICZ, Silvio. O, y Jerome R. RAVETZ. La ciencia posnormal: ciencia con la gente. Barcelona: Icaria, 2000.
GALLAGHER, Kevin P., y Lyuba ZARSKY. The enclave economy: foreign investment and sustainable development in Mexico’s Silicon Valley. Londres. The MIT Press, 2007.
GODFREY, Elizabeth, y Lesley PARKER. «Mapping the Cultural Landscape in Engineering Education». Journal of Engineering Education 99, 1 (2010): 5-22. https://doi.org/10.1002/j.2168-9830.2010.tb01038.x.
GRAEDEL, Thomas. E., y Braden R. ALLENBY. Industrial Ecology. Prentice-Hall international series in industrial and systems engi-neering. Upper Saddle River, N.J: Prentice Hall, 20032.
GRANT, Kristen et al. «Health Consequences of Exposure to E-Waste: A Systematic Review». The Lancet Global Health 1, 6 (2013): e350-61. https://doi.org/10.1016/S2214-109X(13)70101-3.
HUGHES, Thomas P. «The Evolution of Large Technological Systems». En The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology, 51-82. Edición de Wiebe E. Bijker, Thomas P. Hughes, y Trevor Pinch. Cambridge, Mass.: The MIT Press, 1989.
INTERNATIONAL ENGINEERING ALLIANCE. «25 years of the Washington Accord: 1989-2014 Celebrating international engineering educa-tion standards and recognition.» IEA. (2014) Recuperado el 22 de mayo de 2022, de https://www.ieagreements.org/assets/Uploads/Documents/History/25YearsWashingtonAccord-A5booklet-FINAL.pdf.
INTERNATIONAL ENGINEERING ALLIANCE. «Graduate Attributes and Professional Competencies». IEA. (2021). Recuperado el 22 de mayo de 2022, de https://www.ieagreements.org/assets/Uploads/Documents/IEA-Graduate-Attributes-and-Professional-Competencies-2021.1-Sept-2021.pdf.
KIM, Myoung-Hee, Hyunjoo KIM, Y Domyung PAEK. «The Health Impacts of Semiconductor Production: An Epidemiologic Review». International Journal of Occupational and Environmental Health 20, 2 (2014): 95-114. https://doi.org/10.1179/2049396713Y.0000000050.
MICHELFELDER, Diane P., y Neelke DOORN, eds. The Routledge Handbook of the Philosophy of Engineering. Routledge Handbooks in Philosophy. Nueva York Londres: Routledge, Taylor & Francis Group, 2021.
MITCHAM, Carl. «The Importance of Philosophy to Engineering». Teorema: Revista Internacional de Filosofía 17, 3 (1998): 27-47.
MITCHAM, Carl. Steps toward a Philosophy of Engineering: Historico-Philosophical and Critical Essays. Londres / Nueva York: Rowman & Littlefield International, 2020.
MOFFAT, Kieren, y Airong ZHANG. «The Paths to Social Licence to Operate: An Integrative Model Explaining Community Acceptance of Mining». Resources Policy 39, marzo (2014): 61-70. https://doi.org/10.1016/j.resourpol.2013.11.003.
«MORAL MACHINE». s. f. Moral Machine. Recuperado el 17 de mayo de 2022, de http://moralmachine.mit.edu.
NATIONAL ACADEMY OF ENGINEERING. Educating the engineer of 2020: adapting engineering education to the new century. Washington, D.C.: National Academies Press, 2005. https://doi.org/10.17226/11338.
NATIONAL ACADEMY OF ENGINEERING, ed. Infusing ethics into the development of engineers: exemplary education activities and pro-grams. Washington D.C.: National Academies Press, 2016.
NATIONAL ACADEMY OF ENGINEERING. «Code of Ethics for Engineers». (2019). Recuperado el 17 de mayo de 2018, de https://www.nspe.org/sites/default/files/resources/pdfs/Ethics/CodeofEthics/NSPECodeofEthicsforEngineers.pdf.
NATIONAL SOCIETY OF PROFESSIONAL ENGINEERS, ed. Professional Engineering Body of Knowledge. National Society of Professional Engi-neers, 2013.
PACEY, Arnold. The Culture of Technology. Cambridge, Massachusetts: MIT Press, 1983.
PITT, Joseph C. «Fitting Engineering into Philosophy». En Philosophy and Engineering: Reflections on Practice, Principles and Process, 91-101. Edición de Diane P Michelfelder, Natasha McCarthy, y David E. Goldberg. Philosophy of Engineering and Technology. Dordrecht: Springer Netherlands, 2013. https://doi.org/10.1007/978-94-007-7762-0_8.
POEL, Ibo van de. «Philosophy and Engineering: Setting the Stage». En Philosophy and Engineering: An Emerging Agenda, 1-11. Edición de Ibo Poel y David Goldberg. Dordrecht: Springer Netherlands, 2010. https://doi.org/10.1007/978-90-481-2804-4_1.
PROJECT MANAGEMENT INSTITUTE. Guía de los fundamentos para la dirección de proyectos (Guía del PMBOK). Pensilvania: Project Ma-nagement Institute, 20176.
RULIFSON, Greg, y Angela R. BIELEFELDT. «Evolution of Students Varied Conceptualizations About Socially Responsible Engineering: A Four Year Longitudinal Study». Science and Engineering Ethics 25, 3 (2019): 939-74. https://doi.org/10.1007/s11948-018-0042-4.
SETO, Karen C. et al. «Carbon Lock-In: Types, Causes, and Policy Implications». Annual Review of Environment and Resources 41, 1 (2016): 425-52. https://doi.org/10.1146/annurev-environ-110615-085934.
STEPHAN, K.D. «All This and Engineering Too: A History of Accreditation Requirements». IEEE Technology and Society Magazine 21, 3 (2002): 8-15. https://doi.org/10.1109/MTAS.2002.1035224.
UNEP-SETAC. Guidelines for Social Life Cycle Assessment of Products. París, Francia. (2009) Recuperado el 19 de febrero de 2013, de https://www.lifecycleinitiative.org/wp-content/uploads/2012/12/2009%20-%20Guidelines%20for%20sLCA%20-%20EN.pdf.
UNITED NATIONS SECURITY COUNCIL. «Report of the Panel of Experts on the Illegal Exploitation of Natural Resources and Other Forms of Wealth of the Democratic Republic of the Congo». S/2001/357. (2001) Recuperado el 23 de diciembre del 2010, de http://tierra.rediris.es/coltan/coltan_UN2001.pdf.
VANCLAY, Frank et al., «Evaluación de Impacto Social: Lineamientos para la evaluación y gestión de impactos sociales de proyec-tos». (2015). Recuperado el 26 de febrero de 2019, de https://www.iaia.org/uploads/pdf/Evaluacion-Impacto-Social-Lineamientos.pdf.
VANDERBURG, Willem H. «Can the University Escape From the Labyrinth of Technology? Part 1: Rethinking the Intellectual and Pro-fessional Division of Labor and its Knowledge Infrastructure». Bulletin of Science Technology Society 26, 3 (2006a): 171-77. https://doi.org/10.1177/0270467606289196.
VANDERBURG, Willem H. «Can the University Escape From the Labyrinth of Technology? Part 2: Intellectual Map-Making and the Tension Between Breadth and Depth». Bulletin of Science Technology Society 26, 3 (2006b): 178-88. https://doi.org/10.1177/0270467606289197.
VANDERBURG, Willem H., y Namir KHAN. «How Well Is Engineering Education Incorporating Societal Issues?» Journal of Engineering Education 83, 4 (1994): 357-61. https://doi.org/10.1002/j.2168-9830.1994.tb00131.x.
WBGU – GERMAN ADVISORY COUNCIL ON GLOBAL CHANGE. Towards Our Common Digital Future. Flagship Report. Berlín: WBGU, 2019.
ZUBOFF, Shoshana. The age of surveillance capitalism: the fight for a human future at the new frontier of power. Nueva York: PublicA-ffairs, 2019.
Cáceres Gómez, S., Aleixandre Mendizábal, G., & Gómez González, F. J. (2022). Las implicaciones sociales de la práctica de la ingeniería como espacio para la reflexión filosófica en la formación de los ingenieros. Azafea: Revista De Filosofía, 24, 39–64. https://doi.org/10.14201/azafea2022243964
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