Recognizing the benefits of having engineers in politics does not guarantee their participation. The engineering personality/stereotype of a practical, analytical, and non emotional person must be first overcome (Florman 1976). Changes in the makeup of the political arena will commence only when several changes are made to engineering education, and when programs are developed to involve registered engineers in state and local governments, and in the global community as well.
Engineering education has moved toward a greater reliance upon theoretical science, and consequently, away from experimentation. Part of the problem lies with the engineering schools and the curriculum provided. If engineering students would select political science courses to fulfill general education requirements, then they may begin to break down the antipathy of engineers toward politics that has traditionally limited their involvement. Additionally, engineering curriculum needs to provide comprehensive information about how politics influences the engineering profession. Professors should integrate contemporary problems, issues, and policies into the technical curriculum. This will ensure that graduating engineering students have a basic grasp of public policy issues, and furthermore, recognize that politics can be a career choice for engineers. Political involvement would allow engineers to directly enhance human welfare, the environment, and society through the use of their specialized knowledge and skills.
The engineer’s personality and education are considered strengths that can contribute to solving society’s problems and enhancing human welfare. However, both may act as a restraint to serving society through political involvement. Minor changes to engineering education and actions by engineering societies could help overcome these restraints. As most engineers do not recognize the benefits of political involvement to society, to the profession, and to themselves, engineering societies need to take the initiative in promoting political involvement. [2/2]
Engineering education has moved toward a greater reliance upon theoretical science, and consequently, away from experimentation. Part of the problem lies with the engineering schools and the curriculum provided. If engineering students would select political science courses to fulfill general education requirements, then they may begin to break down the antipathy of engineers toward politics that has traditionally limited their involvement. Additionally, engineering curriculum needs to provide comprehensive information about how politics influences the engineering profession. Professors should integrate contemporary problems, issues, and policies into the technical curriculum. This will ensure that graduating engineering students have a basic grasp of public policy issues, and furthermore, recognize that politics can be a career choice for engineers. Political involvement would allow engineers to directly enhance human welfare, the environment, and society through the use of their specialized knowledge and skills.
The engineer’s personality and education are considered strengths that can contribute to solving society’s problems and enhancing human welfare. However, both may act as a restraint to serving society through political involvement. Minor changes to engineering education and actions by engineering societies could help overcome these restraints. As most engineers do not recognize the benefits of political involvement to society, to the profession, and to themselves, engineering societies need to take the initiative in promoting political involvement. [2/2]