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Conceptual Principles of Engineering Education Based on Evolutional-Activity Approach

Conceptual Principles of Engineering Education Based on Evolutional-Activity Approach

Vladimir M. Nesterenko
Copyright: © 2019 |Pages: 14
ISBN13: 9781522533955|ISBN10: 1522533958|EISBN13: 9781522533962
DOI: 10.4018/978-1-5225-3395-5.ch039
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MLA

Nesterenko, Vladimir M. "Conceptual Principles of Engineering Education Based on Evolutional-Activity Approach." Handbook of Research on Engineering Education in a Global Context, edited by Elena V. Smirnova and Robin P. Clark, IGI Global, 2019, pp. 463-476. https://doi.org/10.4018/978-1-5225-3395-5.ch039

APA

Nesterenko, V. M. (2019). Conceptual Principles of Engineering Education Based on Evolutional-Activity Approach. In E. Smirnova & R. Clark (Eds.), Handbook of Research on Engineering Education in a Global Context (pp. 463-476). IGI Global. https://doi.org/10.4018/978-1-5225-3395-5.ch039

Chicago

Nesterenko, Vladimir M. "Conceptual Principles of Engineering Education Based on Evolutional-Activity Approach." In Handbook of Research on Engineering Education in a Global Context, edited by Elena V. Smirnova and Robin P. Clark, 463-476. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-3395-5.ch039

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Abstract

The concept of education using an evolutional-activity approach is presented. This approach resolves the problem of continuous self-development of specialists in their professional activity. The conformity of their evolution to individual and social changing needs is supported by development of skills for reliable generation of a new valuable knowledge in the right time and in the right place of the professional space. This new knowledge becomes a basis for generation of time- and energy-effective engineering solutions, including unique ones. The novelty of the proposed approach comes from the establishment of an axiomatic basis. The core categories of the basis are activity classes. The whole conceptual framework and fundamental laws are represented as consequences of initial axioms and postulates of the basis. This approach allows the higher education pedagogy to overcome the conceptual crisis, which resulted from the variety of existing conceptual frameworks.

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