This book gives insight into the ongoing work of the forum on Philosophy, Engineering and Technology (fPET), which brings together philosophers and engineers from all over the world to discuss philosophical issues of engineering across disciplinary boundaries.  Drawing on presentations and conversations at the fPET 2020 online conference hosted by the Universidad Técnica Federico Santa María in Chile, the chapters establish connections and describe discoveries that have so far been neglected in the discussions held within the young discipline of philosophy of engineering. This volume appeals to students and researchers in the field, through twenty-four proposals brought forward by leading scholars and emerging voices. Pertinent themes covered are:

the broader engagement of engineers in problem-solving beyond the scope of their own professionthe exploration of new goals for technology development and the implementation of strategies to reach these goalsthe need for philosophical content and unique pedagogical approaches to engineering education, digital transformations, artificial intelligence and the ethics of online collaboration in social mediacritical revisions of fundamental terminology and theoretical modelling of key concepts in engineering design, ethics, innovation and the anthropology of technology

Albrecht Fritzsche is full professor of innovation and technology studies at the International University of Rabat, where he coordinates the multidisciplinary project team on innovation and complexity management for sustainable transitions at the business school. He holds doctoral degrees in philosophy and industrial management. His publications cover a wide range of different questions related to innovation and technical change in the digital age.

Andrés Santa-María is a professor of philosophy at the Technical University Federico Santa María (Chile). He received his doctoral degree in philosophy from Pontifical Catholic University of Valparaíso. His research and teaching activities are focused on the history of ancient philosophy, philosophy of education and, more recently, ethics and philosophy of technology and its impact in engineering education. 

 

Chapter. 1. Philosophy of Engineering as a dialogue across disciplines and geographies.- Chapter. 2. Engineering Principles: Restoring Public Values in Professional Life.- Chapter. 3, What Sort of Engineering do We Want? How Far are We From it? A Manifesto for Socially Situated Professional Ethics.- Chapter. 4. Freedom and Standards in Engineering.- Chapter 5. Past Designs as Repositories of Tacit Collective Knowledge.- Chapter. 6. A Simondon-Deleuzean Characterization of Engineering Design.- Chapter. 7. How modern coaching can help develop engineers and the professionand how philosophy can help.- Chapter. 8. What do overhead lines reveal?.- Chapter. 9. AI, Control and Unintended consequences: the need for meta-values.- Chapter. 10. Crowdsourcing a Moral Machine in a  Pluralistic World.- Chapter. 11. The potential of smart city controversies to foster civic engagement, ethical reflection and alternative imaginaries.- Chapter.12. The problem of Digital Direct Democracy and its philosophical foundations.- Chapter. 13. Agile as a Vehicle for Values: A Value Sensitive Design Toolkit.- Chapter. 14. Whos Talking? Influencers& the Economy of Taste.- Chapter. 15. Portuguese Railway History and Kranzbergs Laws: looking at the past, preparing the future.- Chapter. 16. Interdisciplinary practices for the History of Solar Engineering in Chile.- Chapter. 17. Science fiction and engineering: Between dystopias, (e)utopias, and uchronias.- Chapter. 18. The Cost of Living in a Technologized World.- Chapter. 19. Unconcealing Contempoary Technology: Human Enhancement as Biopolitics of Vitality.- Chapter. 20. What is Engineering Ethics Education? Exploring How the Education of Ethics is Defined by Engineering Instructions.- Chapter. 21. 'Judgment' in Engineering Philosophical discussions and pedagogical opportunities.- Chapter. 22. The Role of the Humanities in the Formation of Reflective Engineering Practitioners.- Chapter. 23. The Amerindian Buen Vivir as a Paradigm for Another Possible Engineering Practice and Education.- Chapter 24. Engineers should be activists.