Ferguson's Argument and Evidence
In Eugene Ferguson Engineering and the Mind's Eye, he makes the case that the existing privileging of science and math over the nonverbal and visual in engineering education is mutually a dangerous practice and a historical abnormality. By applying a well-demonstrated chronicle of engineering strategy, Ferguson claims that not all engineering complications can be resolved by analysis in mathematical; short of the ability to envisage machines, environment, and the structures. He goes on to explain the fact that engineers, a lot of the time, make poor judgment calls. These weak calls lead to crushing disappointments in nuclear power plants, bridges, refrigerators, and other machinery. The book holds a generous variety of old drawings and sketches and presents well-chosen themes, as well as a foretaste into the history of engineering, from its earlier stages to its status, scattered with the essential part played by the mind's eye. Ferguson highlights the exclusive nature of engineering design, specifically that it is not a science, nevertheless instead of art that produces many helpful items. Ferguson stressed that the ancients, regardless of having neither computers nor calculus, often carried out extraordinary complexity in their designs. We, with our display of current logical tools, quite often attain remarkable foolishness in ours.
Ferguson made the point that design as "invention instigates things to come into being from thoughts, makes the world follow to view; while science, by springing ideas from watching, makes the statement "form follows function" false. He also argued that design has two main principal purposes. One of those purposes is to show the designers how the concepts look on paper. Ferguson debates that they display to the workers was important because it was visual. He believed that the designs were are all founded on reasonable judgments.
Furthermore, Ferguson concludes that this has always been and will always be the case that the privileging of science and math over the nonverbal and visual in engineering education would become more and more. The design aspect of engineering, however, receives less recognition than does its scientific nature. The design is a process that necessarily is infested with uncertainties because one can never fully predict its outcomes. However, the path taken by the design process is predictable even though modern tools like computer-aided design programs are used. This is the way Ferguson thought.
Ferguson's stresses on the visual. He believes that it is linked to a greater worry with engineering's loss of that holistic, experiential real-world experience on which the field was initially founded. Therefore, his history of engineering highlights its subjective character before the clear focus. He also uses history to make his point. Ferguson talks about how engineers in the Renaissance, applied drawing techniques that were effective. Again, this showed how the visual was important. He also used drawing methods to visualize and therefore think through Scientific Revolution breakthroughs such as human anatomy and planetary motion. Also, other things like perspective drawing procedures (developed by Renaissance statisticians) facilitated project by making representations more exact. During the 18th and 19th centuries, drawing techniques that were formalized like the application of models, and the creation of visual systems for engineering computation -- descriptive statistics, nomography, slide rules, and indicator diagrams -- reserved visual thinking at the lead of engineering practice and design.
When WWII ended, engineering education moved away from what was an open-ended art and in the direction of sound, natural science. Suddenly shop courses were swapped with theories of mechanics, heat transfer, thermodynamics; students have slight collaboration with the real world; those that are graduating engineers have a tough time designing answers for real-world difficulties.
Eugene Ferguson proves...
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