“I Am Going to Sound Like a Hippie, But”: Desiring Difference for Sociotechnical Engineering Education

• In Event: Integrating Life-Informed Complexity for Practical Professional and Higher Education

Abstract

1. Objective or Purpose
This study explores the action logics of senior and graduate engineering students within the context of socio-technical complexity arising from Human-Artificial Intelligence interaction (HAII). This qualitative study was a follow up to a pedagogical experiment that examined how collaborative inquiry facilitated young adult learners’ experiences with HAII (Authors).
2. Perspective(s) or theoretical framework
Adult development theory (i.e., Torbert’s action logic theory (2004)) is used as a schematic framework of this study. Torbert’s theory introduces the concept of action logic, which refers to the archetypical strategies of individuals to the external environment as per their developmental stage. The theory was used as a heuristic tool to understand participants’ development of action logics throughout their early career development–becoming an engineer in Artificial Intelligence-infused workplace.
3. Methods, techniques, or modes of inquiry
Nine individual interviews were conducted to glean participants’ perspectives on habits, mindset, and capacities that are necessary to be responsive to the socio-technical complexity.
4. Data sources
Inductive coding following grounded theory principles was used to analyze the interview. 112 emic codes were generated and subsequently categorized into three overarching themes: entry point, current action, and future goal.
5. Results and/or substantiated conclusions
The findings of the study highlight the emergence of alternative engineering practices (i.e., reflexive engineering and ethical engineering) challenging the dominant engineering rationality centered on efficiency and effectiveness (Picon, 2004). Interviewees expressed a desire to seek new meanings and alternative approaches to their profession or, in one participant’s comment, the ‘hippie’ way of performing engineering. This reflected a yearning to move beyond the technocratic culture prevalent in the field.
6. Warrants for arguments/point of view
This study argues that the alternative learning practices (i.e., inquiry) possess the potential for transformative change in engineering practice. The obdurate culture of an engineering school is often argued to be sedimented (Tonso, 2006). I would like to argue, in the lineage of Deleuze and Guattari, that creative becoming(s) of engineering education is possible through different ways of knowing. These bottom-up yet subtle solicitations for the difference in engineering practice signal a molecular movement that escapes the easily represented and palpable mass of engineering culture. Molecular movement “thwart and break through the great worldwide organization.” (Deleuze & Guattari, 1980/1987, p. 216). It is easily imperceptible, overlooked by the dominant discourse, and thus inherently minoritarian. Yet it still possesses the power to create a difference in the sedimented discourse of engineering education.
7. Scientific or scholarly significance of the study or work
The implications of this study highlight the importance of providing a safe and dialogic space for young adult learners to freely express their ideas and perspectives on different engineering practices. By doing so, this approach encourages young adult learners’ divergent and non-conformist approaches, deviating from dominant discourse and defeating the fear of being seen as others.

Author

• Ahreum Lim, Arizona State University