Engineering thinking: Vectors of development in the context of the transformation of the scientific picture of the world

Introduction . Considerable attention is paid to the training of highly qualified engineering personnel today. But the ongoing processes of convergence, the emergence of end-to-end technologies radically change not only the technological platform of production, but lead to changes in the scientific picture of the world, which directly affects the nature of engineering thinking, expanding its range far beyond the technical sphere. Without the understanding of the features of modern engineering thinking, it is impossible to design the content and forms of education for future engineers. Actively ongoing processes of technological transformation in the education system give rise to a situation of uncertainty, and the desire to respond to emerging challenges, most often, is expressed in disparate, local educational solutions, if they are not based on scientifically sound conceptual models of personnel training. Aim . The present research aims to form a systematic understanding of the structure of engineering thinking and identify the trends of its transformation in the context of changes in the scientific picture of the world. Methodology and research methods . Theoretical and methodological analysis was based on the philosophical methodology of science, which made it possible to single out the main general scientific approaches in understanding the essence of engineering thinking and to consider the influence of the modern transforming scientific picture of the world on the structures of thinking in engineering activities. On the basis of the case study method, a reconstruction and analysis of typical situations encountered in the practice of training engineers and developing educational programmes was carried out to demonstrate the significance of the theoretical and methodological results obtained. The case study was used as a method of scientific research, which has its advantages over other empirical methods in the area under study. Result s. The main methodological approaches in understanding engineering thinking are identified and analysed: practice-oriented, phenomenological, conceptual, and contextual. A systemic model of engineering thinking is substantiated, including three levels: technological (mental activity, technologies of thinking); regulatory-target (scientific picture of the world, paradigms, style of thinking, etc.); value-semantic (value attitudes, positions, ideals, norms, strategic priorities, semantic patterns). Typical cases that are encountered in the practice of training engineering personnel are analysed. It is shown how the changes in the scientific picture of the world and methodological reflexive analysis allow the strategies for designing educational programmes to be adjusted. The influence of the modern convergent environment on the formation of value-semantic and regulatory-target structures of engineering thinking and on the forms of the engineer’s mental activity is revealed. Innovative models for the training of future engineers are presented (on the example of the Russian State Vocational Pedagogical University), focused on the methodological approaches presented in the article to understanding engineering thinking. Scientific novelty . The novelty of the proposed research is determined by the expansion of the theoretical and methodological framework for considering engineering thinking and the vectors of its development. The issues of the development of engineering thinking are most often discussed within the framework of technological development or in the logic of intra-professional transformations; the authors of the current study rely on a systematic vision of scientific and engineering activities. This made it possible to introduce into the field of scientific consideration of engineering thinking and engineering activities such regulatory epistemological structures as the scientific picture of the world, paradigm, style of thinking, etc., as well as value-semantic structures of thinking and activity (value attitudes, ideals, standards activities, norms, strategic priorities, semantic patterns, etc.). In theoretical terms, the study is important for overcoming narrow technological and technocratic approaches, for a reasonable etermination of the prospects for the development of engineering thinking in the conditions of convergent processes. Practical significance . The practical significance of the study is the determination of the methodological foundations for the practice of decision-making in the field of engineering training.