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This study explores engineering philosophy from an epistemological perspective, aiming to improve students' critical thinking skills, foster interdisciplinary understanding, promote ethical reflection, and deepen engagement with the philosophical foundations of technology. The study uses a comparative analysis and critical review of the literature on the philosophy of engineering. The results are as follows: First, the essence of engineering knowledge lies in practical application, problem-solving orientation, and interdisciplinary integration. Second, epistemological methods in engineering emphasize the importance of balancing intuition and analysis, critical thinking, rigorous experimental design, and verification and validation processes. Third, while experience and expertise are certainly crucial in shaping engineering knowledge, it is necessary to critically examine the potential biases and limitations inherent in this process. Fourth, the epistemological challenges of interdisciplinary engineering necessitate humility, open-mindedness, and interdisciplinary integration. Finally, the ethical and social dimensions of engineering knowledge are essential considerations for responsible and sustainable engineering practices. Integrating ethical reflection into decision-making and embracing social responsibility and community involvement can enable engineers to contribute to social advancement while upholding professional integrity and ethical standards. Future research suggestions include conducting a meta-epistemological analysis to study the fundamental assumptions, methodologies, and conceptual frameworks employed in engineering philosophy research from an epistemological perspective. It can explore the intersection of epistemology, ethics, and social theory in engineering practice and education. Finally, conducting historical and comparative studies of engineering epistemology in diverse cultural, historical, and technological contexts can offer meaningful insights.
Lee Choon-Sig (Thu,) studied this question.