There’s a new piece up on Huffington Post here called Below the Waterline: A Deep Dive to Rethink Engineering Education.  This pieces discusses the ways that education concentrates on particular facts and figures and processes (above the waterline), but neglects deeper issues of reflection and learning (below the waterline):

Focusing above the waterline and filling young minds with known facts and knowledge used to be sufficient for engineering education. In the past, engineers were category enhancers, making existing products and technologies faster, better, and more efficient, so mastery of the known used to be enough. Today, however, engineers do so much more. They are no longer category enhancers; they are category creators, bringing to fruition things that don’t yet exist. As such, because we don’t know what future solutions will be needed, we can’t merely pour existing knowledge into students’ heads, hoping that this will be enough; rather, we need to educate deep, lifelong learners so they can adapt, create, innovate, and lead the world to a better future.

Read the whole article here or other articles by Mark Somerville and myself here.