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Engineering educators must move beyond machine-like instruction. True education involves mentoring, fostering creativity and self-determination, not just achieving externally set goals for software engineering students.

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Area of Science:

  • Engineering Education
  • Software Engineering Pedagogy
  • Educational Ethics

Background:

  • Engineers transitioning to education may incorrectly equate teaching students with designing machines, overlooking human self-determination.
  • Traditional engineering education often focuses on achieving predefined goals, potentially neglecting the development of student creativity and autonomy.

Purpose of the Study:

  • To argue for a revised educational framework in engineering, particularly software engineering, that acknowledges the unique nature of educating individuals.
  • To highlight the ethical imperative for educators to foster self-determination and creativity alongside technical skills.

Main Methods:

  • Conceptual analysis contrasting machine design with human education.
  • Proposal of a three-stage educational model: instructing, training, and mentoring.
  • Ethical argument for the necessity of mentoring in engineering education.

Main Results:

  • Engineering education is incomplete without the mentoring stage, which cultivates creativity and self-determination.
  • Mentoring is fundamentally incompatible with assessment frameworks that solely focus on externally imposed goals.
  • Integral education transcends mere behavioral programming or goal achievement.

Conclusions:

  • Software engineering education requires a paradigm shift from mechanistic instruction to a holistic approach.
  • Educators must prioritize fostering student autonomy and self-discovery for personal and professional fulfillment.
  • Rethinking assessment is crucial to support mentoring and genuine educational development.