OPINION: “Asking questions, we walk”: How should engineering education address equity, the climate crisis, and its own moral infrastructure?

There are similarities between engineering education’s intransigence on diversity and equity issues and its lack of adequate response regarding the global climate crisis. Scholars in linguistics, education, sociology, and critical race studies, and journalists writing about the climate crisis can help us see how both are related to a moral discussion rather than the techno-rational one that engineers and engineering educators seem most equipped to have. This piece calls for the development of a moral infrastructure to address both engineering education’s demographic homogeneity, and its global obligation to halt the anthropogenic climate crisis.

AUTHORS