Education and Engineering

Abstract

Today specifically four-year bachelor engineering education systems are almost stagnant with memorable, traditional, imitative, repetitive and unquestionable information transmissions without interactive debate and criticism. Engineers try to find solutions either as ready procedures, algorithms, formulations or in modern times through internet facilities and software. Even though it has many traditional aspects, static education system and modern engineering topics did not lose much significance along the development path. In engineering education institutions rather than information and scientific knowledge generation, more practical static and unproductive methods, algorithms and software are in use, which may kill the ambitious willingness for information generation. In this manner, the art side of engineering has become weaker and weaker. Computer programs and software rendered engineering education into a stagnant routine sequence of automatic procedures and automation molds without mental, rational and logical inferences.