Design----Engineeringv
Many objects in daily use have clearly been inuenced by science, but
their form and function, their dimensions and appearance, were
determined by technologists, artisans, designers, inventors, and
engineers—using non-scientic modes of thought. Many features and
qualities of the objects that a technologist thinks about cannot be
reduced to unambiguous verbal descriptions; they are dealt with in the
mind by a visual, nonverbal process. In the development of Western
technology, it has been non-verbal thinking, by and large, that has xed
the outlines and lled in the details of our material surroundings.
Pyramids, cathedrals, and rockets exist not because of geometry or
thermodynamics, but because they were rst a picture in the minds of
those who built them.
The creative shaping process of a technologist’s mind can be seen in
nearly every artifact that exists. For example, in designing a diesel
engine, a technologist might impress individual ways of nonverbal
thinking on the machine by continually using an intuitive sense of
rightness and tness. What would be the shape of the combustion
chamber? Where should the valves be placed? Should it have a long or
short piston? Such questions have a range of answers that are supplied
by experience, by physical requirements, by limitations of available
space, and not least by a sense of form. Some decisions, such as wall
thickness and pin diameter, may depend on scientic calculations, but
the nonscientic component of design remains primary.
Design courses, then, should be an essential element in engineering
curricula. Nonverbal thinking, a central mechanism in engineering
design, involves perceptions, the stock-in-trade of the artist, not the
scientist. Because perceptive processes are not assumed to entail “hard
thinking,” nonverbal thought is sometimes seen as a primitive stage in
the development of
cognitive processes and inferior to verbal or mathematical thought.
But it is paradoxical that when the sta0 of the Historic American
Engineering Record wished to have drawings made of machines and
isometric views of industrial processes for its historical record of
American engineering, the only college students with the requisite
abilities were not engineering students, but rather students attending
architectural schools.
If courses in design, which in a strongly analytical engineering
curriculum provide the background required for practical problem-
solving, are not provided, we can expect to encounter silly but costly
errors occurring in advanced engineering systems. For example, early
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