A research on the endogenous nature of the biopsychosocial model in engineering shows that, except for a period of time after the Second World War in the twentieth century, pointed out that those human actions identified as engineering actions have always been framed by history (time, chronological components), cultural issues (traditions, customs, beliefs, habits, future expectations, level of education, and marital status in the case of individuals), economic context, social aspects (family ties in the case of individuals, community relationships, religion, for example), affiliations, and political tendencies. An Analytical–synthetic method was used to collect and study institutional and theoretical documents. In addition, abduction as a mode of inference (Peirce’s method), since abductive conclusions provide the starting point for retroductive inferences. This rationale challenges engineering thinking and engineering education to educate engineers as more than artifact builders, but as world citizens, wide-view professional with abilities and capabilities to design situated technological objects according to a complex view of the present and future. In other words, to educate engineers in the biopsychosocial and cultural approach to develop not only to teach technical abilities, but to develop life-long capacities to transform and construct a sustainable world it is not only relevant for the twenty first century but it is inherent to the nature of engineering.
| Published in | International Journal of Philosophy (Volume 13, Issue 4) |
| DOI | 10.11648/j.ijp.20251304.13 |
| Page(s) | 164-174 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Biopsychosocial Model, Biopsychosocial and Cultural Approach, Engel’s Model, Philosophy of Engineering, Engineering Thinking, Engineering Knowledge, Engineering Education
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APA Style
Lopez-Cruz, O. (2025). The Engel’s Biopsychosocial Model in Engineering: Humanistic Education for Engineers, a Systemic View and Practice. International Journal of Philosophy, 13(4), 164-174. https://doi.org/10.11648/j.ijp.20251304.13
ACS Style
Lopez-Cruz, O. The Engel’s Biopsychosocial Model in Engineering: Humanistic Education for Engineers, a Systemic View and Practice. Int. J. Philos. 2025, 13(4), 164-174. doi: 10.11648/j.ijp.20251304.13
AMA Style
Lopez-Cruz O. The Engel’s Biopsychosocial Model in Engineering: Humanistic Education for Engineers, a Systemic View and Practice. Int J Philos. 2025;13(4):164-174. doi: 10.11648/j.ijp.20251304.13
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Download@article{10.11648/j.ijp.20251304.13,
author = {Orlando Lopez-Cruz},
title = {The Engel’s Biopsychosocial Model in Engineering: Humanistic Education for Engineers, a Systemic View and Practice},
journal = {International Journal of Philosophy},
volume = {13},
number = {4},
pages = {164-174},
doi = {10.11648/j.ijp.20251304.13},
url = {https://doi.org/10.11648/j.ijp.20251304.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijp.20251304.13},
abstract = {A research on the endogenous nature of the biopsychosocial model in engineering shows that, except for a period of time after the Second World War in the twentieth century, pointed out that those human actions identified as engineering actions have always been framed by history (time, chronological components), cultural issues (traditions, customs, beliefs, habits, future expectations, level of education, and marital status in the case of individuals), economic context, social aspects (family ties in the case of individuals, community relationships, religion, for example), affiliations, and political tendencies. An Analytical–synthetic method was used to collect and study institutional and theoretical documents. In addition, abduction as a mode of inference (Peirce’s method), since abductive conclusions provide the starting point for retroductive inferences. This rationale challenges engineering thinking and engineering education to educate engineers as more than artifact builders, but as world citizens, wide-view professional with abilities and capabilities to design situated technological objects according to a complex view of the present and future. In other words, to educate engineers in the biopsychosocial and cultural approach to develop not only to teach technical abilities, but to develop life-long capacities to transform and construct a sustainable world it is not only relevant for the twenty first century but it is inherent to the nature of engineering.},
year = {2025}
}
TY - JOUR T1 - The Engel’s Biopsychosocial Model in Engineering: Humanistic Education for Engineers, a Systemic View and Practice AU - Orlando Lopez-Cruz Y1 - 2025/12/09 PY - 2025 N1 - https://doi.org/10.11648/j.ijp.20251304.13 DO - 10.11648/j.ijp.20251304.13 T2 - International Journal of Philosophy JF - International Journal of Philosophy JO - International Journal of Philosophy SP - 164 EP - 174 PB - Science Publishing Group SN - 2330-7455 UR - https://doi.org/10.11648/j.ijp.20251304.13 AB - A research on the endogenous nature of the biopsychosocial model in engineering shows that, except for a period of time after the Second World War in the twentieth century, pointed out that those human actions identified as engineering actions have always been framed by history (time, chronological components), cultural issues (traditions, customs, beliefs, habits, future expectations, level of education, and marital status in the case of individuals), economic context, social aspects (family ties in the case of individuals, community relationships, religion, for example), affiliations, and political tendencies. An Analytical–synthetic method was used to collect and study institutional and theoretical documents. In addition, abduction as a mode of inference (Peirce’s method), since abductive conclusions provide the starting point for retroductive inferences. This rationale challenges engineering thinking and engineering education to educate engineers as more than artifact builders, but as world citizens, wide-view professional with abilities and capabilities to design situated technological objects according to a complex view of the present and future. In other words, to educate engineers in the biopsychosocial and cultural approach to develop not only to teach technical abilities, but to develop life-long capacities to transform and construct a sustainable world it is not only relevant for the twenty first century but it is inherent to the nature of engineering. VL - 13 IS - 4 ER -
School of Systems and Emergent Technologies, El Bosque University, Bogota D. C., Colombia
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