TEACHING PHILOSOPHY TO ENGINEERING AND TECHNOLOGY STUDENTS IN THE CONTEMPORARY CONTEXT: AN INSTRUCTOR’S PERSPECTIVE
Le Thi Hong Phuong
PhD in Philosophy, Lecturer,
Political Theory Group, Department of Soft Skills
FPT University,
Hanoi, Vietnam
Mai K Da
PhD in Philosophy, Lecturer,
Faculty of Philosophy,
VNU University of Social Sciences and Humanities,
Hanoi, Vietnam
Abstract: This paper analyzes the status quo of Philosophy instruction for Engineering and Technology students in the context of digital transformation, specifically elucidating the cognitive dissonance between abstract theoretical reasoning and empirical technical thinking. Based on the identification of practical challenges and opportunities, the author proposes a comprehensive framework to enhance lecturer competence, encompassing: updating modern scientific and technological knowledge, integrating theory with professional practice, and innovating pedagogical methods to augment the persuasiveness and efficacy of the course.
Keywords: Philosophy instruction, Engineering and Technology students, lecturer competence, methodological innovation, digital context
ПРЕПОДАВАНИЕ ФИЛОСОФИИ СТУДЕНТАМ ИНЖЕНЕРНО-ТЕХНИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ В СОВРЕМЕННОМ КОНТЕКСТЕ: ВЗГЛЯД ПРЕПОДАВАТЕЛЯ
Ле Тхи Хонг Фыонг
кандидат философских наук, преподаватель,
Группа политической теории, Департамент мягких навыков
Университет ФПТ,
г. Ханой, Вьетнам
Май К Да
кандидат философских наук, преподаватель,
факультет философии,
Университет социальных и гуманитарных наук ВНУ,
Г. Ханой, Вьетнам
Аннотация В данной статье анализируется современное состояние преподавания философии студентам инженерно-технических специальностей в условиях цифровой трансформации. Особое внимание уделяется раскрытию противоречия между абстрактно-теоретическим характером философского знания и эмпирическим техническим мышлением студентов. На основе анализа практических вызовов и возможностей автор предлагает систему мер по повышению компетентности преподавателей, включающую: актуализацию знаний о современных достижениях науки и техники, органическую интеграцию теории с профессиональной практикой и внедрение педагогических инноваций с целью повышения убедительности и образовательной эффективности дисциплины.
Ключевые слова: преподавание философии, студенты инженерно-технических специальностей, компетентность преподавателя, методические инновации, цифровой контекст.
DOI 10.24411/2304-2338-2025-11203
Introduction
Political theory education, with Marxist-Leninist Philosophy constituting its core, assumes a foundational role in the curricular structure of higher education in Vietnam. It fulfills the mission of equipping learners with a scientific worldview and a humanistic outlook on life. In the context of the digital era and the rapid transformation of modern social life, the imperative to innovate the methodological approach to teaching these disciplines is more urgent than ever. Particularly within Engineering and Technology training institutions, the transmission of philosophical knowledge necessitates a specialized approach to reconcile the abstract nature of theory with the specific empirical thinking characteristic of engineering and technology students. Predicated on the identification of practical challenges and opportunities, this article proposes pedagogical orientations from the instructor's perspective aimed at enhancing teaching quality and ensuring an organic integration between philosophical knowledge and the praxis of engineering training in the new period.
1. Teaching Philosophy to Engineering and Technology Students in the New Context: Challenges and Opportunities
Teaching Philosophy in engineering and technical universities always presents complex conundrums for instructors. Amidst the current information explosion and rapid shifts in social psychology, this subject is subject to multidimensional impacts from various objective and subjective factors. At training institutions for engineering and technology students—characterized by recruitment from the Natural Sciences stream and a curriculum heavily weighted toward logical-technical thinking—the cognitive style of students exhibits distinct traits compared to that of social science students. From the instructor's perspective, we identify specific challenges and opportunities as follows:
1.1. Challenges Posed to Instructors
First, the cognitive dissonance between the abstract nature of philosophy and the empirical mindset of engineering and technology students. The specificity of philosophical knowledge lies in its high degree of generalization and abstraction, reflecting objective reality through a system of categories, principles, and laws. Conversely, engineering and technology students are cultivated in thinking patterns grounded in empirical models, quantification, and specific precision [2, p. 56]. The conflict between dialectical thinking (flexible, abstract) and technical thinking (rigid, concrete) creates a significant cognitive barrier. In the current context, where the digital world provides visual, vivid, and "instant" information, requiring students to focus deeply on dry theoretical issues becomes increasingly difficult, easily inducing boredom if the instructor lacks an appropriate transmission method.
Second, barriers stemming from social prejudice and the pragmatic psychology of learners. It is undeniable that the prejudice regarding Philosophy as an "auxiliary subject" or a "conditional requirement" persists. The majority of engineering and technology students approach the subject with a mindset of coping and credit accumulation rather than seeking foundational knowledge regarding worldviews and methodologies. This psychology leads to passive habits, rote learning, and a lack of critical thinking in the classroom. The lack of learner enthusiasm creates reverse psychological pressure on instructors, diminishing their fervor and sublimation in lecturing.
Third, a deficit in foundational knowledge regarding social sciences. Due to specialized orientation toward natural sciences from high school, engineering and technology students often harbor apprehension toward "text-heavy" subjects [3, p. 284-290]. Limitations in theoretical vocabulary and linguistic argumentation skills make it difficult for them to analyze philosophical issues. Many students fail to perceive the dialectical relationship between Philosophy and specialized sciences, viewing it as dogmatic knowledge divorced from the future professional praxis of an engineer.
Fourth, inadequacies in the lecturer’s supplementary knowledge regarding modern science and technology. This is a challenge of the times. Philosophy lecturers are largely trained in the humanities and social sciences; consequently, they often lack updates on advanced achievements in natural sciences and technology (AI, Big Data, Biotechnology, etc.). When teaching Dialectical Materialism or Historical Materialism to engineering students, if the instructor relies solely on classical examples from the 19th and 20th centuries without relating them to the reality of Industry 4.0, the lecture risks becoming dogmatic, unpersuasive, and failing to achieve "resonance" with the thinking of technical learners.
1.2. Fundamental Advantages
Alongside these challenges, teaching Philosophy to this demographic also possesses significant advantages:
One, the high quality of logical thinking among incoming students. Students at top-tier engineering and technology universities typically possess sharp mathematical logic and strong capabilities in problem sequencing. This serves as an excellent foundation for approaching the logic of Marxist-Leninist Philosophy. In practice, once the initial linguistic barrier is surmounted, many engineering and technology students demonstrate the capacity for very rigorous and profound dialectical argumentation.
Two, superior adaptability to technology. In the context of digital transformation in education, engineering and technology students hold an absolute advantage in technological skills. This creates favorable conditions for instructors to deploy modern teaching methods (Blended learning, E-learning), encouraging students to self-research, exploit digital resources, and execute project-based exercises related to technology.
2. Solutions to Enhance the Efficacy of Teaching Philosophy to Engineering and Technology Students: An Approach from Instructor Competence
To resolve the contradiction between the high demands of the subject and the practical cognition of students, the role of the instructor is the decisive factor. We propose the following directions for innovation from the teacher's perspective:
First, thoroughly grasping the Party character (partisanship) intrinsically linked with scientific character and persuasiveness. The Philosophy instructor is a soldier on the ideological front [4, p. 73]. However, in a technical university environment, the Party character should not be transmitted imposingly but must be demonstrated through scientific validity. Instructors need to master the scientific nature of principles, using logical argumentation to defend the ideological foundation, thereby helping students perceive the core value of the dialectical materialist worldview.
Second, mastering profound specialized knowledge of the subject. Only when truly possessing a deep understanding of the theoretical system can an instructor "simplify" abstract issues without losing their academic integrity. Professional confidence allows the instructor to detach from lesson plans, proactively guide learner thinking, and flexibly handle arising pedagogical situations.
Third, "Technicalizing" illustrative examples: Updating modern scientific and technological knowledge. This is a key solution to bridge the gap with engineering and technology students. Instructors must proactively research and update new achievements in Natural Sciences and Technology. Friedrich Engels once affirmed the close relationship between the development of Natural Sciences and the change in the form of materialism [1, p. 113]. Example: When teaching the "Quantity - Quality" law, the instructor can analyze the state transition of semiconductor materials; when teaching "Universal Connection," one can relate it to the Internet of Things (IoT) or Artificial Neural Networks. Using language and knowledge close to the students' major will increase the persuasiveness and vividness of the lecture.
Fourth, creatively applying the principle of unity between theory and practice. Practice here refers not only to socio-political practice but also to the students' professional practice. Instructors need to orient students to apply philosophical methodology to solve technical problems and professional ethics issues (e.g., AI ethics, the social responsibility of engineers). This helps students see the instrumental value of Philosophy for their careers.
Fifth, diversifying and modernizing teaching methods. There is a need to shift from "monological lecturing" to "heuristic dialogue." For engineering and technology students, Problem-based Learning (PBL) and Case Study methods yield high efficiency. Instructors need to flexibly coordinate forms of discussion and debate to stimulate critical thinking—a quality that technical students highly value.
Sixth, enhancing digital competence in teaching. In the digital era, Philosophy instructors cannot stand outside the flow of technology. Proficient use of online teaching tools (LMS, Zoom, Teams), interactive presentation software (Prezi, Canva), or real-time survey tools (Mentimeter, Kahoot) is a mandatory requirement. Technology is not merely a transmission tool but an environment for instructors to connect, interact, and understand the generation of "Digital Natives."
Conclusion
Teaching Philosophy to Engineering and Technology students in the new context is a process requiring a vigorous transformation on the part of the instructor. From being merely a transmitter of pure theoretical knowledge, the instructor needs to become a methodsological guide, capable of conversing with students in the language of science and technology. The instructor's self-effort in updating interdisciplinary knowledge and innovating pedagogical methods is the key for Philosophy to truly become a sharp spiritual weapon for the future generation of engineers.
References / Список литературы
1. Central Council for the Compilation of National Curricula. Curriculum of Marxist-Leninist Philosophy. Hanoi: National Political Publishing House, Hanoi, 1995.
2. Ha Trong Tha. Some Issues Related to the Teaching and Learning of Political Theory Courses and the Role of Instructors in Teaching and Learning These Subjects in Universities and Colleges // Improving the Quality of Teaching and Learning Political Theory Subjects in Universities and Colleges - Proceedings of the National Scientific Conference. Ho Chi Minh City, January 2015.
3. Pham Dinh Huan,. Some thoughts on innovating teaching methods for political theory subjects in colleges and technical sectors today // Improving the Quality of Teaching and Learning Political Theory Subjects in Universities and Colleges - Proceedings of the National Scientific Conference. Ho Chi Minh City, January 2015.
4. Tran Thi Anh Dao. Improving the quality of political theory lecturers in universities and colleges – an urgent requirement today // Improving the Quality of Teaching and Learning Political Theory Subjects in Universities and Colleges - Proceedings of the National Scientific Conference. Ho Chi Minh City, January 2015.
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