Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers? D using nonscientific modes of thought.
Many
objects
in
daily
use
have
clearly
been
influenced
by
science
,
but
their
form
and
function
,
their
dimensions
and
appearance
,
were
determined
by
technologists
,
artisans
,
designers
,
inventors
,
and
engineers
?
D
using
nonscientific
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.
Many
features
and
qualities
of
the
objects
that
a
technologist
thinks
about
can
not
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 nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings.
In
the
development
of
Western
technology
,
it
has
been
nonverbal
thinking
,
by
and
large
,
that
has
fixed
the
outlines
and
filled
in
the
details
of
our
material
surroundings
.
Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.
Pyramids
,
cathedrals
,
and
rockets
exist
not
because
of
geometry
or
thermodynamics
,
but
because
they
were
first
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.
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 fitness.
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
fitness
.
What would be the shape of the combustion chamber?
What
would
be
the
shape
of
the
combustion
chamber
?
Where should be valves be placed?
Where
should
be
valves
be
placed
?
Should it have a long or short piston?
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.
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 scientific calculations, but the nonscientific component of design remains primary.
Some
decisions
such
as
wall
thickness
and
pin
diameter
may
depend
on
scientific
calculations
,
but
the
nonscientific
component
of
design
remains
primary
.
Design courses, then, should be an essential element in engineering curricula.
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.
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.
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 staff 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.
But
it
is
paradoxical
that
when
the
staff
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.
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 models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system.
For
example
,
early
models
of
high-speed
railroad
cars
loaded
with
sophisticated
controls
were
unable
to
operate
in
a
snowstorm
because
a
fan
sucked
snow
into
the
electrical
system
.
Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
Absurd
random
failures
that
plague
automatic
control
systems
are
not
merely
trivial
aberrations
;
they
are
a
reflection
of
the
chaos
that
results
when
design
is
assumed
to
be
primarily
a
problem
in
mathematics
.
Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers? D using nonscientific 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 nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first 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 fitness. What would be the shape of the combustion chamber? Where should be 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 scientific calculations, but the nonscientific 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 staff 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 models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.