Paper details
| Paper authors | Emma Crichton CEng, Jacob Samuels |
| In panel on | The Ethics of Teaching Humanitarian Studies: Classroom, real-world Practice and the Discomfort in between |
| Paper presenter(s) will be presenting |
In-Person / |
Abstract
Humanitarian Engineering, both in education and practice, has been futile in overcoming the power it holds over global communities it aspires to aid. Engineers have yet to let go of the need to be sole experts when creating solutions for those facing adversity, resulting in degenerative designs. Examples within the aid sector, such as the PlayPump, exemplify the lack of understanding of the appropriateness of technology, context-appreciation, limitations of short-term thinking, and the need for community-driven solutions. Failure to adequately improve the lives of vulnerable populations stems from gaps within humanitarian education. This discomfort of the unknown within engineering education must shift towards a process of co-creation that gives power to communities and better informs the designs that will impact their lives. Real-world case studies from Scotland, Peru, and Cambodia, have shone light on the positive change of regenerative co-creation within engineering. Transforming humanitarian studies by providing real-world experimental learning, without real-world consequences, such as harming communities, will only improve the quality of education. By doing so, we can better shape the approach humanitarians hold in creating solutions in a world of increasing natural disasters and collapsing ecosystems, whilst supporting the thriving of both people and natural systems.
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