Engineers react: what they think about psychology

Considers emerging themes concerning psychology in engineering education. The author argues that: (1) few engineering educators have formal training in the social science field of psychology-the level of awareness is compatible neither with the vast responsibilities of the engineering field nor with curricula decision making in the social sciences; (2) engineering educators question the relevance and scientific strength of psychology-engineers are skeptical about the validity and reliability of psychology research; (3) some engineers perceive the psychologist as a somewhat arrogant `savior´ who has all the answers and shows the less fortunate the correct path-these attributions, however distorted, can prove to be very real inhibitors in the relationship between engineering and technology; and (4) engineers are high-achieving, thoughtful individuals interested in learning more about how psychology can offer theoretical constructs for experiential applications in enjoying and coping with everyday life