Case Study
Engineering from Reflective Practice
In this case study, Blockley’s foundational paper “Engineering from Reflective Practice” is used to illustrate how reflexivity can reshape both the philosophy and pedagogy of engineering. Drawing on Donald Schön’s idea of the “reflective practitioner,” Blockley challenges the dominance of technical rationality—an epistemology grounded in objectivity, linearity, and scientific detachment—and proposes a systems-based model that acknowledges the value-laden, uncertain, and creative aspects of engineering practice.
Blockley argues that engineers must move beyond the simple application of scientific knowledge to embrace a mode of knowing that integrates perception, reflection, and action. Through this lens, engineering is understood as an iterative and value-driven practice, where success is measured not only by technical accuracy but also by appropriateness, responsibility, and societal impact. The paper offers a compelling case for redefining rigor in engineering education and practice to include ethical responsibility, systems thinking, and worldview awareness. As such, it provides a clear and structured model for embedding reflexivity within a traditionally “hard” discipline.