Potential of Stewardly Technology: Norms for the Industrial Enterprise

In the last sentence of the last full paragraph on page 24, an error appears which, in effect, reverses the intended meaning of that sentence. The second occurrence of the words no longer should be deleted so that the sentence reads as follows: In fact, Goudzwaard says, this process is so far along that some workers no longer find the dehumanizing work situation as miserable, and regard remaining responsibilities as undesirable burdens

Engineering Education in Developing Nations: Progress on the School of Engineering at Northrise University in Ndola, Zambia

The engineering and technology capabilities of developed nations continues to advance and to be a major driver of the economies of those nations. Developing nations recognize this reality, and they accordingly recognize the importance of nurturing the growth of their own countries’ STEM capabilities. Engineering education in developing nations is thus a critical need; but it is work that, for a variety of reasons, tends to be under-resourced by developing nations themselves as well as by potential participants from developed nations. As followers of Jesus, we sometimes find our hearts stirred on behalf of our brothers and sisters in Christ in developing nations by needs along these lines, yet we also sense the staggering magnitude of the challenge. Thus, when the Lord opens an avenue for making a practical and lasting contribution, we might find it hard to resist getting involved. Over the past 5+ years, just such an avenue has been opened at Northrise University in Ndola, Zambia, and four professors—two from Dordt University and two from LeTourneau University—have indeed found the opportunity hard to resist. Led by these four, the development of a school of engineering at Northrise —specifically a 5-year bachelor’s degree program in Civil Engineering—is well along and is on track for a target opening date of February 2024. This paper will focus mostly on the practical aspects of the project, divided into three areas of activity related to the development of curriculum, facilities, and faculty. Where appropriate, attention is also given to some of the philosophical and cross-cultural questions that have naturally arisen as the endeavor has progressed