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Abstract
The development of an engineering curriculum assumes a body of knowledge that students, as future engineers, will need to know. Students acquire this body of knowledge through lectures, laboratories, projects and assignments and other means. The question then arises, how does one select the content and processes that are appropriate for the engineering education? What might be the consequences of these choices? Mary Shelley's Frankenstein presents a tale showing some of the possible consequences of poor choices in teaching content and process. In Shelley's novel, the ‘monster’ finds himself caught between two worlds, one comprised of humans and the other of animals. In this allegory, the engineer is caught between the two worlds of science and art. The purpose of this allegory is to demonstrate how engineers, by accepting the body of knowledge presented to them without questioning the underlying values and assumptions, may find themselves embracing an oppressive ideology and developing an unhealthy identity. Consequently, engineering programs must provide forums where students are not only allowed but encouraged to critique the hidden values and assumptions contained in the programme content and process.