Postmodernism is a philosophical and cultural movement that emerged in the late 20th century. It is characterized by a rejection of the grand narratives and metanarratives of modernity, and by a focus on difference, diversity, and contingency.

The postmodern critique of engineering argues that engineering is not a neutral and objective practice, but rather a social and political practice that is shaped by the values and interests of the dominant social groups. Engineers are not simply technicians who apply scientific knowledge to solve problems, but rather social actors who make decisions that have significant social and political consequences.

Technology is a complex and ambivalent force that can be used for both good and evil. On the one hand, technology can be used to solve problems and improve the human condition. On the other hand, technology can also be used to oppress people and control their lives.

The implications of postmodernism for engineering education and practice are significant. Engineering education and practice should be reformed to focus on the social and political dimensions of engineering, as well as the technical aspects. Engineers need to be aware of the social and political consequences of their work, and they need to be able to make decisions that are informed by ethical considerations.

Participatory design, value-sensitive design, and sustainable design are all postmodern approaches to engineering. Participatory design involves users in the design process, value-sensitive design takes into account the values of stakeholders, and sustainable design focuses on minimizing the environmental impact of engineering projects.