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This article defines the principles of the philosophical approach to the problems of engineering education. Ontological, epistemological and axiological components of the proposed approach are distinguished. Assessment criteria of engineering education models are specified. Basing on the presented principles and criteria, the analysis of Russian engineering education models is performed. The authors distinguish the following models: classical (tsarism), soviet transitional, soviet industrial, physicotechnical model, soviet mass (reproductive) and Russian transitional models. In addition among developing models it is possible to recognize the following ones: methodological (creative) and outrunning (advanced) models. On the basis of the performed analysis, positive and negative aspects of the distinguished models are determined, and, it is possible to make a conclusion that every accomplished model emergence was reasoned by particular issues raised in the state at the particular period of time. The talking point of the necessity to design a proactive model of engineering education is formulated.