The dilemma of ethics in engineering education
The dilemma of ethics in engineering education
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DOI：
10.1007/s11948-004-0030-8
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发表时间：
2004-04-01
影响因子：
3.7
通讯作者：
Newberry, B
中科院分区：
文献类型：
--
作者：
Newberry, B
本文简要总结了当前工程伦理教育的思想，认为大部分的道德教育运行的风险，只有表面上有效，并探讨了一些潜在的系统性障碍，在学术界，有助于这一结果。这并不是批评或阻止改善道德教育的努力。相反，它是要指出一些更根本的问题，仍然必须解决，以实现加强道德操守教育的充分潜力。讨论的问题将包括：智力投入与情感投入;课程结构的引力;工程学院的性质;以及伦理学的“工程化”。
This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. Issues discussed will include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the "engineer-ization" of ethics.