Global Engineering Ethics What? Why? How? And When?
Global Engineering Ethics What? Why? How? And When?
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全球工程道德 什么？
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通讯作者：
Dr. Qin Zhu
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作者：
Dr. Rockwell Franklin Clancy;Dr. Qin Zhu
尽管事实上，工程项目，认证机构和跨国公司已成为越来越感兴趣的专业工程实践中引入全球层面，在现有的文献中，很少有工作提供了一个概述的问题，根本全球工程伦理，如什么是全球工程伦理，为什么应该教，应该如何教，什么时候应该介绍。本文描述了全球工程伦理学是什么，为什么，如何，以及何时。这种形式是从查尔斯·哈里斯，迈克尔·戴维斯，迈克尔·普里查德和迈克尔·拉宾斯在1996年写的一篇文章中采用的，这篇文章影响了工程伦理学二十多年的发展。在本文中，我们开始通过描述全球工程伦理作为对当代工程日益跨文化，国际化特征的回应。为此，我们描述了学者们提出并在课程中实施的四种基本方法：（1）全球伦理准则;（2）功能主义理论;（3）文化研究;（4）全球伦理与正义。接下来，我们解释全球工程伦理的动机：无论是教育工作者还是从业者都不一定能在学生之间或同事之间假设一个共同的国籍或文化。第三，我们概述了如何全球工程伦理应该教的讨论。最普遍的方法之一是采用具有跨文化和/或国际层面的案例研究，或采用"自下而上"而不是"自上而下"方法的案例研究分析形式。最后，我们确定了全球工程道德工程课程中的要点：独立课程、集成模块、微型插入、基于能力的培训场景以及课外活动，例如国外学习、研究、服务学习和人道主义工程项目。随着世界变得越来越跨文化和国际化，在全球伦理的持续培训将是必不可少的学生和执业工程师。
Despite the fact that engineering programs, accreditation bodies, and multinational corporations have become increasingly interested in introducing global dimensions into professional engineering practice, little work in the existing literature provides an overview of questions fundamental to global engineering ethics, such as what global engineering ethics is, why it should be taught, how it should be taught, and when it should be introduced. This paper describes the what, why, how, and when of global engineering ethics. This form is adopted from a 1996 article written by Charles Harris, Michael Davis, Michael Pritchard, and Michael Rabins, which has influenced the development of engineering ethics for over twenty years. In this paper, we begin by describing global engineering ethics as a response to the increasingly cross-cultural, international characteristics of contemporary engineering. To so do, we describe four fundamental approaches proposed by scholars and implemented in curricula: (1) global ethical codes; (2) functionalist theories; (3) cultural studies; and (4) global ethics and justice. Next, we explain the motivations for global engineering ethics: Neither educators nor practitioners can necessarily assume a shared nationality or culture among students or between coworkers. Third, we outline discussions about how global engineering ethics should be taught. One of the most prevalent approaches uses case studies with a cross-cultural and/or international dimension, or a form of case-study analysis that takes a “bottom-up” – versus “top-down” – approach. Finally, we identify spots within the engineering curriculum for global engineering ethics: standalone courses, integrated modules, micro-insertions, competence-based training scenarios, and extracurricular activities, such as study, research, service-learning, and humanitarian engineering programs abroad. As the world becomes increasingly cross-cultural and international, ongoing training in global ethics will be essential to both students and practicing engineers.