What Should be Taught in Engineering Ethics Education Under Globalization?: Based on the Comparative Analysis of University Textbooks in China and the United States
What Should be Taught in Engineering Ethics Education Under Globalization?: Based on the Comparative Analysis of University Textbooks in China and the United States
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全球化背景下工程伦理教育应该讲授什么？——基于中美大学教材的比较分析
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发表时间：
2018
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通讯作者：
Dongya Cheng
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作者：
Jiaojiao Fu;Qing Lei;D. Grzybowski;Dongya Cheng
工程伦理学作为一门新兴学科，对工程活动/工程建设具有指导、规范和开发的重要作用。以往的研究表明，工程伦理产生于不同的国家，其背景各异，工程伦理教育也各具特色。然而，随着工程领域跨国合作的日益增多，工程专业学生和工程师的国际流动性，以及气候变化和生态挑战，工程伦理已成为一个全球性问题。面对国际工程伦理问题，以全球视角进行工程伦理教育，将有助于工程师为世界的发展做出更大的贡献。未来工程师应该接受什么样的教育才能满足全球工程伦理的需要，这是大学首先要回答的问题。教材作为课程标准和教学大纲的具体体现，是课程设计与实施的重要环节。它们是前期课程研究的物化成果，也是后期课程实施的必要工具。工程伦理学教材作为教学内容的载体，是教师和学生进行工程伦理学教学的重要信息来源。因此，本文通过对中美两国大学教材的比较分析，对全球化背景下的工程伦理教育内容进行研究。本研究选用的教材包括美国的三本教科书《工程伦理学：概念与案例》（Charles E.作者：Michael S. Pritchard，Michael J. Rabins），Engineering Ethics（Charles B.工程中的伦理学（Mike W. Martin，罗兰Schinzinger）和三本中文教材《工程伦理学》（张永强）、《工程伦理学》（张松）、《工程伦理学》（李正峰、丛航青、王倩等）。它们都是经典和常用的。本文采用关键词提取、文本分析和比较研究等方法，从文体、框架、主题和案例等方面对六本教材进行比较。通过对世界上两个工程伦理教育大国的比较研究，揭示了两国工程伦理教育内容的异同和特点。这些共性反映了工程伦理教育的共同关注点。工程伦理学教材首先阐述了工程伦理学的基本概念、理论和原则;然后根据工程职业的特殊要求，提出了工程师的责任、工程中的利益相关者、如何在科技活动和工程实践中践行伦理规范等问题;最后探讨了工程师的生态责任等现实问题。这些共性知识与工程伦理教育的目标是一致的。比较的结果还确定了值得相互学习的经验教训。基于分析结果和全球化的需要，本文试图突出工程伦理教育内容的几个重点。由于篇幅所限，本文的研究成果尚属初步，以期对工程专业师生的工程伦理教育有所帮助。因此，需要对工程伦理教材进行深入研究，找出其异同点，以更好地探索全球化背景下工程伦理教育的内容。
As an emerging subject, engineering ethics plays an important role in guiding, standardizing and exploiting engineering activities/construction. Prior research shows that engineering ethics generated in each country with diverse backgrounds, and engineering ethics education was also conducted with its own diverse characteristics. However, with the growing multinational cooperation in engineering, the international mobility of engineering students and engineers, and climate change and ecological challenges, engineering ethics has become a global issue. Faced with international engineering ethics problems, taking a global perspective in engineering ethics education will help ensure that engineers can make a more substantial contribution to the development throughout the world. What should be taught to the future engineers to meet the need of global engineering ethics is the first-line question for universities to answer. As the embodiment of courses standards and syllabi, textbooks are important links between courses design and implementation. They are the materialized results of previous courses research, as well as the necessary tools for the later stage of courses implementation. As the carrier of teaching contents, engineering ethics textbooks are the important source of information that teachers and students can rely on in the engineering ethics teaching. Therefore, this paper presents research on the educational contents of engineering ethics under globalization by comparative analyses of university textbooks in China and the United States. The textbooks selected for this study include three American textbooksEngineering Ethics: Concepts and Cases (Charles E. Harris, Michael S. Pritchard, Michael J. Rabins), Engineering Ethics (Charles B. Fleddermann), Ethics in Engineering (Mike W. Martin, Roland Schinzinger), and three Chinese textbooksEngineering Ethics(Yongqiang Zhang), Engineering Ethics(Song Zhang), Engineering Ethics(Zhengfeng Li, Hangqing Cong, Qian Wang, etc.). All of them are classic and commonly used. Methodologies including keywords extraction, text analysis and comparative research are used to compare the six textbooks from the dimensions of style, frame, topics and cases. By the comparative study of two of the world’s leading countries in engineering education, the similarities, differences and features of engineering ethics educational contents in both countries are revealed. The generalities reflect the common foci of engineering ethics education. Engineering ethics textbooks set forth the basic concepts, theories and principles of engineering ethics firstly; then according to the special requirements of engineering profession, put forward some issues such as the responsibilities of engineers, stakeholders in engineering, and how to practice ethical norms in science and technology activities and engineering practice; and finally probe the practical problems such as ecological responsibilities of the engineers. These generic and common knowledge are consistent with the goal of engineering ethics education. Findings of the comparison also identify lessons worth learning from each other. Based on the analysis results and the need for globalization, the paper attempts to highlight several key points of engineering ethics educational contents. Due to limited space, the findings which are expected to be helpful to the engineering teachers and students in engineering ethics education are still preliminary. Therefore, further study on engineering ethics textbooks would be conducted to find more similarities and differences in order to better explore the educational contents of engineering ethics education under globalization.