A historico-ethical perspective on engineering education: from use and convenience to policy engagement
A historico-ethical perspective on engineering education: from use and convenience to policy engagement
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工程教育的历史伦理视角：从使用和便利到政策参与
DOI：
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发表时间：
2009
期刊：
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通讯作者：
C. Mitcham
中科院分区：
文献类型：
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作者：
C. Mitcham
在美国，职业道德已成为工程教育的标准部分。这样的教育实践有着引发批判性反思的思想史。这篇文章构成了这样一种反思，与其说是为了历史知识或更多工程师的生产，不如说是为了从广泛的历史伦理角度发展对工程的批判性欣赏。这场辩论分三个主要部分展开。在无标题的介绍之后，有一节部分叙述了工程伦理中职业行为准则的历史产生和争论，强调了二十世纪中期工程师作为保护公共安全、健康和福利的最高责任的表述。另一位则考虑了这样解释的工程伦理和相关的规范通过教科书被引入工程课程的一些方式。第三部分和结论考虑了当代关于工程伦理学潜在变革的讨论，特别是政策转向的想法，并在这个过程中挑战工程伦理学的未来，同时提出了一种可能被称为“后工程”的学科的可能性。
In the United States, professional ethics has become a standard part of engineering education. Such educational practice has an intellectual history that invites critical reflection. This article constitutes one such reflection, oriented not so much toward historical knowledge or the production of more engineers as toward developing a critical appreciation of engineering from a broad historico-ethical perspective. The argument advances through three main sections. After an untitled introduction, one section provides a partial narrative overview of the historical emergence of and debates about codes of professional conduct in engineering ethics, highlighting the mid-twentieth-century articulation of engineers as having a paramount responsibility to protect public safety, health, and welfare. Another considers some of the ways engineering ethics so construed and associated codes have been introduced into engineering curricula through textbooks. A third section and conclusion consider contemporary discussions of potential transformations in engineering ethics, especially the idea of a policy turn, and in the process challenge the future of engineering ethics while raising the possibility of a discipline that might be called ‘post-engineering.’