Ways of thinking about and teaching ethical problem solving: Microethics and macroethics in engineering
Ways of thinking about and teaching ethical problem solving: Microethics and macroethics in engineering
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DOI：
10.1007/s11948-005-0006-3
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发表时间：
2005-07-01
影响因子：
3.7
通讯作者：
Herkert, JR
中科院分区：
文献类型：
--
作者：
Herkert, JR
工程伦理需要三个参考框架：个人、专业和社会。“微观伦理学”考虑个人和工程专业的内部关系；“宏观伦理”适用于职业的集体社会责任和有关技术的社会决策。工程伦理的大多数研究和教学，包括在线资源，都有一个“微观”焦点。纳入宏观伦理观点的机制包括：将工程伦理与科学、技术和社会（STS）结合起来；工程伦理与计算机伦理的紧密结合并考虑专业工程学会和企业社会责任项目对伦理工程实践的影响。在工程伦理学中整合宏观伦理问题和关注涉及拓宽伦理问题解决的背景。这反过来意味着：开发强调微观和宏观观点的课程，提供包括STS和实践道德培训在内的教师发展；并修订课程材料，包括在线资源。建议多学科合作：1)创建在线案例研究，强调个人、专业和社会背景下的伦理决策；2)利用与工程教育和实践相关的现有在线计算机伦理资源；3)在专业协会倡导的公共政策立场与道德准则之间建立透明的联系。
Engineering ethics entails three frames of reference: individual, professional, and social. "Microethics " considers individuals and internal relations of the engineering profession; "macroethics " applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a "micro" focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence of professional engineering societies and corporate social responsibility programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics.