Ethics in Engineering Students' Design Considerations: Case Studies of Elec- tric Power Systems for the "Developing World"
Ethics in Engineering Students' Design Considerations: Case Studies of Elec- tric Power Systems for the "Developing World"
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工科学生设计考虑中的道德：“发展中国家”电力系统案例研究
DOI：
10.18260/p.24024
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Denise M. Wilson
中科院分区：
文献类型：
--
作者：
R. C. Campbell;K. Yasuhara;Denise M. Wilson
这项工作探讨了工程伦理经验，在“发展中国家”的背景下，通过关怀伦理框架。关怀伦理，也就是，关心的伦理，特别适合于“发展中世界”的情况，因为它有助于引起对权力不平衡的注意（例如，不平等、机会差别和自主权的限制）往往被其他伦理框架所忽视。在这项工作中，我们选择了一个元素的护理伦理（责任），并以几种方式操作它：责任的语言;家长式作风的概念;和关键的意识，影响利益相关者。这些镜头的开发和完善迭代采用他们的案例研究分析的两个设计项目报告撰写的高年级本科工程专业的学生。我们对这些数据的解释性分析概述了通过每个透镜观察的护理伦理责任的显著差异。例如，一组几乎没有表现出家长式作风，在报告中考虑了几个关键的、有影响力的利益攸关方，而另一组则采用了更家长式的方法，考虑了更少的关键影响力利益攸关方。在扩大工程道德意识的利益，这项工作的调查结果和成果可以被教育工作者用来通知课程材料，练习和评估/评分标准的设计，如通过调整这些镜头用于自我和/或同行评估。这项工作也可以用于关心伦理和/或工程学生的人道主义或社会正义性质的问题的反应，告知面试问题和调查项目设计感兴趣的研究人员。最后，这项工作有助于工程伦理学的话语，开发和应用的伦理框架，从更广泛的文献，并没有得到太多的关注，在工程伦理学。
This work explores engineering ethics empirically in a “developing world” context through a framework of care ethics. Care ethics, a.k.a., the ethic(s) of care, is particularly suitable for the “developing world” context because it helps draw attention to imbalances of power (e.g., inequality, differential opportunity, and limitations on autonomy) that are often neglected by other ethical frameworks. In this work, we selected one element of care ethics (responsibility) and operationalized it in several ways: the language of responsibility; notions of paternalism; and awareness of key, influencing stakeholders. These lenses were developed and refined iteratively by employing them in case study analyses of two design project reports written by teams of senior undergraduate engineering students. Our interpretive analysis of this data outlined significant differences in care-ethical responsibility as viewed through each lens. For example, one group demonstrated little paternalism and considered several key, influencing stakeholders in their report, while the other group employed a more paternalistic approach and considered fewer key influencing stakeholders. In the interest of broadening ethical awareness in engineering, the findings and outcomes of this work can be used by educators to inform the design of course materials, exercises, and evaluation/grading criteria, such as by adapting these lenses for use in self-and/or peer-assessment. This work can also be used by researchers interested in care ethics and/or engineering student responses to issues of humanitarian or social justice nature to inform interview question and survey item design. Finally, this work contributes to the discourse of engineering ethics by developing and applying an ethical framework from the wider literature that has not received much attention in engineering ethics to date.