Taking Emotion Seriously: Meeting Students Where They Are
Taking Emotion Seriously: Meeting Students Where They Are
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认真对待情感：与学生见面
DOI：
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发表时间：
2013
影响因子：
3.7
通讯作者：
M. Sunderland
中科院分区：
文献类型：
--
作者：
M. Sunderland
情绪通常被描述为对理性和道德构成威胁的主观判断，但在许多学科中，越来越多的文献强调情绪对道德推理的中心作用。然而，对于工程师来说，理性通常意味着隔离可能导致分析偏差的情绪良好的推理与定量数据、数学和科学联系在一起。本文提出了一个新的教学视角，加强了将情感纳入工程伦理的情况。在积极和协作学习环境（特别是基于问题的学习（PBL）理念和方法论）广泛取得成功的基础上，本文阐述了将情感融入工程道德教育的新策略。本文通过对一个德育试点研究的分析，探讨了PBL如何调动学生的情感。有证据表明，PBL使学生能够培养工程道德和社会责任的价值，并在这样做，重新定义工程师的社会角色。在工程伦理学中认真对待学生的情感，为有意义地让学生参与伦理学习提供了一种有效的策略。
Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and collaborative learning environments, in particular the problem-based learning (PBL) philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning.
影响因子：
5.4
作者：
J. Haidt
通讯作者：
J. Haidt