A Study on Professional Ethics Education in the University Curriculum for Engineering and Science

大学工理课程中的职业道德教育研究

• 批准号: 06680186
• 负责人: FUDANO Jun
• 金额: $ 1.22万
• 依托单位: Kanazawa Institute of Technology
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-06680186/
• 关键词: Engineering Ethics; Social Responsibility of Engineers; Engineering Education; Professional Ethics; Case Method; Moral Autonomy; Codes of Ethics; 倫理綱領; モ-ラル・オートノミ; 理工系教育; 科学者の社会的役割; エシックス; シラバス; 大学教育; インターネット

The project was conducted during the academic years of 1994-1995. Also, from April 1996 to July 1996, the head investigator collaborated with Professor Heinz C.Luegenbeiehl in offering a graduate course on engineering ethics at Kanazawa institute of Technology, During this period, the principal investigator examined the state of engineering ethics education, especiafly that in the U.S., using published literature as well as collecting information via Internet, The following are the main points of the research results :a) In the U.S., the Accreditation Board for Engineering and Technology (ABET) defines the educational objectives of the engineering curriculum at university level. The ABET objectives include the clear understanding of engineering and professional ethics. Thus, the ABET, in a way, requires each engineering program to incorporate engineering and professional ethics components in its curriculum in order to be accredited by the ABET.b) Therefore, the majority of engineering … More programs in the U.S.conduct engineering and professional ethics education, one way or another.c) By analyzing syllabi of engineering and professional ethics courses offered in the U.S.engineering programs, which were collected in this project, it has become clear that there are four or five widely-used textbooks on engineering ethics and a certain number of topics are commonly discussed in the textbooks as well as in the courses. These topics include "Engineering and Professionalism, " "Professional Organizations and Codes of Ethics, " "Engineers' Responsibility to the Public, " "Engineers as Employees/The Engineer-Employer Relationships, " "Conflict of interests, " and "Whistle-Blowing."d) The most common instructional approach in this field is the so-call "Case Method, " in which the student is asked to face ethical dilemmas-some factual and some hypothetical-and to try to solve moral problems as a moral agent.e) The objective of engineering ethics education is NOT to indoctrinate students with an established set of ethical principals, rather it is to cultivate "moral autonomy" as a professional in each student.f) In contrast with the U.S., engineering ethics education has found almost no space in the Japanese higher education. Accordingly, there has been increased recognition in the needs of such education in Japan. However, in order to implement engineering ethics education, it seems necessary to collect and develop engineering ethics cases which are unique to the Japanese context, instead of importing the American way of engineering ethics directly. Less

该项目在1994 - 1995学年期间进行。1996年4月至1996年7月，首席研究员与海因茨C. Luegenbeiehl教授合作，在金泽工业大学开设了工程伦理学研究生课程。在此期间，首席研究员考察了工程伦理学教育的状况，特别是美国的情况，本研究采用文献资料法和网络资料法，主要研究结果如下：1）在美国，工程和技术认证委员会（ABET）定义了大学工程课程的教育目标。ABET的目标包括对工程和职业道德的清晰理解。因此，在某种程度上，ABET要求每个工程项目在其课程中纳入工程和职业道德内容，以便获得ABET的认可。B）因此，大多数工程项目都是由ABET认证的。 ...更多信息 通过分析本项目收集的www.example.com项目中提供的工程和职业道德课程的教学大纲，可以清楚地看到，有四到五本广泛使用的关于工程道德的教科书，并且在教科书和课程中共同讨论了一定数量的主题。这些主题包括“工程和物质主义”、“专业组织和道德规范”、“工程师对公众的责任”、“工程师作为雇员/工程师与雇主的关系”、“利益冲突”和“举报”。"d）这一领域最常见的教学方法是所谓的"案例教学法"，要求学生面对道德困境--一些是事实，一些是假设--并试图作为道德代理人解决道德问题。e）工程伦理教育的目标不是向学生灌输一套既定的伦理原则，相反，它是培养"道德自主"作为一个专业在每个学生。f）与美国相比，摘要工程伦理教育在日本高等教育中几乎没有一席之地。因此，日本越来越认识到需要这种教育。然而，要实施工程伦理学教育，就不能直接引进美国的工程伦理学方法，而必须收集和开发日本特有的工程伦理学案例。少

项目成果

札野 順: "米国における工学倫理教育の現状" 日本機械学会第74期全国大会講演論文集. IV. 429-430 (1996)

Jun Sadano：“美国工程伦理教育的现状”第 74 届日本机械工程师学会全国会议论文集 IV 429-430。

Jun Fudano: "the Changing Role of the History of Science and Technology in the Engineering Curriculum : Can Applied History of Science and Technology be Accountable?" book of Abstracts-Scientific Sections, XXth International Congress of History of Science

Jun Fudano：“科学技术史在工程课程中的角色变化：应用科学技术史可以解释吗？”

札野 順: "技術倫理の動向" 日本機械学会誌. 101. 86 (1998)

Jun Fudano：“技术伦理的趋势”日本机械工程师学会杂志 101. 86 (1998)。

Jun Fudano: "the Current State of Engineering Ethics Education in the U.S.. (In Japanese)" Abstracts of the 74th JSME Fall Annual Meeting. 429-430 (1996)

Jun Fudano：“美国工程伦理教育的现状（日语）”第 74 届 JSME 秋季年会摘要。

Jun Fudano: "Engineering Ethics Education in the U.S.. (In Japanese)" Hinshitukanri (Quality Control). Vol.47(10). 10-16 (1996)

Jun Fudano：“美国的工程伦理教育（日语）”Hinshitukanri（质量控制）。