中国传统科技伦理的价值审视

从当代价值视角审视中国传统科技伦理不难发现:传统科技伦理具有超越民族和时代的价值和意义.一方面,中国传统科技伦理的活性元素对于现代科技伦理学、生态伦理学、建筑科学等学科的发展有重大的理论借鉴价值;中国传统科技伦理中的真知灼见也是解决人与自然的矛盾的一剂良方和克服当代人类科技异化问题的理性选择.另一方面,传统科技伦理在理论内容上存在着巨大的空缺,在实践方式上具有诸多不足.     

中国传统科技伦理产生发展的规律性

中国传统科技伦理作为人类科技伦理思想发展长河中重要的组成部分,除了具有科技伦理产生发展的一般规律外,还具有其独特的规律性.这种规律性可以表述为农业文明化、科技伦理化、伦理科技化、真善美化等四个方面.     

提高医药伦理审查质量、促进生物医药科技发展

人类发展生物医药科学技术,需要提高伦理审查的质量,以把握其发展符合人类伦理价值的方向.中国的单位制社会已成为历史,但单位制社会意识依然影响着人们的行为,制约着伦理审查质量的提高.提高伦理审查的质量需要我们全面清理单位制的"遗产",需要消解在长期的单位制社会下所固化在人们思想中的单位制社会意识.     

The Importance of Ethics in Modern Universities of Technology

Science and Engineering Ethics -     

科技伦理及其社会影响--"科技伦理问题及其对社会的影响"研讨会述要

2002年7月20日-21日,来自自然科学界和人文社会科学界的著名专家、学者50余人,会聚在北京香山,召开了中国“科技伦理问题及其对社会的影响”研讨会,深入交流和探讨了社会、政治、能源、环境、信息、网络、生物、食品中的重大紧迫的科技伦理问题。     

论马克思主义科学技术观的伦理维度

马克思主义对科学技术与伦理价值的关系作了辩证的分析,既充分肯定了科学技术在社会发展中的伟大作用,又以系统的技术整体论超越了技术决定论,强调科学技术的作用是在生产力的系统结构中实现的。在分析科学技术的负面效应时,深刻揭示了科学技术在资本主义制度下的价值偏向,以制度批判超越了对科学技术的批判。马克思主义把科学技术与伦理价值置于人类社会历史背景之中,在人类实践基础上融通了两者的关系。     

脆弱性:科学技术伦理学的一项原则

保护脆弱者是儒家大同社会的一个特点.孔子说:在"大同"社会中,"使老有所终,壮有所用,幼有所长;矜、寡、孤、独、废疾者皆有所养"[1].子路问孔子:"愿问子之志",孔子回答说:"老者安之,朋友信之,少者怀之."[2]孟武伯问孝,孔子说:"父母惟其疾之忧."[3]儒家对于脆弱者义务的承诺蕴含在儒家关于"仁"的概念之中.     

Reverence and Ethics in Science

Codes of ethics abound in science, but the question of why such codes should be obeyed is rarely asked. Various reasons for obeying a professional code have been proposed, but all are unsatisfactory in that they do not really motivate behavior. This article suggests that the long forgotten virtue of reverence provides both a reason to obey a professional code and motivation to do so. In addition, it discusses the importance of reverence as a cardinal virtue for scientists drawing on the ideas of Paul Woodruff on the role of virtue in community.     

科教兴国是建国之本

《科学与无神论》杂志于1999年7月试刊,同年9月18日出版创刊号。贵杂志的出版正值“法轮功”及各种形形色色邪教组织疯狂作乱之际。贵刊全体同仁以科学的态度发表了《二十年来辨是非》的文章,有力地揭发批判了以“法轮功”为代表的各种邪恶势力的反动本质。《科学与无神论》杂志不愧是揭批各种邪恶势力的勇士、揭批伪科学的斗士、捍卫科学真理的卫士,我向你们致敬!     

我国医科类高校医学(生命)伦理学课程现状调查

为了解我国部分医科类高校医学(生命)伦理学课程的开展现状,对国内48所高校中68名从事医学(生命)伦理学教学工作的教师进行问卷调查。结果显示,23所高校教师人数超过4人;女性教师中学历为硕士的人数最多;32.4%的教师第一专业具备临床或医药背景;学时为32学时~36学时的高校仅1所,学分为2学分的高校也只有1所,以必修课形式开设的高校只有2所;28所高校开设了医学(生命)伦理学相关的讲座,其中2所高校年均开设次数达到5次或以上。调查显示,高校整体师资力量较薄弱、女性教师学历水平有待提高、教师知识结构较单一、课程受重视程度低、医学人文环境较差。建议扩大、优化师资结构,重树学科定位,加强医学人文建设,营造医学人文氛围。     

复杂性的交互作用——科学、技术、社会与伦理

本文立足于复杂性思想,将科学、技术、社会中的复杂性进行了深入的分析.文章引用了各个领域的生动例子,解析其中不同的复杂性含义,最终将研究立足于复杂性伦理,文章进而从本体论、认识论角度对复杂性赖以生成的场景进行了分析.     

论我国社会经济与道德的协调发展

经济与道德的协调发展 ,对于我国社会发展来说 ,不仅在于它是我国社会发展历史经验的忠告 ;更在于它是我国社会发展的内在根据、现实要求和基本规律 ;还必须选择现实的实现途径 ,一是作出制度安排和政策选择 ,二是作为有机统一的实践过程 ,三是变成每个社会成员的精神、心理和行动。     

Philosophy of Science and Ethics

The issue whether science can be correctly submitted to ethical judgment has been widely debated especially in the 1960s. Those who denied the legitimacy of such a judgment stressed that this would entail an undue limitation of the freedom of science; those who defended such a limitation laid stress on the great dangers that an uncontrolled growth of scientific knowledge has already produced and would continue to produce against humankind. This sterile debate can be settled by recognizing that scientific knowledge can and must be evaluated, as far as its validity is concerned, exclusively through the methodological criteria admitted by the professionals of the single scientific disciplines concerned, and no ethical judgment is pertinent from this point of view. Nevertheless, if we consider science as a particular system of social activities, entailing concrete procedures, conditions and applications, the ethical evaluation of these actions is pertinent and correct. A second question is whether or not the inclusion of these ethical investigations in the specific domain of philosophy of science is correct. If one conceives philosophy of science simply as an epistemology of science consisting in a logical-methodological investigation about the language of scientific theories, this broadening would appear spurious. This view, however, is too narrow and dated: a fully fledged philosophical investigation on the complex phenomenon of science cannot prevent important outlooks and instruments of the philosophical inqujiry (in particular ethics) from legitimately pertaining to the philosophy of science.     

Science, Human Nature, and a New Paradigm for Ethics Education

For centuries, religion and philosophy have been the primary basis for efforts to guide humans to be more ethical. However, training in ethics and religion and imparting positive values and morality tests such as those emanating from the categorical imperative and the Golden Rule have not been enough to protect humankind from its bad behaviors. To improve ethics education educators must better understand aspects of human nature such as those that lead to ??self-deception?? and ??personal bias.?? Through rationalizations, faulty reasoning and hidden bias, individuals trick themselves into believing there is little wrong with their own unethical behavior. The application of science to human nature offers the possibility of improving ethics education through better self-knowledge. The author recommends a new paradigm for ethics education in contemporary modern society. This includes the creation of a new field called ??applied evolutionary neuro-ethics?? which integrates science and social sciences to improve ethics education. The paradigm can merge traditional thinking about ethics from religious and philosophical perspectives with new ideas from applied evolutionary neuro-ethics.     

Ethics Education in our Colleges and Universities: A Positive Role for Accounting Practitioners

In this research, we review the current level of ethics education prior to college and the emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on business ethics education in college using an ‘across the curriculum’ approach. We suggest that business schools and accounting practitioners can forge a more meaningful partnership than what currently exists through the traditional business advisory council prevalent at most schools of business. Ethical conduct is inherent in the practice of public accounting and a hallmark of the accounting profession. Accounting practitioners can play a significant and positive role in helping business schools to reexamine their obligations to society and their students by actively engaging in the exchange of views by academics on the necessity for ethics education as well as those of professional accounting bodies.¹

Science,Technology and Ethics: From Critical Perspective to Dialectical Perspective

It has been agreed upon, according to critical perspective, to distinguish the problems raised by scientific issues on the one hand and the problems raised by moral issues on the other. This distinction, at the genesis of theoretical ideology, postulates that experimental science is mere knowledge which, since it has nothing to do with action, cannot raise a moral problem. Yet the use of experimental techniques turns out to be a necessary means, although an insufficient one, to put to the test and to confirm the theoretical hypothesis of science. Thus, those techniques produce perceptible effects which can be assimilated to genuine transformation and are consequently capable of raising moral problems. It follows that the technical imperative of science can be conditioned by a moral imperative of technique, which leads to modification of the object of the research and dubs it, a dialectical object. It is, however, advisable to effect a demarcation between that which, within the frame work of research in experimental science, can pose a moral problem and which cannot. The criterion of refusability of practical projects, by analogy with Popper’s criterion of refutability of theoretical conjectures, allows for this demarcation to be implemented. It postulates that only the technical projects of science, apart from scientific theories, can pose a moral problem or can be recognized as moral, providing that the conditions of a possible ethical refusal can be expressed. From the analysis and the synthesis of heterogeneous possibilities, dialectical perspective thus outlined represents an endeavour to go beyond critical perspective, while trying to seek an intermediary channel between the “progressist dogmatism” of science and the “obscurantist scepticism” of morals.     

Einstein,Ethics and Science

In celebration of Einstein's remarkable achievements in 1905, this essay examines some of his views on the role of “intellectuals” in developing and advocating socio-economic and political positions and policies, the historical roots of his ethical views and certain aspects of his philosophy of science. As an outstanding academic and public citizen, his life and ideas continue to provide good examples of a life well-used and worth remembering.*An earlier version of this paper was presented at a regional meeting of the Royal Society of Canada, held at the University of Guelph, Ontario, May 2, 2005. I would like to thank O.P. Dwivedi for inviting me to write the paper and Deborah C. Poff for helping me clarify some ideas in it.     

我国伦理委员会建设和发展的若干思考

伦理委员会进入我国近二十年,发展的速度非常快,也逐渐向国际接轨。简述了我国伦理委员会的发展趋势;重点列举了在实际内部工作中以及在访问其他省市伦理委员会时遇到的一些问题,提出了相关的建议;最后在宏观层面上阐述几个热点话题,提出了更高层面发展伦理委员会的建议。     

我国伦理委员会建设和发展的若干思考

伦理委员会进入我国近二十年,发展的速度非常快,也逐渐向国际接轨.简述了我国伦理委员会的发展趋势;重点列举了在实际内部工作中以及在访问其他省市伦理委员会时遇到的一些问题,提出了相关的建议;最后在宏观层面上阐述几个热点话题,提出了更高层面发展伦理委员会的建议.     

Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program

This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.