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1.
In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate
professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering
design course that focuses on the design process and technical writing. Engineering students early in their student careers
generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students
are exposed to “grey” or multiple possible solution technical problems. To identify and solve these problems, the engineering
design process is used. Ethical problems are also “grey” problems and present similar challenges to students. Students need
a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate
a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism
to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues,
relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader,
global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader
issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue. 相似文献
2.
Dr. Caroline Whitbeck 《Science and engineering ethics》1995,1(3):299-308
In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central
aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating
material on professional and research ethics into technical courses, as well as for free-standing ethics courses.
The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced
by those who must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as
multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives.
Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation.
To foster in students the skills they need, teaching examples should preserve the open-ended, multiply-constrained, and ambiguous
character of problem situations as experienced by the agent. I give guidelines for constructing open-ended scenarios that
present moral problems much as an agent would experience them — guidelines which strongly influenced the construction of ‘cases’
in the latest edition of “On Being a Scientist” — and I discuss how to present historical cases and cases from the instructor’s
own experience to best foster agent-centered learning.
This paper is a modification of material originally included in the handbook which accompanied the AAAS Seminar “Teaching
Ethics in Science and Engineering”, 10–11 February 1993. 相似文献
3.
This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within
already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs
may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising
possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well
integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and
students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering.
We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes
apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical
cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering
requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or
in separate courses in engineering ethics.
This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases
for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995.
For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program
in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the
Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works”
(NSF/EVS Grant SBR-930257).
Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA).
Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students. 相似文献
4.
McGinn RE 《Science and engineering ethics》2003,9(4):517-542
A survey on ethical issues in engineering was administered over a five-year period to Stanford engineering students and practicing
engineers. Analysis of its results strongly suggests that important disconnects exist between the education of engineering
students regarding ethical issues in engineering on the one hand, and the realities of contemporary engineering practice on
the other. Two noteworthy consequences of these gaps are that the views of engineering students differ substantially over
what makes an issue an ethical issue, while practicing engineers exhibit significant disagreement over what is the most important
non-technical aspect of being a responsible engineering professional in contemporary society. These divergences impede the
recognition of ethical issues and of specific moral responsibilities of engineers in concrete professional practice. It is
argued that the use of suitably refined and probing surveys of engineering students and practicing engineers about ethical
issues in engineering is an important although neglected empirical approach to the study of engineering ethics. Such an approach
can enhance the prevailing case study method and combat over-tidy theoretical-analytical approaches to the subject.
When a train arrives at a station in the London Underground, a public announcement cautions passengers to “mind the gap”,
i.e. heed the space between the station platform and the carriage while entering or exiting.
An early draft of this paper was presented at the International Conference on Ethics in Engineering and Computer Science,
Case Western Reserve University, Cleveland, Ohio, March 21–23, 1999. 相似文献
5.
Davis M 《Science and engineering ethics》2006,12(4):717-730
Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics,
engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”.
This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses
in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking
of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence
(collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely
a matter of providing context for what is already being taught, context that also makes the material already being taught
seem “more relevant”. 相似文献
6.
Billington DP 《Science and engineering ethics》2006,12(2):205-222
The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought
into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the
core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague,
and should use professional understanding for the common good. But these injunctions to virtue do not reach closely enough
the ethic of the engineer as engineer, as someone acting in a uniquely engineering situation, and it is to such conditions
that I wish to speak through a set of specific examples from recent history. I shall briefly refer to four controversies between
engineers. Then, in some detail I shall narrate three historical cases that directly involve the actions of one engineer,
and finally I would like to address some common contemporary issues.
The first section, “Engineering Ethics and the History of Innovation” includes four cases involving professional controversy.
Each controversy sets two people against each other in disputes over who invented the telegraph, the radio, the automobile,
and the airplane. In each dispute, it is possible to identify ethical and unethical behavior or ambiguous ethical behavior
that serves as a basis for educational discussion. The first two historical cases described in “Crises and the Engineer” involve
the primary closure dam systems in the Netherlands, each one the result of the actions of one engineer. The third tells of
an American engineer who took his political boss, a big city mayor, to court over the illegal use of a watershed. The challenges
these engineers faced required, in the deepest sense, a commitment to ethical behavior that is unique to engineering and instructive
to our students. Finally, the cases in “Professors and Comparative Critical Analysis” illuminate the behavior of engineers
in the design of structures and also how professors can make public criticisms of designs that seem wasteful.
This paper was the keynote address at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, USA, 9–10 June 2005. 相似文献
7.
Hall KD 《Science and engineering ethics》2004,10(2):383-387
Ethics and professional conduct are vital to civil engineering undergraduate curricula. Many programs struggle to ensure that
students are given an adequate exposure to and appreciation of ethical and professional conduct issues. This paper describes
a two-part ethics/professionalism project used in a senior-level course taught at the University of Arkansas. Initially, students
scruitinize ethical canons and standards of professional conduct published by the American Society of Civil Engineers (ASCE)
and the National Society of Professional Engineers (NSPE), and prepare an essay concerning the applicability of these standards.
The second part of the project builds on the first: based on the opinion(s) generated in Part 1, students are asked to develop
a set of canons or standards targeted specifically to the undergraduate student, and suggest processes for implementing those
standards within the department. Project objectives include: (1) exposure to nationally-recognized ethical canons and standards
of professional conduct; (2) personal formulation of ethical and professional standards; (3) skill enhancement for non-technical
written communications. Feedback by students prior to and after the project indicates success in meeting all objectives. The
feedback also indicates that for some students, definitions and applications of ethics and professionalism are being broadened
to include more than academic honesty issues.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
8.
Herkert JR 《Science and engineering ethics》2001,7(3):403-414
Three frames of reference for engineering ethics are discussed—individual, professional and social—which can be further broken
down into “microethics” concerned with individuals and the internal relations of the engineering profession and “macroethics”
referring to the collective social responsibility of the engineering profession and to societal decisions about technology.
Few attempts have been made at integrating microethical and macroethical approaches to engineering ethics. The approach suggested
here is to focus on the role of professional engineering societies in linking individual and professional ethics and in linking
professional and social ethics. A research program is outlined using ethics support as an example of the former, and the issuance
of position statements on product liability as an example of the latter.
An earlier version of this paper was presented at the International Symposium on Technology and Society 2000 (ISTAS 2000),
Rome, Italy, 7 September 2000.
Joseph R. Herkert directs a dual-degree program in engineering and humanities/social sciences and is editor of Social, Ethical, and Policy Implications of Engineering (Wiley/IEEE Press). 相似文献
9.
Cummings ML 《Science and engineering ethics》2006,12(4):701-715
The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, “engineering
programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.” Many engineering
professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of
a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive
Design approach, can serve as an engineering education tool which bridges the gap between design and ethics for many engineering
disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through
a case study which focuses on the development of a command and control supervisory interface for a military cruise missile. 相似文献
10.
The dilemma of ethics in engineering education 总被引:2,自引:2,他引:0
Newberry B 《Science and engineering ethics》2004,10(2):343-351
This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction
runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia
that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is
to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced
ethics instruction. Issues discussed will include: intellectual engagement versus emotional engagement; the gravitational
pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
11.
Imtiaz Moosa 《Ethical Theory and Moral Practice》2007,10(2):159-182
In this article (1) I extract from Brentano’s works (three) formal arguments against “genealogical explanations” of ethical
claims. Such explanation can also be designated as “naturalism” (not his appellation); (2) I counter these arguments, by showing
how genealogical explanations of even apodictic moral claims are logically possible (albeit only if certain unlikely, stringent
conditions are met); (3) I show how Nietzsche’s ethics meets these stringent conditions, but evolutionary ethics does not.
My more general thesis is that naturalism and intuitionism in ethics need not be mutually incompatible.
相似文献
Imtiaz MoosaEmail: |
12.
Elder KE 《Science and engineering ethics》2004,10(2):325-336
As a result of in-house discussions stimulated by previous Gonzaga engineering ethics conferences, Coffman Engineers began
the implementation of what is to be a company-wide ethics training program. While preparing a curriculum aimed at consulting
engineers, we found very little guidance as to how to proceed with most available literature being oriented towards the academic
environment. We consulted a number of resources that address the teaching of engineering ethics in higher education, but questioned
their applicability for the Consulting Engineering environment. This lack of guidance led us to informal research into the
ethical knowledge and attitudes of both consulting engineers and engineering students. Some of our findings were unexpected,
and suggest that a simpler approach to teaching ethics to working professionals might be preferred to that typically promoted
in higher education.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
13.
Gaoshan Zuo 《Frontiers of Philosophy in China》2007,2(2):280-290
War can be defined as organized political violence among two or more nations. In accordance with the purpose, processes and
results of war, the ethics of war generally comprises three aspects: right ethics, action ethics and duty ethics. The most
important issue in ethics of war is “justice”. “Justice” and “injustice” as a conceptual pair do not prescribe the objective
character of war but rather convey a subjective attitude and ethical position that have the potential to compel a populace
to either support or oppose a war.
Translated by Zuo Gaoshan and Xi Yunpeng from Lunlixue Yanjiu 伦理学研究 (Studies in Ethtics), 2005, (6): 43–48 相似文献
14.
Many have claimed that education of the ethical issues raised by biotechnology is essential in universities, but there is
little knowledge of its effectiveness. The focus of this paper is to investigate how university students assess the information
given in class to make their own value judgments and decisions relating to issues of agricultural biotechnology, especially
over genetically modified organisms (GMOs). Analysis of homework reports related with agricultural biotechnology after identification
of key concepts and ideas in each student report is presented. The ideas were sorted into different categories. The ideas
were compared with those in the reading materials using the same categories. These categories included: concern about affects
on humans, affects on the environment, developing countries and starvation, trust in industry, responsibility of scientists,
risk perception, media influence, need for (international) organizations or third parties, and information dissemination.
What was consistent through the different years was that more than half of the students took a “neutral” position. A report
was scored as “neutral” when the report included both the positive and negative side of an issue, or when the student could
not make a definite decision about the use of GMOs and GM food. While it may be more difficult to defend a strong “for” or
“against” position, some students used logical arguments successfully in doing so. Sample comments are presented to depict
how Japanese students see agricultural technology, and how they value its application, with comparisons to the general social
attitudes towards biotechnology. 相似文献
15.
Changchi Hao 《Frontiers of Philosophy in China》2006,1(3):382-400
In this essay I argue that Mozi’s philosophy is anything but utilitarianism by way of analysing four ethical theories. Utilitarianism
is an ethics in which the moral subject is an atomic individual human being, and its concern is how to fulfill the interests
of the individual self and the social majority. Confucian ethics is centered on the notion of the family and its basic question
is that of priority in the relationship between the small self and the enlarged or collective self. Opposite to these two
moral theories is Mozi’s ethics: The interests that Mozi is primarily concerned with are not the interests of my individual
self or my collective self, but the interests of the other. The fulfillment of the material needs of the other is my moral
obligation. The arguments are centered on the three basic concepts, “the I,” “the we,” and “the other.” The significance of
Mozi’s thought in modern or postmodern context lies in its striking resemblance to the philosophy of a contemporary western
philosopher, Levinas. In both Mozi and Levinas, there is a suspension of utilitarianism.
__________
Translated from Zhongguo Zhexue Shi 中国哲学史 (History of Chinese Philosophy), 2005 (1) 相似文献
16.
Professor P. Aarne Vesilind 《Science and engineering ethics》1999,5(4):437-442
Conclusion So why be a good engineer? There are basically three reasons: 1) possible detection and the harm that dishonorable acts might
cause, 2) a common responsibility to the professional engineering community, and 3) a negative impact on one’s own integrity
when one behaves badly. But what if, in the face of these arguments, one is still not convinced? I must admit that there appears
to be no knock-down ethical argument available to change the mind of a person set on behaving badly. There remains the option
to act in whatever way one may wish. Engineers must realize however that bad manners and/or immorality and/or illegality,
even if undetected, will most likely result in harm to themselves and thus rational behavior should result in honorable conduct
of professional duties.
While the Viking society of northern Europe was in many ways cruel and crude, they had a very simple code of honor. Their
goal was to live life so that when they died, others would say “He was a good man”. The definition of what they meant by a
“good man” might be quite different by contemporary standards but the principle is important. If engineers conduct their professional
lives so as to uphold the exemplary values of engineering, the greatest professional honor would be to be remembered as a
good engineer. 相似文献
17.
Fleischmann ST 《Science and engineering ethics》2004,10(2):369-381
Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an
ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this
paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University
will be described. The design of this program draws heavily from the successful approach used at the service academies — in
particular West Point and the United States Naval Academy. As is the case for the service academies, all students are introduced
to the “Honor Concept” (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires
1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters
during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism
through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered
opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of
the approach will be described.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003. 相似文献King Solomon
18.
The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati
(UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning
with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a
set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating
in the Professional Practice Program, which will cover issues of organizational culture, technology, professional ethics,
and the integration of theory and practice. During their third co-op work term, students will complete a learning module on
Professional Ethics. To complete the learning module students must familiarize themselves with the code of ethics for their
profession, create a hypothetical scenario portraying an ethical dilemma that involves issues covered by the code, resolve
the dilemma, and explain why their resolution is the best course of action based upon the code of ethics. A three-party assessment
process including students, employers and faculty complete the module.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
19.
Meyers C 《Science and engineering ethics》2004,10(2):269-276
Much of the work in professional ethics sees ethical problems as resulting from ethical ignorance, ethical failure or evil
intent. While this approach gets at real and valid concerns, it does not capture the whole story because it does not take
into account the underlying professional or institutional culture in which moral decision making is imbedded. My argument
in this paper is that this culture plays a powerful and sometimes determinant role in establishing the nature of the ethical
debate; i.e., it helps to define what are viable action options, what is the organization’s genuine mission, and what behaviors
will be rewarded or criticized. Given these conclusions, I also argue that consulting ethicists need more than an understanding
of ethics theory, concepts and principles; they also need a sufficiently rich understanding of organizational culture and
a willingness and an ability to critique that culture.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
20.
Hofmann B 《Science and engineering ethics》2003,9(3):343-352
The objective of this article is to investigate ethical aspects of technology through the moral term “paternalism”. The field
of investigation is medicine. The reason for this is twofold. Firstly, “paternalism” has gained moral relevance through modern
medicine, where physicians have been accused of behaving paternalistic and threatening patients’ autonomy. Secondly, medicine
is a brilliant area to scrutinise the evaluative aspects of technology. It is argued that paternalism is a morally relevant
term for the ethics of technology, but that its traditional conception is not adequate to address the challenges of modern
technology. A modification towards a “technological paternalism” is necessary. That is, “technological paternalism” is a fruitful
term in the ethics of technology. Moreover, it is suited to point out the deficiencies of the traditional concept of paternalism
and to reform and vitalise the conception of paternalism in ethics in order to handle the challenges of technology. 相似文献