我们教什么工程学生:嵌入式的道德,道德和政治
Avigail Ferdman1, Emanuele Ratti2
1Department of Humanities and Arts, Technion-Israel Institute of Technology, Haifa, Israel.
Science and engineering ethics
|February 19, 2024
概括
本研究引入了一个三方框架,以改善工程学道德教育. 它通过将道德,道德和政治维度分开来澄清学习目标,用于全面的工程师培训.
科学领域:
- 工程教育 工程教育教育
- 在STEM领域的伦理学
- 技术的哲学技术的哲学
背景情况:
- 在工程课程中对伦理学模块的需求日益增加.
- 现有的"嵌入式"课程遭受了不够明确的学习目标和个人行为与社会伦理的混.
- 需要一个更清晰的结构来指导工程学道德指导.
研究的目的:
- 提出一个三方框架来分析和结构化工程教育中的伦理学模块.
- 为了提高工程学生的伦理培训的清晰度和全面性.
- 区分伦理学习目标,工程师的道德行为和社会伦理影响.
主要方法:
- 伦理学模块的分析分解成三个不同的维度:伦理,道德和政治.
- 框架开发,为教练提供分析清晰度.
- 为学生提供指导,以推理抽象的道德问题和解决方案的上下文化.
主要成果:
- 拟议的三方框架提供了分析的清晰度,使教练能够区分道德困境的道德和政治维度.
- 它促进了相关的哲学工具和资源的应用.
- 提供了一种全面的伦理培训方法,涵盖抽象推理和社会背景化.
结论:
- 三方框架提高了工程教育中的伦理学模块的结构和有效性.
- 它支持能够在个人和社会层面上应对复杂的伦理挑战的工程师的发展.
- 这种方法促进了更明确的学习目标和更有针对性的工程伦理学教学策略.
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