工程伦理教育中的情感:系统审查和前进的途径
Roland Tormey1, Alberto Bellocchi2, Pia Bøgelund3
1Ecole polytechnique fédérale de Lausanne (EPFL), Lausanne, Switzerland. roland.tormey@epfl.ch.
Science and engineering ethics
|July 29, 2025
概括
这项研究综合了工程教育中情绪和伦理学方面的研究. 它强调需要连接同情,道德情绪和情绪智能理论,以获得更丰富的理解和发展.
科学领域:
- 在伦理学,教育和工程学的交叉点进行跨学科的研究.
- 专注于情绪在工程伦理教育中的作用.
背景情况:
- 在伦理学,教育和工程方面,越来越多地承认了情感.
- 关于情绪和伦理学,这些领域之间存在有限的综合.
- 工程伦理教育需要对情感和伦理联系有更深入的理解.
研究的目的:
- 系统地审查和综合现有的文学情绪和伦理在工程,技术和计算机科学教育.
- 识别关键的主题,概念,理论和概念上的差距.
- 探索不同理论框架之间的关系.
主要方法:
- 对30篇相关出版物进行了广泛的系统审查.
- 采用了绑架编码和主题分析.
- 识别和分析了基础的理论框架和概念.
主要成果:
- 确定了三个主要的心理理论框架:同理心/亲社会行动,道德情绪和情绪智能/调节.
- 这些框架之间的交叉点和关系在很大程度上尚未被探索.
- 大多数出版物都理论化了情感,伦理或道德推理及其联系.
结论:
- 研究人员应该通过探索理论间的关系来弥合概念上的孤岛.
- 工程伦理学学习中的学术情绪提供了重要的发展机会.
- 扩大理论基础以包括社会理论至关重要,超越个人主义的重点.
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