工程伦理中“道德敏感性”的评价与测度
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摘要
道德敏感性作为关于伦理知识、道德意识、伦理论证能力、职业责任的综合体,已成为工程伦理教育中提升工程伦理教学效果和工程类学生职业责任感的重要内容。基于定性方法,结合问卷法、访谈法和数据统计等定量方法对工程类学生道德敏感性进行实证测度,结果表明,工程伦理教学内容与方法相互配合共同提升了工程伦理教学效果,同时道德敏感性也得到了显著提升。最后,对工程伦理教育教学进行了反思并提出了改进建议。
As the synthesis of ethical knowledge,ethical awareness,ethical argumentation and professional responsibility,moral sensitivity has become an important part of engineering ethics education that attempts to improve the teaching and learning outcome and the sense of professional responsibility of engineering students.Based on qualitative and quantitative analysis that involve questionnaires,interviews and data statistics,this paper carries out an empirical research to assess the moral sensitivity of engineering students.The results show that appropriate teaching materials supported with effective methods have improved the teaching and learning outcome of engineering ethics education,whereby the students demonstrated significant improvement in their moral sensitivity.The paper reviews previous engineering ethics education approaches and makes proposals for further improving engineering ethics education.
As the synthesis of ethical knowledge,ethical awareness,ethical argumentation and professional responsibility,moral sensitivity has become an important part of engineering ethics education that attempts to improve the teaching and learning outcome and the sense of professional responsibility of engineering students.Based on qualitative and quantitative analysis that involve questionnaires,interviews and data statistics,this paper carries out an empirical research to assess the moral sensitivity of engineering students.The results show that appropriate teaching materials supported with effective methods have improved the teaching and learning outcome of engineering ethics education,whereby the students demonstrated significant improvement in their moral sensitivity.The paper reviews previous engineering ethics education approaches and makes proposals for further improving engineering ethics education.
引文
[1]MARTIN M W,SCHINZINGER R.Ethics in Engineering[M].Boston:McGraw-Hill,2005.
[2]REST J R.A psychologist looks at the teaching of ethics[J].Hastings Center Report,1982,12(1):29-36.
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[4]王进,彭妤琪.如何唤醒工科学生对伦理问题的敏感性[J].高等工程教育研究,2017(2):194-198.
[5]BAIRAKTAROVA D,WOODCOCK A.Engineering student’s ethical awareness and behavior:a new motivational model[J].Science&Engineering Ethics,2017(23):1129-1157.
[6]National Academy of Engineering.Infusing Ethics into the Development of Engineers[R].Washington:the National Academies Press,2016.
[7]REST J R,NARVAEZ D,THOMA S J,et al.DIT2:Devising and testing a revised instrument of moral judgment.[J].Journal of Educational Psychology,1999,91(4):644-659.
[8]BEBEAU M J,REST J R,SPEIDEL T,et al.Assessing Student Sensitivity to Ethical Issues in Professional Problems[R].Unpublished manuscript.Minneapolis:University of Minnesota Dental School,1982.
[9]VOLKER J M.Counseling Experience,Moral Judgment,Awareness of Consequences and moral Sensitivity in Counseling practice[D].Unpublished doctoral dissertation.Minneapolis:University of Minnesota,1984.
[10]DAVIS M.Integrating ethics into technical courses:micro-insertion[J].Science&Engineering Ethics,2006,12(4):717-730.
[11]DAVIS M,FEINERMAN A.Assessing graduate student progress in engineering ethics[J].Science&Engineering Ethics,2012,18(2):351-367.
[12]DAVIS M.From Practice to Research:A Plan for CrossCourse Assessment of Instruction in Engineering Ethics[A].2015Research in Engineering Education Symposium[C].Dublin:Dublin Institute of Technology,2015.
[13]POEL I V D,ROYAKKERS L.Ethics,Technology,and Engineering[M].Oxford:Wiley-Blackwell,2011.
[14]王续琨,宋刚.工程学:工程活动的跨学科整体性研究[J].大连理工大学学报(社会科学版),2015,36(2):120-125
[15]BRIGHTMAN A,BEEVER J,HESS J,et al.PRIME Ethics.[EB/OL].[2017-11-02].https://engineering.purdue.edu/BME/PRIMEEthics.
[2]REST J R.A psychologist looks at the teaching of ethics[J].Hastings Center Report,1982,12(1):29-36.
[3]REST J R.,NARVAEZ D.Moral Development in the Professions:Psychology and Applied Ethics[C].Hillsdale:Erlbaum Associates,1994:1-26.
[4]王进,彭妤琪.如何唤醒工科学生对伦理问题的敏感性[J].高等工程教育研究,2017(2):194-198.
[5]BAIRAKTAROVA D,WOODCOCK A.Engineering student’s ethical awareness and behavior:a new motivational model[J].Science&Engineering Ethics,2017(23):1129-1157.
[6]National Academy of Engineering.Infusing Ethics into the Development of Engineers[R].Washington:the National Academies Press,2016.
[7]REST J R,NARVAEZ D,THOMA S J,et al.DIT2:Devising and testing a revised instrument of moral judgment.[J].Journal of Educational Psychology,1999,91(4):644-659.
[8]BEBEAU M J,REST J R,SPEIDEL T,et al.Assessing Student Sensitivity to Ethical Issues in Professional Problems[R].Unpublished manuscript.Minneapolis:University of Minnesota Dental School,1982.
[9]VOLKER J M.Counseling Experience,Moral Judgment,Awareness of Consequences and moral Sensitivity in Counseling practice[D].Unpublished doctoral dissertation.Minneapolis:University of Minnesota,1984.
[10]DAVIS M.Integrating ethics into technical courses:micro-insertion[J].Science&Engineering Ethics,2006,12(4):717-730.
[11]DAVIS M,FEINERMAN A.Assessing graduate student progress in engineering ethics[J].Science&Engineering Ethics,2012,18(2):351-367.
[12]DAVIS M.From Practice to Research:A Plan for CrossCourse Assessment of Instruction in Engineering Ethics[A].2015Research in Engineering Education Symposium[C].Dublin:Dublin Institute of Technology,2015.
[13]POEL I V D,ROYAKKERS L.Ethics,Technology,and Engineering[M].Oxford:Wiley-Blackwell,2011.
[14]王续琨,宋刚.工程学:工程活动的跨学科整体性研究[J].大连理工大学学报(社会科学版),2015,36(2):120-125
[15]BRIGHTMAN A,BEEVER J,HESS J,et al.PRIME Ethics.[EB/OL].[2017-11-02].https://engineering.purdue.edu/BME/PRIMEEthics.