工程教育专业认证的伦理维度探析
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摘要
工程教育专业认证是工程专业学生职业准入的重要制度,强调对工程专业学生综合素质和能力的审核,其中包括工程伦理方面的要求。本文分析了我国工程实践活动和工程教育中存在的问题,即工程教育体系中伦理环节的薄弱,包括工程伦理课程专业教师的缺乏、工程伦理规范设定的宽泛化、工科院校工程专业伦理体系的薄弱三个方面,进而阐释我国工程教育专业认证中强调伦理规范的紧迫性,探讨工程教育专业认证中强调伦理维度的重要意义。目的在于弥补工程实践活动中价值理性的缺失,推动工程教育体系的改革与完善,更好地适应社会需要,促进科学文化和人文文化的交融。
在此基础上,为了借鉴国外工程教育专业认证标准强调伦理要求的先进经验,本文从科技伦理、职业伦理以及功利主义三个方面,阐述了欧美工程教育专业认证中伦理维度的内容。其中人才培养目标中的伦理要求,包括强调工程专业学生对工程职业和实践的伦理性质的理解,强化工程院校学位与伦理课程的关联性。审核教育体系的要求,包括审核课程和审核师资。工程教育体系中伦理课程教育效果的评价,包括工程教育具体院校阶段性、周期性评价和工程教育体系中的整体性评价。
最终,提出我国工程教育专业认证和工程教育的相应改进措施,包括加强工科院校工程伦理教育的制度性建设；完善工程伦理教育的课程设置：设立工程教育专业认证的课程规范,构建能促进学生形成符合伦理规范创新实践能力的课程体系；工程教育专业认证伦理维度与职业工程专业认证制度的有机结合；国家主管部门加强监督力度,国家教育部门应积极为理工科院校创造交流与合作的机会；在工程教育专业认证制度的基础上,建立国家级的伦理教育监督机制。
Accreditation of engineering educational program as important institute for entry route to the engineering profession has been stressed at the same time synthetic quality and ability; in which included the requirement of engineering ethics. This thesis analyzes the problems in engineering practice and education of China that is the absence of ethical in engineering education system which includes the lack of professional teachers of engineering ethics, broad-based engineering code of ethics setting and the weakness of engineering ethical system in the college, then explains the reason that stresses the urgency of professional ethics in certification of engineering education and discusses the importance of the ethical dimension in certification of engineering education, which aims to compensate for the value of engineering practice in the absence of ration to promote engineering education system reformation as well as improvement and the blend of scientific culture and humanistic culture.
On this basis, in order to draw experiences from foreign engineering education professional certification standards and emphasize the ethical requirements of the advanced experience, this thesis elaborates the education professional accreditation in the ethical dimension of European and American engineering through the science and technology ethics, occupation ethics and utilitarian. The personnel training goal of ethical requirements, including emphasis on engineering students engineering practice of occupation and the ethical nature of understanding, strengthen the relevance of the engineering college degree and ethical course. Audit education system requirements and audit the courses teaching. The evaluation of ethics education in engineering education system includes the periodic evaluation of engineering education colleges and the overall evaluation of engineering education system.
Finally, this thesis put forward our country engineering education professional accreditation, engineering education and corresponding improvement measures, including strengthening the engineering colleges of engineering ethics education system construction; improve the engineering ethics education curriculum to establish the engineering education professional certification course standard which can promote the students to form consistent with the code of ethics the ability of innovation and practice of curriculum system of engineering education professional; blend certified Ethical Dimension and the accreditation system of the professional engineering occupation. The authorities strengthen the supervision and the departments of education create opportunities for exchanges and cooperation for science and engineering college students actively. On the basis of engineering education professional certification system, it can set national ethics education supervision mechanism.
在此基础上,为了借鉴国外工程教育专业认证标准强调伦理要求的先进经验,本文从科技伦理、职业伦理以及功利主义三个方面,阐述了欧美工程教育专业认证中伦理维度的内容。其中人才培养目标中的伦理要求,包括强调工程专业学生对工程职业和实践的伦理性质的理解,强化工程院校学位与伦理课程的关联性。审核教育体系的要求,包括审核课程和审核师资。工程教育体系中伦理课程教育效果的评价,包括工程教育具体院校阶段性、周期性评价和工程教育体系中的整体性评价。
最终,提出我国工程教育专业认证和工程教育的相应改进措施,包括加强工科院校工程伦理教育的制度性建设；完善工程伦理教育的课程设置：设立工程教育专业认证的课程规范,构建能促进学生形成符合伦理规范创新实践能力的课程体系；工程教育专业认证伦理维度与职业工程专业认证制度的有机结合；国家主管部门加强监督力度,国家教育部门应积极为理工科院校创造交流与合作的机会；在工程教育专业认证制度的基础上,建立国家级的伦理教育监督机制。
Accreditation of engineering educational program as important institute for entry route to the engineering profession has been stressed at the same time synthetic quality and ability; in which included the requirement of engineering ethics. This thesis analyzes the problems in engineering practice and education of China that is the absence of ethical in engineering education system which includes the lack of professional teachers of engineering ethics, broad-based engineering code of ethics setting and the weakness of engineering ethical system in the college, then explains the reason that stresses the urgency of professional ethics in certification of engineering education and discusses the importance of the ethical dimension in certification of engineering education, which aims to compensate for the value of engineering practice in the absence of ration to promote engineering education system reformation as well as improvement and the blend of scientific culture and humanistic culture.
On this basis, in order to draw experiences from foreign engineering education professional certification standards and emphasize the ethical requirements of the advanced experience, this thesis elaborates the education professional accreditation in the ethical dimension of European and American engineering through the science and technology ethics, occupation ethics and utilitarian. The personnel training goal of ethical requirements, including emphasis on engineering students engineering practice of occupation and the ethical nature of understanding, strengthen the relevance of the engineering college degree and ethical course. Audit education system requirements and audit the courses teaching. The evaluation of ethics education in engineering education system includes the periodic evaluation of engineering education colleges and the overall evaluation of engineering education system.
Finally, this thesis put forward our country engineering education professional accreditation, engineering education and corresponding improvement measures, including strengthening the engineering colleges of engineering ethics education system construction; improve the engineering ethics education curriculum to establish the engineering education professional certification course standard which can promote the students to form consistent with the code of ethics the ability of innovation and practice of curriculum system of engineering education professional; blend certified Ethical Dimension and the accreditation system of the professional engineering occupation. The authorities strengthen the supervision and the departments of education create opportunities for exchanges and cooperation for science and engineering college students actively. On the basis of engineering education professional certification system, it can set national ethics education supervision mechanism.
引文
[1]韩晓燕,张彦通,王伟.高等工程教育专业认证研究综述[J].高等工程教育研究,2006(6)：6-10.
[2]参见百度百科:http://baike. baidu. com/view/132974. htm.
[3]杨怀中.科技伦理学研究之内涵[J].武汉理工大学学报(社会科学版),2002,2(1)：65-68.
[4]孙青平.职业伦理与道德的新视角研究[J].河南社会科学,2010,11(6)：208-210.
[5]钱再见.“理性功利主义”初探[J].南京师大学报(社会科学版),2000,11(6)：29-34.
[6][32] Russel C. Jones, PHD. Injury control and engineering education[J]. Bull N Y Acad Med.1988,64(7):838-845.
[7]Dr. Raman Unnikrishnan. Engineering Accreditation for the 21st Century:US, Global and Institutional perspectives[R]. August 11,2009. http://www.vnseameo.org.
[8]AUGUSTI G. National Systems of Engineering Education, QA and Accreditation. 2007-08-03. [EB/OL].2007-08-03 [2010-12-10]. http://www.unifi.it/tree/dl/oc/a5.pdf.
[9]J. Volkwein, ABET. Engineering Changing:A Study of the Impact of EC 2000[J]. Baltimore. ABET:2006. [M/OL].2007-08-03 [2010-12-10]. http://www.ijee.ie/articles/Vol20-3/IJEE2497.pdf.
[10][31] The Royal Academy of Engineering. Engineering Ethics and Accreditation. 2008-03-14. [EB/OL] 2008-03-14 [2010-12-10] http://www.raeng.org.uk/societygov/engineeringethics/pdf/Engineering_Ethics_Accr editation. pdf.
[11]Philippe wauters. Secretary General of FEANI,2010-03-17[M/OL]. [2010-03-17]. http://www.feani.cz/doc/seminar/CPD_Philippe_Wauters.ppt.
[12]日本技术者教育认定制HO[EB/OL]. http://www.jabee.org/open-homepage/q&a0204-0509.htm.
[13]Japan Accreditation Broad for Engineering Education, "Criteria of Japan Accreditation Broad for Engineering Education",2002. http://www.jabee.org/english/OpenHomePage/Criteria_Master_2008_1020.pdf.
[14]张云辉,沈滢.日本高等工程教育认证对我国专业认证的启示[J].高教发展与评估,2008,24(2)：93-97.
[15]Administration rules of ABEEK 2007,1:1-3. http://www.abeek.or.kr/htmls_kr/en/data/4_administration_rules_of_abeek-vl.pdf.
[16]贾丛林.工程教育认证的理念与经验[J].专题策划,2009(2)：34-39.
[17]Pei-fen Chang. Internationalization of Engineering Education in Taiwan: Accreditation Approach based on Washington Accord Signatories'Accreditation System[J]教育政策论坛,2008,11(2)：1-36.http://www. iceehungary. net/download/fullp/full_papers/full_paper299.pdf.
[18]张介耀.工程教育与工程伦理之探讨[J].南华通识教育研究,2004,3：31-42.
[19]李顺敏.工程伦理：教育与规范[J]. IEET通讯,2007,3(10).
[20]杨连生,蒲或.我国高等工程教育认证问题研究综述[J].宁波大学学报(教育科学版),2009,31(6)：20-24.
[21]李伯聪.工程哲学引论：我造物故我在[M].郑州：大象出版社,2002.402.
[22]爱弥儿·涂尔干.职业伦理与公民道德[M].上海：上海人民出版社,2001.
[23][25]梁军.“祛魅”与“赋魅”：工程的伦理之思[J].自然辩证法研究,2008,24(7)：58-62.
[24]项小军.我国工程伦理教育的发展现状、问题以对策研究[J].科技创业月刊,2011,8：106-108.
[26]SNOW C P. The two cultures[J]. Leonardo,1990,23(2):169-173.
[27]任荃.潘云鹤.我国工程教育能力缘何世界垫底[N].文汇报,2007.
[28][29]杜澄,李伯聪.跨学科视野中的工程[M].北京：北京理工大学出版社,2009.
[30][美]查尔斯(E)哈里斯,迈克尔.普利查德,迈克尔.J.雷宾斯.著,工程伦理：概念和案例[M],丛杭青,沈琪等译.北京：北京理工大学出版社,2006.
[33]Selected References & Resources on Engineering Ethics & Professional Practice for Practicing Engineers, Engineering Educators & Engineering Students [J]. Madison, Wisconsin Society of Professional Engineers:2000. [M/OL]. http://www.tech.plym.ac.uk/sme/FailureCases/ethicsresource.pdf.
[34]CRUZ J A, FREY W J. An effective strategy for integrating ethics across the curriculum in engineering:an ABET 2000 Challenge [J]. Science and Engineering Ethics, 2003, (9):543-568.
[35]Mary L. Cluimmings. Integrating Ethics in Design through the Value-sensitive Design Approach[J]. Science and Engineering Ethics.2006(12):701-715.
[36][37] Christopher A. Chung Michael Alfred:Design, Development, and Evaluation of an interactive simulator for engineering ethics education(SEEE); Sci Eng Ethics. 2009(15):189-199.
[38]EUR-ACE:Framework standards for Accreditation of engineering Programs. http://www.ihep.org/assets/files/gcfp-files/EUR-ACESTANDARDS.pdf.
[39]ABET Criteria for Accrediting Engineering. [EB/OL] 2008-11-01. http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/E001%2009-10%2 OEAC%20Criteria%2012-01-08. pdf.
[40]Engineering Ethics and Accreditation:A report of a workshop held on Friday 14th March 2008 at the Royal Academy of Engineering.
[41]王前,王娜.理工科大学“自然辩证法”学科定位对学科发展的影响[J].自然辩证法研究,2009,(10)：43-46.
[42]许为民,楼慧心.工程硕士《自然辨证法》教材改革的背景、框架与重点[J].自然辨证法研究,2008,24(10)：88-92.
[43]龙翔 盛国荣.工程伦理教育的三大核心目标[J].高等工程教育研究,2011,(4)：76-81.
[44]李茂国,张彦通,张志英.工程教育专业认证：注册工程师认证制度的基础[J].高等工程教育研究,2005(4)：15-19.
[45]潘磊.工程伦理章程的性质与作用[J].自然辨证法研究,2007,23(7)：40-43.
[46]迈克马丁.美国的工程伦理学[J].自然辨证法通讯,2007,29(3)：106-109.
[2]参见百度百科:http://baike. baidu. com/view/132974. htm.
[3]杨怀中.科技伦理学研究之内涵[J].武汉理工大学学报(社会科学版),2002,2(1)：65-68.
[4]孙青平.职业伦理与道德的新视角研究[J].河南社会科学,2010,11(6)：208-210.
[5]钱再见.“理性功利主义”初探[J].南京师大学报(社会科学版),2000,11(6)：29-34.
[6][32] Russel C. Jones, PHD. Injury control and engineering education[J]. Bull N Y Acad Med.1988,64(7):838-845.
[7]Dr. Raman Unnikrishnan. Engineering Accreditation for the 21st Century:US, Global and Institutional perspectives[R]. August 11,2009. http://www.vnseameo.org.
[8]AUGUSTI G. National Systems of Engineering Education, QA and Accreditation. 2007-08-03. [EB/OL].2007-08-03 [2010-12-10]. http://www.unifi.it/tree/dl/oc/a5.pdf.
[9]J. Volkwein, ABET. Engineering Changing:A Study of the Impact of EC 2000[J]. Baltimore. ABET:2006. [M/OL].2007-08-03 [2010-12-10]. http://www.ijee.ie/articles/Vol20-3/IJEE2497.pdf.
[10][31] The Royal Academy of Engineering. Engineering Ethics and Accreditation. 2008-03-14. [EB/OL] 2008-03-14 [2010-12-10] http://www.raeng.org.uk/societygov/engineeringethics/pdf/Engineering_Ethics_Accr editation. pdf.
[11]Philippe wauters. Secretary General of FEANI,2010-03-17[M/OL]. [2010-03-17]. http://www.feani.cz/doc/seminar/CPD_Philippe_Wauters.ppt.
[12]日本技术者教育认定制HO[EB/OL]. http://www.jabee.org/open-homepage/q&a0204-0509.htm.
[13]Japan Accreditation Broad for Engineering Education, "Criteria of Japan Accreditation Broad for Engineering Education",2002. http://www.jabee.org/english/OpenHomePage/Criteria_Master_2008_1020.pdf.
[14]张云辉,沈滢.日本高等工程教育认证对我国专业认证的启示[J].高教发展与评估,2008,24(2)：93-97.
[15]Administration rules of ABEEK 2007,1:1-3. http://www.abeek.or.kr/htmls_kr/en/data/4_administration_rules_of_abeek-vl.pdf.
[16]贾丛林.工程教育认证的理念与经验[J].专题策划,2009(2)：34-39.
[17]Pei-fen Chang. Internationalization of Engineering Education in Taiwan: Accreditation Approach based on Washington Accord Signatories'Accreditation System[J]教育政策论坛,2008,11(2)：1-36.http://www. iceehungary. net/download/fullp/full_papers/full_paper299.pdf.
[18]张介耀.工程教育与工程伦理之探讨[J].南华通识教育研究,2004,3：31-42.
[19]李顺敏.工程伦理：教育与规范[J]. IEET通讯,2007,3(10).
[20]杨连生,蒲或.我国高等工程教育认证问题研究综述[J].宁波大学学报(教育科学版),2009,31(6)：20-24.
[21]李伯聪.工程哲学引论：我造物故我在[M].郑州：大象出版社,2002.402.
[22]爱弥儿·涂尔干.职业伦理与公民道德[M].上海：上海人民出版社,2001.
[23][25]梁军.“祛魅”与“赋魅”：工程的伦理之思[J].自然辩证法研究,2008,24(7)：58-62.
[24]项小军.我国工程伦理教育的发展现状、问题以对策研究[J].科技创业月刊,2011,8：106-108.
[26]SNOW C P. The two cultures[J]. Leonardo,1990,23(2):169-173.
[27]任荃.潘云鹤.我国工程教育能力缘何世界垫底[N].文汇报,2007.
[28][29]杜澄,李伯聪.跨学科视野中的工程[M].北京：北京理工大学出版社,2009.
[30][美]查尔斯(E)哈里斯,迈克尔.普利查德,迈克尔.J.雷宾斯.著,工程伦理：概念和案例[M],丛杭青,沈琪等译.北京：北京理工大学出版社,2006.
[33]Selected References & Resources on Engineering Ethics & Professional Practice for Practicing Engineers, Engineering Educators & Engineering Students [J]. Madison, Wisconsin Society of Professional Engineers:2000. [M/OL]. http://www.tech.plym.ac.uk/sme/FailureCases/ethicsresource.pdf.
[34]CRUZ J A, FREY W J. An effective strategy for integrating ethics across the curriculum in engineering:an ABET 2000 Challenge [J]. Science and Engineering Ethics, 2003, (9):543-568.
[35]Mary L. Cluimmings. Integrating Ethics in Design through the Value-sensitive Design Approach[J]. Science and Engineering Ethics.2006(12):701-715.
[36][37] Christopher A. Chung Michael Alfred:Design, Development, and Evaluation of an interactive simulator for engineering ethics education(SEEE); Sci Eng Ethics. 2009(15):189-199.
[38]EUR-ACE:Framework standards for Accreditation of engineering Programs. http://www.ihep.org/assets/files/gcfp-files/EUR-ACESTANDARDS.pdf.
[39]ABET Criteria for Accrediting Engineering. [EB/OL] 2008-11-01. http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/E001%2009-10%2 OEAC%20Criteria%2012-01-08. pdf.
[40]Engineering Ethics and Accreditation:A report of a workshop held on Friday 14th March 2008 at the Royal Academy of Engineering.
[41]王前,王娜.理工科大学“自然辩证法”学科定位对学科发展的影响[J].自然辩证法研究,2009,(10)：43-46.
[42]许为民,楼慧心.工程硕士《自然辨证法》教材改革的背景、框架与重点[J].自然辨证法研究,2008,24(10)：88-92.
[43]龙翔 盛国荣.工程伦理教育的三大核心目标[J].高等工程教育研究,2011,(4)：76-81.
[44]李茂国,张彦通,张志英.工程教育专业认证：注册工程师认证制度的基础[J].高等工程教育研究,2005(4)：15-19.
[45]潘磊.工程伦理章程的性质与作用[J].自然辨证法研究,2007,23(7)：40-43.
[46]迈克马丁.美国的工程伦理学[J].自然辨证法通讯,2007,29(3)：106-109.