【24h】

A phenomenological approach to teaching engineering ethics

机译:工程学伦理学的一种现象学方法

获取原文
获取原文并翻译 | 示例

摘要

Despite evidence that undergraduate engineering students do not affectively engage in the study of ethics, the way we teach engineering ethics remains substantially unchanged. Engineering ethics pedagogy traditionally uses case studies to examine professional engineering conduct against three standards of ethics: the rules-based NSPE Code of Ethics, a virtue-based approach, and a formulaic cost-benefit consequentialist approach that seeks the greatest good for the greatest number. For this research, I hypothesized that a phenomenological method of inquiry could improve the emotional engagement of undergraduate engineering students with the study of ethics. Phenomenology is a philosophical and research method that investigates and describes phenomena as they are consciously experienced in the real world. In a pilot ethics course using a phenomenological approach, students demonstrated significantly improved ethical reasoning scores based on the Defining Issues Test-2 (DIT-2). To test the impact of a phenomenology-based ethics pedagogy on a larger scale, we are introducing a revised four-module Ethics curriculum in the first-year Engineering Fundamentals course at Michigan Tech. Student sections are divided into those who use the revised Ethics modules (∼250 students) and a control group (∼400 students) that uses the existing traditional Ethics modules. All students will take pre and post- DIT-2 tests. Additionally, qualitative research using student essays will help determine if students express differences in their understanding of what it is to be an ethical engineer and if these differences signify stronger engagement with the study of ethics. Results are expected in spring 2014
机译:尽管有证据表明工程学专业的本科生不会有效地参与伦理学研究,但我们教授工程学伦理学的方式基本上保持不变。传统上,工程伦理学教学方法是通过案例研究来对照三项伦理标准来审查专业工程行为:基于规则的NSPE道德准则,基于美德的方法以及寻求最大收益,最大收益的公式化成本效益结果论方法。对于本研究,我假设一种现象学的探究方法可以改善工程学专业学生对伦理学的情感投入。现象学是一种哲学和研究方法,用于研究和描述在现实世界中有意识地经历的现象。在使用现象学方法的试点道德课程中,学生展示了基于“定义问题测试2”(DIT-2)显着提高的道德推理分数。为了更大规模地测试基于现象学的伦理学教学法的影响,我们在密歇根理工大学的第一年工程基础课程中引入了修订后的四模块伦理学课程。学生部分分为使用修订后的道德规范模块的学生(约250名学生)和使用现有传统道德规范模块的对照组(约400名学生)。所有学生都将参加DIT-2之前和之后的测试。此外,使用学生论文进行的定性研究将有助于确定学生是否表达出对成为道德工程师的理解的差异,以及这些差异是否意味着对道德研究的更深入参与。预计将于2014年春季发布结果

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号