Ethics and engineering education

In the US, Accreditation Board for Engineering and Technology (ABET) recommends the study of ethics so that students acquire ‘an understanding of professional and ethical responsibility’. For the most part, teaching of the subject relies upon the use of scenarios – both hypothetical and ‘real’– and open discussion framed by the codes. These scenarios and this framing are seriously deficient – lacking in their attention to the complexities of context, almost solely focused on individual agency, while reflecting too narrow and simplistic a view of the responsibilities of the practicing engineer. A critique of several exemplary scenarios, and consideration of the demands placed upon today's professional, prompt reflection on the need for, not just a more expansive reading of the codes of ethics re what it might mean to be ‘responsible’, but a substantial reform of undergraduate engineering education across the board.     

How to address the volitional dimension of the engineer's social responsibility

In this paper I argue that volitional aspects, i.e. ethos, attitude, pathos, will, underlying emotion, in engineering action need to be addressed when teaching social responsibility within the engineering curriculum. After presenting reasons for this claim, I look at two different, but not mutually exclusive, approaches to address volitional aspects. First, the recent revival of virtue ethics can be applied in engineering ethics. A moderate version of virtue ethics can explicitly elaborate on the engineering virtues. The second way makes use of various processes, e.g. research, design, learning, negotiation, decision-making, and reconciliation as processes, as a forum for teaching. This approach can be used to indirectly reveal the functionality and dysfunctionality of different attitudes to the students. Practical didactic suggestions are presented.     

A commentary on the social responsibility of occupational therapy education

As one of the allied health professions, occupational therapy has adopted a primarily clinical focus on human occupation (or the process of daily life) and this is reflected in education, which has until recently tended to overlook contextual social factors such as poverty, marginalisation, exclusion, unemployment, incarceration and immigration. However, daily life is enabled, and potentially dis-abled, along the axes of several cultural and political constructs, such as gender, employment status and ethnicity.

This article presents a critical commentary of the social responsibility of occupational therapy education. Furthermore, it discusses the need for educational practices that can enact an integration of personal and professional perspectives so as to lead to a more holistic understanding of occupation, incorporating not only clinical but also social and political factors.

This article argues for the development of a political approach to occupational therapy education that can lead to an awareness of the cultural influences that they bring to their workplace, and a critical consideration of concepts such as ‘justice’ and ‘occupation’. The development of a political practice of occupational therapy calls for an appreciation of the diversity of human occupation and the circumstances that enable it and can be realised through the establishment of innovative educational partnerships, such as community–university collaborations.     

公民教育与社会责任感

公民教育包含着一种全新的教育理念,是以自由、民主、平等为基础,培养主体性公民的教育活动,它的倡导和开展可以培养人的主体性,健全人格,从而增强社会责任感。     

企业社会责任的儒学思想渊源

作为国学代表的儒学思想一脉相传,深刻地影响者每一个国人的世界观、人生观和价值观。本文通过深入研究儒学思想内容,从企业社会责任的道德基石、核心内容、践行方式、施行标准和现实典范五个方面挖掘我国企业承担社会责任的思想文化渊源。     

论教育伦理学的个体善与社会善

作为一门从伦理道德的视角对教育活动进行价值分析和行为导向的交叉学科,教育伦理是个体与社会教育伦理的有机统一。现代教育伦理在研究视阈上不仅要关注个体教育善的实现,而且应重视社会教育善的构建。个体与社会之教育善是个体与社会教育伦理把握教育世界的精神实践,两者都存在价值合理性根据,有其应然的一系列规范性要旨。教育伦理研究范畴的这一拓展,既是弥补传统教育伦理研究在作用范围上存在缺憾的需要,也是全面建设和谐社会的内在需要。     

社会责任心研究述评

社会责任心是个体积极主动地履行社会道德职责和义务的个性心理品质。国外学者已对社会责任心的概念、结构及影响因素等问题做了一些研究,并开发出了一批社会责任心的测量工具。我国社会责任心研究应在建立中国化的社会责任心内涵的基础上,确立具有本土化的社会责任心的结构模型、测量问卷以及培养策略。     

Opportunities given by final degree dissertations inside the EHEA to enhance ethical learning in technical education

Final degree dissertations in cooperation and development (FDDCD) can be a suitable tool for raising the awareness of the university community. In this paper the paradigmatic actions made in this frame in the University of Extremadura for the last five years have been analysed with the aim of elucidating the possible ways to improve the teaching–learning process. For this target, FDDCDs have to be included in a learning project that is designed according to the needs and circumstances of each student. In this way, both the ethics and technical knowledge of future professionals are enhanced.     

超越象牙塔:现代大学的社会责任

早期的西方大学曾经具有与社会保持一定距离 ,以维护其学术研究和教学自由的历史传统。随着社会的发展 ,大学逐步走出了“象牙塔”,与社会的联系越来越密切 ,同时也使大学面临一种艰难的选择———如何既适应社会又崇尚学术 ,怎样才能在为经济和社会发展需要服务的同时保持大学应有的独立品格和价值追求。人类社会已经进入了全球化时代 ,时代强烈呼唤大学不仅要走出“象牙塔” ,还要超越“象牙塔” ,全面承担起时代赋予大学的教育责任、学术责任、既要服务又要引导社会前进的责任以及国际责任     

新形势下高职学生社会责任感浅析

面对目前高职院校学生社会责任感淡薄的现状,应加强高职学生思想道德教育,培养高职学生正确的价值理想,组织学生参加社会实践活动,构建社会、学校、家庭相结合的教育机制。     

企业社会责任与企业办社会

我国当前存在着两种不同的变革：一是企业与社会职能相分离,企业形成独立人格;二是企业与社会责任相结合,形成经济、社会双重人格。企业承担的社会责任主要是一种道德责任,并以存在着经济责任为前提。某些学者借着“企业社会责任”的名义,开出的实际上是一张“企业办社会”的药方,依此药方,企业将丧失独立人格并向旧体制回归。     

社会建构论对道德教育的启示

道德教育离不开社会环境和社会关系的制约,道德的建构与社会生活紧密相连,道德在本质上是从社会文化实践中建构出来的。社会建构论推动了道德教育的与时俱进,对推进现代化的道德教育具有重大意义。     

论CSR——企业社会责任

企业(公司)社会责任已成为一个热门话题,各种利益相关者,如公司、工会、学术机构、非政府组织都卷入其中。企业社会责任的兴起是公司运作实践的结果,抑或是劳工权利的可持续增长所致,这是一个需要进一步研究的问题。文章介绍了企业社会责任的起源、概念演变及其在全球范围内的实践,并根据全球化及其内在矛盾,说明了企业社会责任在中国的地位。作者认为,今后劳工运动有三条道路可走：第一,去除企业社会责任神话,并公开揭露其缺陷;第二,在劳工组织中建立统一战线,实现更好的分工合作;第三,在南方工人团体、北方消费者及工会运动间建立三角形大团结。     

民族区域自治法的法律价值探析

本文首先阐述了法律的价值概念,在抽象层次上提出民族区域自治法的价值是秩序与正义,并进而把它们发展为一体多元的民族格局和共同发展的法制理念,提出在统一的前提下谋求共同发展是民族区域自治法的重心所在,在此过程中针对一些社会问题提出了原则性建议.     

论公司社会责任的性质及立法比较

在公司行为导致一系列社会问题的今天,如何看待公司社会责任,如何界定其内涵和性质,有经济责任论、道德责任论、法律责任论等观点。并拟结合各国立法情况对公司社会责任做进一步的探讨和研究。     

论构建和谐社会中的企业社会责任

企业公民作为社会关系的主要参加者之一,在构建和谐社会中负有重要的社会责任。企业承担社会责任是社会和谐的内在要求。建设和谐社会,需要培养大量的富有社会责任感的企业。在构建和谐社会中,企业承担社会责任有经济学、法理学与社会学三方面的理论根源,同时具有重要的社会现实意义。     

论公司的社会责任

公司社会责任观源于经济学上的企业社会责任观念,在引入这一概念之后,法学家们运用法学理论对之进行了改造,形成今天的公司社会责任观。公司社会责任不是一个简单法律用语,而是代表着一种观念在公司法律制度上的诞生,其产生有经济学、社会学和法学变革的背景,本质上是20世纪“社会观”的兴起对公司制度的影响。     

Learning social responsibility in schools: a restorative practice

Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning opportunities. These learning opportunities relate to episodes of wrong‐doing, and to actions that reflect the values and principles of a socially responsible school culture. The importance of dialogue, respect for “the other” and social collaboration will be evident in school‐based restorative practices.