Analysis of macroethics teaching practices and perceptions in engineering: a cultural comparison

ABSTRACT

Students must be taught to understand the ethical issues associated with engineering and technology, which includes microethics and macroethics. This research examined the influence of cultural environment by comparing ethics-related education outcomes between educators in (1) the United States, (2) non-US Anglo, and (3) Western European countries who teach engineering students. In an increasingly globalised world where companies and projects draw from talent across countries, it is important to understand how different cultures educate future engineers about their ethical responsibilities. Survey results revealed that a majority of educators in all three groups viewed undergraduate and postgraduate education on ethics as insufficient. A higher percentage of non-US Anglo and Western European educators taught sustainability and environmental issues in their courses compared to US respondents. US educators taught codes of ethics, ethics in design, and safety more than those in Western Europe. Open-ended responses illuminated challenges and opportunities to improve ethics education.     

Teaching applied ethics to the righteous mind

What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at three goals that can be achieved if his model is correct; but each of these goals, I argue, lacks significant value. I end by identifying three goals that are of significant value and also realistically attainable on Haidt’s model. These should be the focus of applied ethics pedagogy if Haidt’s model is correct.     

职业道德视阈下的高校思想政治教学模式创新研究

在国际模式比较分析的基础上,客观分析我国高校职业道德教育面临的问题,提出通过坚持传统文化教育与时代发展的同步、促进马克思主义理论学习与社会实践的结合、推动理想信念教育与本职学习的统一、强化青年学生的自我教育与外部教育的互补等四个方面的机制创新来增强思想政治理论课对青年学生职业道德的隐性教育功能。     

智慧教育伦理观的建构机理研究

智慧教育在教育结构关系、内容要素、功能目标等方面发生了全面改观,传统的知识授受关系渐趋失衡,并衍生出“科技崇拜导致德育失重”“信息成瘾阻碍转识成智”“数据介入异化智慧教育”等多重现实问题。运用现象学教育学、发展伦理学、现代伦理学理论方法,从教师伦理角色、学生伦理地位、教育评价伦理维度重新审视智慧技术与教学系统的关系,提出由教师管理角色体系、学习者智慧主体四阶段模型、PDCA教育评价系统组成的智慧教育新型伦理观,以此建构匹配社会发展并引领知识创新的教育生态。     

Assessing ethics education through national tests—an advantage or not?

The purpose of this study is to describe, critically analyse and discuss the Swedish system of assessing ethics education in compulsory school through national tests. The publicly available tests from 2013 for grades six and nine have been studied as have the assessment instructions for teachers. Staff responsible for the test construction have been interviewed. The aims, core content and knowledge requirements of the curriculum were also studied. The concept ‘ethical competence’ was used as an analytical tool in the qualitative content analyses. Through the design of this study, the actual test, its process of construction and the curriculum were examined. The results suggest that ethics education, given (a) the curricular construction of what ability to assess, (b) complexities of test construction in ethics and (c) possible teach-to-the-test effects, runs the risk of being limited to an argumentative, conceptual competence, with ethics education being emptied of crucial content. However, being included in national testing can strengthen the position of a school subject. Is it then an advantage for ethics education to be tested in this way? The critical problems the study raises make the author conclude it to be a disadvantage for ethics education to be tested through national tests.     

Socioscience and ethics in science classrooms: Teacher perspectives and strategies

This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty‐two middle and high school science teachers from three US states participated in semi‐structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non‐committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value‐free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353–376, 2006     

日本高等教育交叉学科建设的范例及其启示

本文围绕日本高等教育交叉学科建设与运营的特点,从交叉学科研究的研究实体、交叉学科教育的教育体系、学科交叉型大学的大学改革理念三个层面,分别调研了一个典型事例,发现他们最主要的特点分别是:科研实体具有高度的学术组织运作机能;交叉学科教育是以一个学院为单位的整体改革,而不是停留在几门交叉学科课程的设置上;以学术融合为理念的新型大学,其动力来源于开创新的学科体系的战略目标。     

Balancing Ethics and Quality in Educational Research—the Ethical Matrix Method

This paper addresses ethical issues in educational research with a focus on the interplay between research ethics and both internal and external quality of research. Research ethics is divided into three domains: (1) ethics within the research community; (2) ethics concerning relationships with individuals and groups directly affected by the research, and (3) ethics related to the external value and role of educational research for various user groups and for the quality of education. The three domains represent different stakeholders and interests. The paper presents an ethical matrix method including three types of matrices. The method combines a systematic and a case-based approach to ethical problems and possibilities. The purpose of the matrices is to serve as a framework for identifying, reflecting, analyzing, and discussing ethical issues and balancing ethical dilemmas in educational research and development.     

教育人工智能伦理问题与伦理原则探讨

文章旨在揭示智能化时代的教育将面临哪些新的伦理问题,并在人工智能伦理和教育伦理的基础上,探讨教育人工智能的伦理原则。运用文献研究和逻辑推理方法,系统梳理了教育人工智能应用的特点和优势,及其可能引发的新的伦理问题:(1)角色层面,系统创建者、教师、学生和监测员等利益相关者将面临更加复杂的伦理困境;(2)技术层面,涉及自动化决策伦理问责、算法伦理和数据伦理等方面的问题;(3)社会层面,可能转变就业市场、改变人际关系和引发新的社会不公平。因此,需要对教育人工智能伦理问题的复杂性有充分的认识,同时需要遵循一般的人工智能伦理原则和教育伦理原则,其中,最核心的内容为二者之间的交集,具体包括:(1)福祉;(2)是非善恶;(3)公平正义;(4)人权和尊严;(5)自由自治;(6)责任和问责。     

90后高职生就业观调查与分析——基于金华职业技术学院的调查

调查表明90后高职生就业观表现主要为：未来工作的主要目的是使个人和家庭的生活水平有明显改善：择业时更加注重专业对口、兴趣爱好和薪水待遇,就业去向具有多样性;理想学历是本科,愿意继续深造;喜欢学习感兴趣、实用的知识和技能;个人职业规划较明确、长远,并能为早日实现职业目标而努力学习。高职院校应加强“三观”教育和职业道德教育;利用社会实践活动加强职业心理素质培养;建立弹性学制和灵活的教学管理制度等。     

Engineering ethics education in the USA: Content,pedagogy and curriculum

Interest in engineering ethics education developed significant momentum in the USA as the 20th century drew to a close. Nevertheless, nearly 80% of engineering graduates are not required to take ethics-related courses. The content of engineering ethics education consists of 'microethical' issues focusing on individual professional responsibility and 'macroethical' issues dealing with the development of technology. The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory. Substantial progress has been made in the development of case materials, including highprofile cases, everyday cases, quantitative cases and cases highlighting 'good works'. Cases are widely disseminated in textbooks and online. Online resources include interactive case studies and a rich variety of other ethics-related materials. Prominent curriculum models in the USA include a required course in engineering ethics, ethics-across-the-curriculum projects, and integration of engineering ethics and science, technology and society material. Changes in accreditation criteria for US engineering schools will potentially elevate the prominence of instruction in engineering ethics and the societal context of engineering. Many challenges remain, most notably the need for US engineering faculty to accept greater responsibility for engineering ethics education.     

Improving moral reasoning among college students: a game-based learning approach

Considering a company’s limited time and resources, an effective training method that improves employees’ ability to make ethical decision is needed. Based on social cognitive theory, this study proposes that employing games in an ethics training program can help improve moral reasoning through actively engaging learners. The experimental design with an ethic board game as the experimental group and ethics instructions as the comparison group was conducted to examine the effectiveness of a game-based ethic training method on improving moral reasoning. Results show that using games in an ethics training program significantly decreases respondents’ importance rating on issues associated with lower stages of an individual’s cognitive moral development (CMD) and increases their importance rating on issues associated with the highest stage of CMD. In addition, a game-based ethics training program was found to produce significantly greater change on the importance rating towards issues associated with the middle stage of CMD than a non-game based ethics training program. These findings suggest that a game-based ethics training program could effectively develop moral reasoning, and shape moral views better than a non-game-based training program. Discussions and suggestions for future research were included to conclude this study.     

论可持续发展理论在道德教育中的运用

可持续发展是一种崭新的发展观,用可持续发展理论重新确定和完善我国的道德教育的内容,使道德教育更符合人的发展观和社会的发展观。道德教育可持续发展是精神文明建设实现可持续发展的基础,站在战略的高度,探索与思考道德教育可持续发展是时代发展的呼唤。     

Information Policy and Social Media: Accept or Decline

In this article I examine how intersections between information policy and social media affect professional ethics and instructional decision making as considered through the lens of professional development and continuing education. The discussion uses techniques from autoethnography such as personal narrative, figurative language and scenarios. Data are extracted from my field notes, observations and writings. My experiences as an instructor of information policy and as an academic with a Ph.D. in Educational Communication and Technology who teaches online courses to graduate professional learners are included. My conclusions are: (1) The formal information policies of social media platforms create an environment requiring instructors to apply professional ethics considerations when deciding how students will use social media platforms. (2) The informal information policies which students hold affect their responses to the information policies of social media platforms used for educational purposes. (3) Instructors can examine the intersections of information policies, professional ethics and student preferences to aid their instructional decision making regarding the integration of social media platforms into professional development and continuing education.     

师德档案的建立及其作用

师德档案,是教育人事档案的重要组成部分,也是师德状况的重要载体。师德档案在高职院校师德师风建设中,有着极其重要的地位,是高职院校可持续发展的重要保障。     

社会主义市场经济与伦理制度化

伦理制度化是指人们从制度方面解决社会生产领域的伦理和价值观念问题,表现为人们制定、完善并执行中种符合社会伦理要求的规则,或说把一定社会的伦理要求制定、完善为制度并在社会伦理生活领域贯彻执行的活动。伦理之所以能制度化的关键在于制度本身的伦理教化功能。伦理制度化既是社会主义市场经济条件下伦理建设的需要,也是社会主义市场经济自身发展的需要。我国当下的伦理制度化主要有把伦理规范提升为法律和制定为政策两种     

党的三代领导核心教育目的论比较

教育目的是教育工作的根本性问题.毛泽东提出了"德、智、体"全面发展论,邓小平提出了"四有"新人论,江泽民提出了"四个统一"论.认真学习和比较研究党的三代领导核心的教育目的论,对于我们进一步做好教育工作,全面推进素质教育具有重大的现实意义.     

提高会计信息质量的方法与对策--从会计职业道德谈会计信息质量

从道德角度分析了会计道德缺失,造成会计信息质量下降,并在此基础上阐述了如何建立和恢复以诚信为本的会计职业道德措施：加强会计人员职业道德教育；树立单位负责人的法律意识；建立会计职业道德教育体系；建立“自律和他律机制”；制定相应的会计电算化准则。     

当前职业教育存在的几个问题及对策初探

目前,高等职业教育在我国发展迅速,为社会输送了大量有用的人才,取得了令人瞩目的成绩。但是,在发展的过程中,也暴露出了诸多问题,如基础课程的教育边缘化、教学观念与实际脱节、监督机制不完善、职业道德培养滞后等问题。文章试图对其成因做一些探讨,并提出解决这些矛盾和问题的对策。     

以技术引领跨界创新和社会发展--英国开放大学《创新教学报告》(2020版)解析

自2012年开始,英国开放大学每年都会发布一份年度的《创新教学报告》,面向教师、政策制定者、学术研究者及其他相关方,着重介绍和讨论了技术支持下教育领域出现的、可能会带来巨大影响的一些创新教学法。《创新教学报告》(2020版)从应对未来的教育、跨界的教育创新以及克服条件约束的教育创新三类主题切入,介绍了十种创新教学法及其对应的教学实践案例。其中,"人工智能教育应用"归纳出人工智能在教育中的三类场景和典型案例,讨论了其面临的风险。"关注数据伦理"和"通过开放数据学习"与大数据教育应用密切相关,前者强调如何合理使用数据,避免不法侵害;后者关注如何利用开放数据来推动社会进步。和人文关怀相关的创新教学法还有:"后人本主义视角"倡导人与自然的和谐统一,应审慎看待技术的主导作用;"社会公平教育"强调未来的公民应具备公平意识和参与社会活动的能力。"电子竞技""从动画中学"和"多感官学习",介绍了其他领域内可应用到教育中的新技术和新方法。还有些教学法旨在突破条件的局限使学习成为可能,"线上实验室"克服了远程教学或是缺少实验条件时,开展实验教学的困难;"离线网络学习"以低廉的成本解决了无法访问互联网时共享学习资源,便利学习者交流的问题。2020版报告中提出的创新教学理论和案例揭示了:教育应面向未来社会发展的需要和全人类的福祉,大数据与人工智能时代的教育应凸显人的特质,克服不利条件为教育服务的技术更应值得关注。