Comparison of China-US Engineering Ethics Educations in Sino-Western Philosophies of Technology
2015 (English)In: Science and Engineering Ethics, ISSN 1353-3452, E-ISSN 1471-5546, Vol. 22, no 6, 1609-1635 p.Article in journal (Refereed) Published
Ethics education has become essential in modern engineering. Ethics education in engineering has been increasingly implemented worldwide. It can improve ethical behaviors in technology and engineering design under the guidance of the philosophy of technology. Hence, this study aims to compare China-US engineering ethics education in Sino-Western philosophies of technology by using literature studies, online surveys, observational researches, textual analyses, and comparative methods. In my original theoretical framework and model of input and output for education, six primary variables emerge in the pedagogy: disciplinary statuses, educational goals, instructional contents, didactic models, teaching methods, and edificatory effects. I focus on the similarities and differences of engineering ethics educations between China and the US in Chinese and Western philosophies of technology. In the field of engineering, the US tends toward applied ethics training, whereas China inclines toward practical moral education. The US is the leader, particularly in the amount of money invested and engineering results. China has quickened its pace, focusing specifically on engineering labor input and output. Engineering ethics is a multiplayer game effected at various levels among (a) lower level technicians and engineers, engineering associations, and stockholders; (b) middle ranking engineering ethics education, the ministry of education, the academy of engineering, and the philosophy of technology; and (c) top national and international technological policies. I propose that professional engineering ethics education can play many important roles in reforming engineering social responsibility by international cooperation in societies that are becoming increasingly reliant on engineered devices and systems. Significantly, my proposals contribute to improving engineering ethics education and better-solving engineering ethics issues, thereby maximizing engineering sustainability.
Place, publisher, year, edition, pages
Springer, 2015. Vol. 22, no 6, 1609-1635 p.
Engineering ethics, Engineering education, Philosophy of technology, Pedagogy, Codes of engineering ethics, Social responsibility
Humanities Educational Sciences Ethics Cultural Studies Philosophy
IdentifiersURN: urn:nbn:se:kth:diva-157489DOI: 10.1007/s11948-014-9611-3ISI: 000365471600013ScopusID: 2-s2.0-84948071045OAI: oai:DiVA.org:kth-157489DiVA: diva2:770165
QC 20160115. QC 201603042014-12-102014-12-102016-03-29Bibliographically approved