Integrating Ethics into Engineering Education
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| Title: | Integrating Ethics into Engineering Education |
|---|---|
| Authors: | Zhou, Chunfang, Otrel-Cass, Kathrin, Børsen, Tom |
| Contributors: | Sethy, Satya Sundar |
| Source: | Zhou, C, Otrel-Cass, K & Børsen, T 2015, Integrating Ethics into Engineering Education. in S S Sethy (ed.), Contemporary Ethical Issues in Engineering. IGI Global, Advances in Civil and Industrial Engineering (ACIE), pp. 159-173. https://doi.org/10.4018/978-1-4666-8130-9.ch012 |
| Publisher Information: | IGI Global, 2015. |
| Publication Year: | 2015 |
| Subject Terms: | 4. Education |
| Description: | In this chapter, the authors aim to explore the necessity of teaching ethics as part of engineering education based on the gaps between learning “hard” knowledge and “soft” skills in the current educational system. They discuss why the nature of engineering practices makes it difficult to look beyond dealing with engineering design problems, identify the difference between knowledge and risk perceptions, and how to manage such tensions. They also explore the importance of developing moral responsibilities of engineers and the need to humanize technology and engineering, as technological products are not value neutral. With a focus on Problem-Based Learning (PBL), the authors examine why engineers need to incorporate ethical codes in their decision-making process and professional tasks. Finally, they discuss how to build creative learning environments that can support attaining the objectives of engineering education. |
| Document Type: | Part of book or chapter of book |
| DOI: | 10.4018/978-1-4666-8130-9.ch012 |
| Access URL: | https://vbn.aau.dk/da/publications/b5f85cac-f599-472e-9a1f-d7813b0372b0 https://doi.org/10.4018/978-1-4666-8130-9.ch012 |
| Accession Number: | edsair.doi.dedup.....27b3b99bc1e7d7563c77c27f843c0102 |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | In this chapter, the authors aim to explore the necessity of teaching ethics as part of engineering education based on the gaps between learning “hard” knowledge and “soft” skills in the current educational system. They discuss why the nature of engineering practices makes it difficult to look beyond dealing with engineering design problems, identify the difference between knowledge and risk perceptions, and how to manage such tensions. They also explore the importance of developing moral responsibilities of engineers and the need to humanize technology and engineering, as technological products are not value neutral. With a focus on Problem-Based Learning (PBL), the authors examine why engineers need to incorporate ethical codes in their decision-making process and professional tasks. Finally, they discuss how to build creative learning environments that can support attaining the objectives of engineering education. |
|---|---|
| DOI: | 10.4018/978-1-4666-8130-9.ch012 |