Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.
Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to pe...
| Publicado en: | Science & Engineering Ethics Vol. 21; no. 6; pp. 1637 - 1657 |
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| Formato: | Artículo |
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Springer Nature
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=111160155&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 111160155 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Dec2015 vid: 21 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 111160155 10.1007/s11948-014-9614-0 ppf: 1637 ppct: 20 formats: fmt: @attributes: type: P size: 479KB tig: atl: Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom. aug: au: Walling, Olivia affil: College of Engineering and Writing Program, University of California, Santa Barbara, South Hall Santa Barbara 93106 USA su: Engineering students Moral education Classroom environment Cognitive learning Imagination Psychology sug: subj: Engineering students Moral education Classroom environment Cognitive learning Imagination Psychology keyword: Case studies Engineering ethics Ethical behavior Instruction Moral sensitivity and imagination ab: Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics 'experiment' on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, the active learning assignments and exercises, like the ethics 'experiment' discussed, offer great potential to expand the scope of instruction in engineering ethics to include ethical behavior as well as knowledge. Engineering ethics education needs to extend beyond the narrow range of human action associated with the technical work of the engineer and explore ways to draw on broader lifeworld experiences to enrich professional practice and identity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2015. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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