Taking Emotion Seriously: Meeting Students Where They Are.
Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that...
| Publicado en: | Science & Engineering Ethics Vol. 20; no. 1; pp. 183 - 196 |
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| Formato: | Artículo |
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Springer Nature
Mar2014
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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=94629198&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 94629198 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Mar2014 vid: 20 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 94629198 10.1007/s11948-012-9427-y ppf: 183 ppct: 13 formats: fmt: @attributes: type: P size: 173KB tig: atl: Taking Emotion Seriously: Meeting Students Where They Are. aug: au: Sunderland, Mary affil: Center for Science, Technology, Medicine, and Society, Office for History of Science and Technology, University of California, 543 Stephens Hall #2350 Berkeley 94720-2350 USA su: Emotions Engineering ethics education Social responsibility Problem-based learning Collaborative learning Active learning Ethics sug: subj: Emotions Engineering ethics education Social responsibility Problem-based learning Collaborative learning Active learning Ethics keyword: Emotion Engineering Pedagogy Self-directed learning ab: Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses-good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and collaborative learning environments, in particular the problem-based learning (PBL) philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students' emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students' emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2014. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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