Ethical awareness and engineering ethics education
As prospective engineers, it is imperative for engineering students to possess the capacity to identify, respond to, and resolve ethical dilemmas. This dissertation seeks to introduce ethical awareness as a central objective within engineering ethics education, using the awakening of ethical awarene...
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| Format: | Thesis-Doctor of Philosophy |
| Language: | English |
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Nanyang Technological University
2023
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| Online Access: | https://hdl.handle.net/10356/170739 |
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| Institution: | Nanyang Technological University |
| Language: | English |
| Summary: | As prospective engineers, it is imperative for engineering students to possess the capacity to identify, respond to, and resolve ethical dilemmas. This dissertation seeks to introduce ethical awareness as a central objective within engineering ethics education, using the awakening of ethical awareness in engineering students as a foundational step toward nurturing responsible future engineers. Presently, a standardized definition of ethical awareness remains elusive, and the discourse surrounding the specific nature of ethical awareness required for engineering students is incomplete. Additionally, the comprehensive exploration of methodologies to stimulate ethical awareness in engineering students and sustain the ethical awareness of engineering practitioners remains understudied. In response to these gaps, this research defines ethical awareness as the ability to recognize ethical content in various situations, underscoring its connection to the content of engineering ethics. Employing a model inspired by the Rubik’s Cube, a 3-dimensional puzzle with six unique faces adorned with nine stickers each, this study constructs an innovative knowledge framework for engineering ethics education. This framework serves as a multifaceted tool: (1) a visual aid for representing and remembering the content of engineering ethics, (2) a pedagogical tool for instructors to prepare and teach the course, (3) an assessment technique for students’ learning, and (4) a reference device for students’ ethical analyses. Beyond the confines of engineering ethics curricula, the dissertation advocates for the establishment of an “engineering ethics education community,” uniting engineers, engineering firms, professional organizations, the public, and educational institutions. This collaborative effort aims to fortify engineers’ enduring ethical awareness. Hopefully, this comprehensive approach will equip engineering students with ethical discernment and inspire proactive application of their acquired knowledge following their engineering ethics education. |
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