{"title":"使工程教育不再局限于技术层面:伦理技能框架","authors":"Fátima Monteiro, Armando Sousa","doi":"10.14324/lre.22.1.23","DOIUrl":null,"url":null,"abstract":"\nEngineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training – as is the case in Portugal – not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers’ training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.\n","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Decentring engineering education beyond the technical dimension: ethical skills framework\",\"authors\":\"Fátima Monteiro, Armando Sousa\",\"doi\":\"10.14324/lre.22.1.23\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nEngineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training – as is the case in Portugal – not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers’ training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.\\n\",\"PeriodicalId\":45980,\"journal\":{\"name\":\"London Review of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-07-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"London Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14324/lre.22.1.23\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"London Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14324/lre.22.1.23","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Decentring engineering education beyond the technical dimension: ethical skills framework
Engineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training – as is the case in Portugal – not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers’ training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.
期刊介绍:
London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.