The Key Mechanism Of Engineering Ethics Education

The rapid development of science and technology,the increasing complexity of engineering issues,and the increase of stakeholders in engineering activities have caused engineers to face massive engineering ethics issues in engineering practice.In higher engineering education,the importance of “Engineering Ethics Education”,which is one of the core stages of engineering talent training,is increasing.Since the1970 s,engineering ethics education has been regarded as an important means of cultivating outstanding ethical engineers by the United States and Britain.China's engineering ethics education began in the late 1990 s.Currently,it has become an official signatory of the “Washington Agreement” and the promotion of “New Engineering Education”,which provides a significant opportunity for engineering ethics education in China.However,China's engineering ethics education urgently needs to respond to three fundamental challenges: first,engineering ethics education has not achieved a dynamic balance between supply and demand;second,the governance methods of engineering ethics education are lacking;third,the suitability of engineering ethics education to engineering situation in China is not high.Regarding the above practical problems,it is necessary to further analyze the development characteristics of engineering ethics education and refine the key mechanism.This research focuses on the core topic of “Systematically analyzes the key mechanism that conforms to the inherent development law of engineering ethics education”,and then carries out three related sub studies:(1)The construction of the key mechanism of engineering ethics education.(2)Evaluation on the implementation status of the key mechanism of engineering ethics education in China.(3)Several measures relating to improve the key mechanism of engineering ethics education in China.Firstly,this thesis uses the systematic literature review and the bibliometrics to sort out the literatures of engineering ethics education.Secondly,by using grounded theory,multi case analysis and comparative analysis,the theoretical structure and realization path of the key mechanism of engineering ethics education are constructively studied.Thirdly,with the key mechanism proposed in this thesis as the source of indicators,AHP and Fuzzy Comprehensive Evaluation method as the method guidance,based on 113 evaluation samples,this thesis makes an empirical evaluation on the status of the key mechanism of engineering ethics education in China,and make practical judgment on the basis of empirical evaluation.Finally,this research integrates all the conclusions,eliminates the barriers between theoretical discourse and practical discourse,and summarizes the practical implementation to guide and promote the key mechanism of engineering ethics education in China.Based on the above analyses and discussions,this research mainly comes to the following four conclusions:(1)The complexity of engineering ethics education determines the complexity of the key mechanism of engineering ethics education.Engineering ethics education presents the core points of optimizing education strategies,gathering collaborative forces,and grasping domestic and international trends,mainly including three dimensions: cultivation mechanism,synergy mechanism,and situation mechanism.(2)The key mechanism of engineering ethics education is the unity of rationality and regularity.In terms of “rationality”,situation mechanism fits the meaning of value rationality,while cultivation mechanism and synergy mechanism fit the representation of instrumental rationality.In terms of “regularity”,the “law of interaction” is the concentrated embodiment of the regularity of the key mechanism of engineering ethics education.The situation mechanism is the control unit,situation mechanism becomes the “command and control center” of key mechanism by constructing a “field”including social factors,natural factors and spiritual factors.The synergy mechanism is the memory cell and become “institutional pool” and “resource pool” through the cooperation of “various protocols”(e.g.,ethical codes)and “software and hardware”(e.g.,funding resources).The cultivation mechanism is the arithmetic element,in accordance with the “instructions” of the “situation mechanism” and the coordination of the “synergy mechanism”,universities integrate various educational elements,deepen local educational practices,and create new educational models.(3)This research empirically evaluates the status of the key mechanism of engineering ethics education in China.The results of the empirical evaluation show:ranking by weight from high to low,they are situation mechanism(36.0%),synergy mechanism(33.7%)and cultivation mechanism(30.3%);ranking by comprehensive score from high to low,they are cultivation mechanism(the score is 71.711),situation mechanism(the score is 70.319)and synergy mechanism(the score is 68.339);the evaluation conclusion is divided into four grades,including excellent(80-100),good(70-79),qualified(60-69)and poor(?59),meanwhile,the results show that the comprehensive evaluation conclusion of the status of the key mechanism of engineering ethics education is “good”(the score is 70.074).(4)Based on the special situation of the development of engineering ethics education in China,this research puts forward a series of targeted countermeasures and suggestions for the “cultivation mechanism”,“synergy mechanism” and “situation mechanism”,including: detailed cultivation mechanism,realizing dynamics balance in the connection between supply and demand;strengthen the synergy mechanism and enrich the governance means of engineering ethics education;deepen the situation mechanism to adapt to the development stage and unique needs of China's engineering ethics education.The main innovations of this thesis can be mainly reflected in the following three aspects:(1)Through grounded theoretical research,normative research,case studies and other research methods,it reveals the key mechanism,realization path and normative characteristics.(2)Through the AHP and Fuzzy Comprehensive Evaluation method,the evaluation system of the implementation status of the key mechanism of engineering ethics education is constructed and the empirical evaluation is carried out.(3)Based on the Chinese context,a series of countermeasures and suggestions for improving the key mechanism have been put forward,providing useful practical inspiration for the development of engineering ethics education in China.