Journal of Engineering Education Research (공학교육연구)

Korean Society for Engineering Education (한국공학교육학회)
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Engineering Ethics Education: Issue and Strategy

공학 윤리 교육: 현황과 쟁점, 그리고 전략

  • Han, Kyong-Hee (Innovation Center for Engineering Education, Yonsei University) ;
  • Heo, Jun-Haeng (Dept. Civil and Environmental Engineering, Yonsei University) ;
  • Lee, Chung-Yong (Dept. Electrical and Electronic Engineering, Yonsei University)
  • 한경희 (연세대학교 공학교육혁신센터) ;
  • 허준행 (연세대학교 토목환경공학과) ;
  • 이충용 (연세대학교 전기전자공학과)
  • Published : 2009.03.31
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Abstract

With the rapid development of science and technology and their increased impacts on our society, we witness a growing recognition of the importance of engineers' social responsibility and their professional ethics. Especially, the introduction of EC2000 and ABET into engineering education has been contributed to reinforce the systemization of ethics instruction. However, we could not attain the educational goal of integration of engineering education and ethics by general declaration of its importance. We need to deal with the vital questions how to institutionalize and implement engineering ethics in engineering curriculum. This article focuses on three aspects. First, it mainly outlines the developments and the traits of engineering education in American universities. Second, by classifying the engineering ethics education into several patterns, we discuss the characteristics and implications according to those Patterns. Third, it is helpful to explore the way how we could apply these patterns to Korean engineering education. It is expected to combine the stand-alone engineering ethics lectures with ethics -across -the -curriculum considering each university's circumstances and resources. Still, many challenges remain, most notably the need for engineering faculty and non-engineering faculty to cooperate and accept for engineering ethics education.

과학기술의 발전이 가속화되고 사회에 미치는 파급력이 커짐에 따라 과학기술자의 사회적 책임 향상과 전문직 윤리에 대한 관심이 높아지고 있다. 공학분야에서는 특히, EC2000의 도입과 공학교육인증기준이 체계화와 더불어 공학윤리교육의 중요성이 강조되고 있다. 하지만 공학과 윤리의 결합은 단순히 원칙적 선언에 의해 확보될 수 없으며 교육 시스템안에서 어떻게 제도화될 수 있고 실행 가능한 지에 대한 체계적 접근이 필요하다. 이 연구는 공학윤리 교육 제도화의 전제 조건이 되는 인식의 전환과 공학의 일상적 경험에 근거한 윤리 교육이 필수적임을 주장하고 있다. 1980년대까지 확립된 공학윤리교육의 의의와 한계를 밝히면서 최근 발전하고 있는 공학윤리교육의 특성과 지향점을 살펴본다. 또한 현재 이루어지고 있는 공학윤리교육의 유형을 분석하여 각 유형별 쟁점과 특성을 분석한다. 이제 막 발전하기 시작한 우리나라의 공학윤리교육은 각 대학의 주어진 여건과 상황을 고려하여 독립형 혹은 전공결합형 공학윤리 교육을 적절히 조합하여 추진하는 것이 바람직하다. 무엇보다 공학과 공학 이외 분야의 해당 전문가들 사이의 협력 연구와 교육이 선행되어야 할 것이다.

Keywords

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