نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 دانشجوی دکتری برنامه درسی، دانشکده علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران
2 عضو هیئت علمی گروه فلسفه تعلیم و تربیت دانشگاه شهید بهشتی
چکیده
هدف از انجام مطالعه حاضر، بررسی زیرساخت‌های فلسفی آموزش اخلاق حرفه‌ای در دانشکده‌های مهندسی همراه با معرفی رویکردهای فلسفی مورد توجه و مغفول در این زمینه بوده است. مکاتب فلسفی علاوه بر اینکه به عنوان لنزهایی برای بررسی آموزش اخلاق مهندسی تلقی می‌شوند، در تنظیم برنامه‌های آموزشی مهندسی نیز تأثیرگذار بوده و می‌توانند بین موارد علمی و غیرعلمی تعادل ایجاد کنند تا دانشکده‌های مهندسی از این طریق بتوانند مهندسینی هم خبره در علم و دانش و هم مزین به اخلاق مهندسی پرورش دهند. با توجه به مطالعات و نتایج مختلف گزارش‌شده در این زمینه، پژوهش حاضر با هدف گردآوری و مقایسه پژوهش‌های انجام‌شده به روش مرور نظام‌مند، در پایان سال 2021 میلادی انجام گرفت. به همین منظور موتورهای جستجوی Scopus و مگیران با بررسی عبارات Philosophy” و Engineering ethics education” در عنوان، کلیدواژه و چکیده مقالات مورد استفاده قرار گرفتند. نتایج حاصل از بررسی مطالعات نشان‌دهنده یک زیرساخت فلسفی غالب مورد توجه و هشت زیرساخت فلسفی مغفول است. 76/82% مقالات مدرنیسم را رویکرد غالب اما ناکارآمد دانسته‌اند و 65/52% مقالات عدم توجه به رویکرد جامع (مشمول) در آموزش اخلاق مهندسی را مغفول‌ترین رویکرد معرفی کردند. جایگاه رویکرد پسامدرنیسم، پدیدارشناسی، انسان‌محور، جامع، مذهبی، مشارکتی، موقعیتی، انتقادی، ساختن‌گرایی در پرورش مهندسینی اخلاق‌مدار و حرفه‌ای در عصر کنونی خالی است.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
INVESTIGATING THE PHILOSOPHICAL INFRASTRUCTURE OF ENGINEERING ETHICS EDUCATION (A SYSTEMATIC REVIEW)
نویسندگان [English]
- samane yegane 1
- gamileh alamolhoda 2
1 Ph.D student of curriculum , Psychology Faculty, Shahid Beheshti University, Tehran, Iran
2 Faculty member of the Department of Philosophy of Education, Shahid Beheshti University
چکیده [English]
.The aim of the present study was to investigate the philosophical infrastructure of professional ethics education in engineering colleges along with the introduction of important and neglected philosophical approaches in this field. Philosophical school of thought, in addition to being regarded as lenses for examining engineering ethics education, are also influential in setting engineering education programs and can create a balance between scientific and non-scientific subjects. In this way engineering colleges can train engineers who are both experts in science and knowledge, and also have engineering ethics. In this field various studies and results have been reported. By a systematic review method the studies at the end of 2021 are compiled and compared. The Scopus and Magiran search engines are searched by examining the terms “philosophy” and “engineering ethics education” in the title, keywords and abstracts of articles. The results of the studies show one important philosophical infrastructure and eight neglected philosophical infrastructures. 82.76% of the articles considered modernism as the dominant but ineffective approach, and 65.52% of the articles identified the lack of attention to the comprehensive (inclusive) approach in teaching engineering ethics as the most neglected approach. The position of postmodernism, phenomenology, human-centered, comprehensive, religious, collaborative, situational, critical, constructivist approaches in educating ethical and professional engineers are empty in the current era.
کلیدواژه‌ها [English]
- Philosophy
- engineering ethics
- engineering education
- systematic review
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