如何唤醒工科学生对伦理问题的敏感性

How to Awake Ethical Sensitivity of Engineering Students

对伦理问题的敏感性是激发伦理意识和衍生伦理行为的根源。当前高校在工科学生伦理敏感性培养上的弱化,是工程伦理教育屡遭诟病的关键肇因。开启从"他律,被动,强制性"的伦理教条向"自律,主动,自觉性"的自我唤醒的奠基之路是工程伦理教学的革新重点。以唤醒伦理敏感性为源点,构建以自我召唤为内驱力、教师指导和校园环境建设为外驱力、企业需求为牵引力以及家庭支持为助推力的四面体模型。通过分析各项外力对工科学生伦理敏感性形成的影响机理,明确学生的自觉、自发、自动、自醒是工程伦理教育的最核心内力,教师职业素质优化和校园育人环境构建、企业人才需求明晰、家庭支持稳妥可靠是三种重要的引导策略。四种力量的聚合,使得工科学生能够获得伦理敏感力并自觉加以运用,形成长期可携带的伦理判断能力和道德意志力,真正实现道德自觉这一工程伦理教育目标。

The sensitivity of ethical issues is the source of ethical awareness and relevant ethical behavior. However, less attention has been paid to cultivating engineering students＇ ethical sensitivity, which leads to frequent criticism upon engineering ethics education. The pivot of engineering ethics education reform is the shift of ethical doctrine from ＂heteronorny, passivity and compulsion＂ to ＂autonomy, initiation and self-consciousness＂. Based upon full awareness of student ethical sensitivity, a tetrahedral model has been established, taking students＇ introspection as its internal drive, teachers＇ guidance and campus environment construction as its external drive, enterprise demand as its traction and family support as its thrust. Through a detailed analysis of various external forces acting on the engineering students＇ ethical sensitivity, it is found that students＇ self-consciousness, spontaneity, voluntariness and self-awakening is the core driving force of engineering ethics education, taking optimization of teachers＇ professional quality and construction of campus educational environment, clarification of enterprise demands, and family stable support as its three important strategies. The integration of these four factors improves engineering students＇ ethical sensitivity and enables them to make their own ethical judgment. This is an feasible approach to achieving engineering ethics education objectives.