工程伦理教育的目标层级化

The Hierarchy of the Goals of Engineering Ethics Education

工程伦理教育属于道德引导、价值承诺、良善期许和正义传播的教学活动。当下工程伦理教育效果不佳的原因之一是尚缺乏更全面、更系统的教育目标层级设定。借鉴传统德育中"明知""创情""炼意""践行"等内容,可将工程伦理教育目标设定为层层递进、浑然一体的四个层次:最低限度目标是辨惑厘正以唤醒学生道德敏感;尚可接受目标是修德立身以激发学生道德勇气;实际需要目标是择善固执以敦促学生道德决断;最优期望目标是力学笃行以鼓励学生道德实践。层级适宜的教育目标,才既符合传统工程教育对专业技能的客观诉求,也契合"未来工程师"对伦理素养的主观需要。唯此,才能不断助推"工程师毛坯"成为具有自由精神、善良德性和独立人格之"全面发展的人"。

Engineering ethics education is a kind of teaching activity about the moral guidance, the value promise, the goodness of hope and the spread of justice. The engineering ethics education is not effective because no comprehensive and systematic hierarchy of educational goals has been established. Referring to ＂identifying the proper cognition, nurturing the positive emotion, tempering the will and putting theory into practice＂ in traditional moral education, goals of the engineering ethics education can be divided into four progressive and united phases： the minimal goal is to arouse the moral sensitivity through the differentiation and correction; the nearly-acceptable goal is to arouse the moral courage by cultivating virtues and behaving oneself; the actual re- quirement of the goal is to urge the moral decisions by insisting on goodness; and the optimal and ideal goal of expectation is to encourage the students to conduct a moral practice. Properly-establishing hierarchy of the educational goal will not only meet the objective demands of traditional engineering education in terms of the profes- sional skills, but also match well with the subjective ethic demands of the future engineers. Only in this way, can the green-handed college engineering students be cultivated as comprehensively-developed men with spiritual freedom, virtues, integrity and independent personalities.