| １． |
Outline |
|
It cannot be denied that worldwide destruction of nature is caused, or accelerated to say the least, by the progress of technology. It seems to be a historical fact that the idea that human beings are the ruler on the earth, and the nature is the object of human manipulation (anthropocentrism and mechanistic view of nature) has been leading the current environmental destruction. As a result, human beings are creating things such as industrial waste, nuclear fuel waste, decommissioned reactor, that cause serious problems that go beyond human capability.
What is to be asked here is the question "how engineers should be." Technology gain its "social" or "public" meaning, once it is presented to the society as a product from the laboratory or factory. To what extent can we then call engineers to account, when a trouble occurred? Is the "tool in itself" evil? Is it just the matter of self-responsibility of the people who "use" it? Or is the person who "created" or "produced" it responsible for the accident? We must reflect on what the "social responsibility" of engineers can mean, why ethics should be necessary for engineers, and how "technology" which is regarded as physical, engineering wisdom can be related to the humanistic issues such as "ethics." Students are first of all expected to recognize that ethical issues are something closely related to engineers. Let us think together, in an essential manner, about the relation between technology and human beings from the ethical point of view, before working in the real world. The important thing is to notice that the questions presented in the classroom have close relations with the matters we are working on in the real world. Finally, students will explore "how engineers should be," while gaining a deeper understanding of their roles and responsibilities in the society as technical experts.
This course is designated to achieve to DP1.
|
| ２． |
Objectives |
|
Students will be able to develop the ability to reflect upon the relation between technology and human beings from the ethical point of view. Students will also be able to get a better understanding of the social role of engineers, and to gain the skills to gather information, analyze the situation in which they are put, judge fairly, re-examine the hypotheses in an exact manner, when they are confronted with an accident or a problem.
|
| ３． |
Grading Policy |
|
Term paper: 60%
Presentation: 10%
Reflection sheet 15%
Classroom participation（active attitude toward study, willing stance toward discussion, and contribution to activating the class）: 15%
Students will receive feedback when reflection sheets are returned. Philosophical questions are welcome anytime.
Active attitude or willing stance toward discussion will be highly esteemed.
|
| ４． |
Textbook and Reference |
|
Resumes and reading materials will be provided if need be. References will also be mentioned during the class according to the process of discussion.
|
| ５． |
Requirements (Assignments) |
|
1. Students should read through the provided resumes before or after class for 90 minutes (check terminologies and understand topics and problems correctly).
2. Students should review what is learned with the resumes carried in LMS, do homework when assigned, for 90 minutes.
3. Students will be expected to possess their own problem-consciousness. Question note in learning is recommended.
|
| ６． |
Note |
|
1. It is highly recommended to attend the class of "Ethics" held in the second semesters because the content is related to each other (not required).
2. The titles of the classes can be changed or exchanged according to the process of discussions or the reactions of participants.
3. The class basically proceeds in a manner of lecture, but discussion or facilitative dialogue and group works will be incorporated. Students are expected to speak actively. Willing stance toward discussion will be highly esteemed in this class.
4. This is not a class of "history of engineering ethics." A chronological approach is not highly esteemed in the class. The main aim of the class is not only obtain knowledge and answers but also to find questions according to one’s own motivation and think about them with tough mind.
|
| ７． |
Schedule |
|
| １. What is engineering ethics? / Why is "ethics" required of engineers? |
| ２. The birth of technology and scientific revolution --- tools and human being |
| ３. Development of capitalist society and the formation of professional ethics / craftsmanship and master |
| ４. Is the "tool in itself" evil, or is it just the matter of self-responsibility of the people who "use" it? / Is the person who "created" or "produced" it responsible for the accident? |
| ５. For what purpose does technology exist? / Is technology value-neutral? |
| ６. Engineers and Environmental destruction / military weapons / life manipulation / information management (group discussion) |
| ７. Presentation |
| ８. Ethical codes of engineering / risk management / technology assessment / precautionary principle |
| ９. Human error and human factor |
| 10. Nearly-missed accidents or potentially serious errors / Accident triangle (Heinrich) / fail safe and foolproof |
| 11. Product liability law / cost-benefit analysis / whistle-blowing and Whistleblower Protection Act / informed consent |
| 12. SHEL model / event tree analysis and fault tree analysis |
| 13. Case study 1: the Space Shuttle Challenger |
| 14. Case study 2: Ford Pinto |
| 15. Review and summary |
|
| １． |
Outline |
|
It cannot be denied that worldwide destruction of nature is caused, or accelerated to say the least, by the progress of technology. It seems to be a historical fact that the idea that human beings are the ruler on the earth, and the nature is the object of human manipulation (anthropocentrism and mechanistic view of nature) has been leading the current environmental destruction. As a result, human beings are creating things such as industrial waste, nuclear fuel waste, decommissioned reactor, that cause serious problems that go beyond human capability.
What is to be asked here is the question "how engineers should be." Technology gain its "social" or "public" meaning, once it is presented to the society as a product from the laboratory or factory. To what extent can we then call engineers to account, when a trouble occurred? Is the "tool in itself" evil? Is it just the matter of self-responsibility of the people who "use" it? Or is the person who "created" or "produced" it responsible for the accident? We must reflect on what the "social responsibility" of engineers can mean, why ethics should be necessary for engineers, and how "technology" which is regarded as physical, engineering wisdom can be related to the humanistic issues such as "ethics." Students are first of all expected to recognize that ethical issues are something closely related to engineers. Let us think together, in an essential manner, about the relation between technology and human beings from the ethical point of view, before working in the real world. The important thing is to notice that the questions presented in the classroom have close relations with the matters we are working on in the real world. Finally, students will explore "how engineers should be," while gaining a deeper understanding of their roles and responsibilities in the society as technical experts.
This course is designated to achieve to DP1.
|
| ２． |
Objectives |
|
Students will be able to develop the ability to reflect upon the relation between technology and human beings from the ethical point of view. Students will also be able to get a better understanding of the social role of engineers, and to gain the skills to gather information, analyze the situation in which they are put, judge fairly, re-examine the hypotheses in an exact manner, when they are confronted with an accident or a problem.
|
| ３． |
Grading Policy |
|
Term paper: 60%
Presentation: 10%
Reflection sheet 15%
Classroom participation（active attitude toward study, willing stance toward discussion, and contribution to activating the class）: 15%
Students will receive feedback when reflection sheets are returned. Philosophical questions are welcome anytime.
Active attitude or willing stance toward discussion will be highly esteemed.
|
| ４． |
Textbook and Reference |
|
Resumes and reading materials will be provided if need be. References will also be mentioned during the class according to the process of discussion.
|
| ５． |
Requirements (Assignments) |
|
1. Students should read through the provided resumes before or after class for 90 minutes (check terminologies and understand topics and problems correctly).
2. Students should review what is learned with the resumes carried in LMS, do homework when assigned, for 90 minutes.
3. Students will be expected to possess their own problem-consciousness. Question note in learning is recommended.
|
| ６． |
Note |
|
1. It is highly recommended to attend the class of "Ethics" held in the second semesters because the content is related to each other (not required).
2. The titles of the classes can be changed or exchanged according to the process of discussions or the reactions of participants.
3. The class basically proceeds in a manner of lecture, but discussion or facilitative dialogue and group works will be incorporated. Students are expected to speak actively. Willing stance toward discussion will be highly esteemed in this class.
4. This is not a class of "history of engineering ethics." A chronological approach is not highly esteemed in the class. The main aim of the class is not only obtain knowledge and answers but also to find questions according to one’s own motivation and think about them with tough mind.
|
| ７． |
Schedule |
|
| １. What is engineering ethics? / Why is "ethics" required of engineers? |
| ２. The birth of technology and scientific revolution --- tools and human being |
| ３. Development of capitalist society and the formation of professional ethics / craftsmanship and master |
| ４. Is the "tool in itself" evil, or is it just the matter of self-responsibility of the people who "use" it? / Is the person who "created" or "produced" it responsible for the accident? |
| ５. For what purpose does technology exist? / Is technology value-neutral? |
| ６. Engineers and Environmental destruction / military weapons / life manipulation / information management (group discussion) |
| ７. Presentation |
| ８. Ethical codes of engineering / risk management / technology assessment / precautionary principle |
| ９. Human error and human factor |
| 10. Nearly-missed accidents or potentially serious errors / Accident triangle (Heinrich) / fail safe and foolproof |
| 11. Product liability law / cost-benefit analysis / whistle-blowing and Whistleblower Protection Act / informed consent |
| 12. SHEL model / event tree analysis and fault tree analysis |
| 13. Case study 1: the Space Shuttle Challenger |
| 14. Case study 2: Ford Pinto |
| 15. Review and summary |
|
|