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Constructing a role ethics approach to engineering ethics education 构建工程伦理教育的角色伦理学方法
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-03 DOI: 10.1080/17449642.2023.2249740
Qin Zhu, R. Clancy
ABSTRACT This paper is concerned with the gap between the ideology of ‘autonomous individualism’ deeply embedded in Western-centric engineering ethics education and the social and relational nature of engineering practice. The so-called ‘individualistic approach’ to engineering ethics often treats students as fully rational and autonomous individual decision-makers. Such an approach mainly emphasizes teaching students moral reasoning skills, including the skills of applying dominant Western ethical theories (mainly deontology and consequentialism) into hypothetical cases. What might be overlooked or could be further emphasized in dominant approaches to engineering ethics education is what philosophers call the ‘role ethics’ of engineers. The role ethics approach to engineering ethics focuses on the the moral obligations of engineers that are derived from the specific roles they assume and the relationships they have developed with others in communal contexts. This paper aims to construct a role-based approach to teaching professional ethics to engineering students. It mainly draws on role ethics theories from the Confucian philosophical tradition. It first provides a short introduction to the fundamentals of Confucian role ethics from a comparative perspective. It then discusses what a role-based approach to engineering ethics might entail. Finally, this paper briefly explores how the insights from Confucian role ethics can inform future engineering ethics education.
摘要本文关注的是深深植根于以西方为中心的工程伦理教育中的“自主个人主义”意识形态与工程实践的社会性和关系性之间的差距。所谓的工程伦理“个人主义方法”通常将学生视为完全理性和自主的个人决策者。这种方法主要强调教授学生道德推理技能,包括将占主导地位的西方伦理理论(主要是义务论和后果论)应用于假设案例的技能。在工程伦理教育的主流方法中,哲学家们所说的工程师的“角色伦理”可能会被忽视或进一步强调。工程伦理学的角色伦理学方法侧重于工程师的道德义务,这些义务源于他们所承担的特定角色以及他们在公共环境中与他人建立的关系。本文旨在构建一种基于角色的工程专业学生职业道德教学方法。它主要借鉴了儒家哲学传统中的角色伦理理论。首先从比较的角度简要介绍了儒家角色伦理的基本原理。然后,它讨论了基于角色的工程伦理方法可能需要什么。最后,本文简要探讨了儒家角色伦理思想对未来工程伦理教育的启示。
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引用次数: 0
Putting the pandemic on the table: what does this crisis reveal about the essence of education? 把疫情摆在桌面上:这场危机揭示了教育的本质?
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188720
Glenn M. Hudak
ABSTRACT The period March 2020–March 2021 marks the time reference for this theoretical study as it denotes the initial surge of the Pandemic, where whole societies were destabilized by the ferocity of Covid-19. Within this context, I posit COVID-19 as a transforming event: one that exhausts worlds. Drawing from Jan Masschelein’s works on Arendt and the architecture of public education, the question at hand is how does Covid-19, as a transforming event, affect and change the very essence of education? I begin by comparing two definitions of crisis, Arendt’s notion of krisis, with philosopher Peter Pal Pelbart’s thinking around crisis, illness, and ‘exhaustion.’ I conclude by identifying an ‘inconsequential’ architectural space, a ‘spandrel.’ This spatial by-product, revealed during the Pandemic, is located within the very design of the ‘perfect’ public school, schole: the Arendtian ‘table.’ This spandrel aligns with Fernand Deligny’s ‘primordial communism.’
2020年3月至2021年3月是本理论研究的时间参考,因为这段时间是大流行的最初高峰,整个社会都因Covid-19的凶猛而不稳定。在此背景下,我认为COVID-19是一场变革性事件:一场耗尽世界的事件。从扬·马什莱因(Jan Masschelein)关于阿伦特和公共教育架构的著作中可以看出,当前的问题是,作为一场变革性事件,Covid-19如何影响和改变教育的本质?我首先比较了两种危机的定义,阿伦特的危机概念和哲学家彼得·帕尔佩尔巴特关于危机、疾病和“疲惫”的思考。最后,我确定了一个“无关紧要”的建筑空间,一个“扩张”空间。这个空间副产品,在大流行期间被揭示出来,位于“完美”公立学校的设计中,学校:Arendtian的桌子。这与德列尼(Fernand Deligny)的“原始共产主义”(primordial communism)一致。
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引用次数: 0
Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein 复古乌托邦的风险,不断的转换,没有降噪:对Jan Masschelein的回应
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188752
Lovisa Bergdahl
ABSTRACT This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices.
摘要本文是对Jan Masschelein主题演讲的回应。文章的出发点是对他的论点的友好支持,文章以肯定的情绪作为一种批评的形式开始。此后,它首先在论文中采用了一种稍微反乌托邦的数字化方法。其次,它引起了人们的注意,Masschelein所建议的复兴和再生的姿态总是涉及一个回归或重复的时刻。这个问题被问到,在Masschelein的建议中,检索从过去继承的教学形式的姿态是什么形式的,并认为这种检索是一项不断翻译的工作。第三,对倡导orature发表了评论,提醒人们,校园教育通常没有降噪,也就是说,它还需要反思我们声音中和通过我们的声音校准的不和谐。
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引用次数: 0
Indigenous, feminine and technologist relational philosophies in the time of machine learning 机器学习时代的土著、女性和技术专家的关系哲学
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188714
Troy A. Richardson
ABSTRACT Machine Learning (ML) and Artificial Intelligence (AI) are for many the defining features of the early twenty-first century. With such a provocation, this essay considers how one might understand the relational philosophies articulated by Indigenous learning scientists, Indigenous technologists and feminine philosophers of education as co-constitutive of an ensemble mediating or regulating an educative philosophy interfacing with ML/AI. In these mediations, differing vocabularies – kin, the one caring, cooperative – are recognized for their ethical commitments, yet challenging epistemic claims in the contexts of ML. Similarly, ML poses some questions to claims made about relational and Indigenous epistemologies, where the latter is perceived as separated from and unaffected by computation specifically or algorithmic societies generally. This essay seeks to gain several vantage points to explore and complicate how diverse relational philosophies can address ML and perhaps reconsider their own critical practices.
对许多人来说,机器学习(ML)和人工智能(AI)是21世纪初的标志性特征。在这样的挑衅下,本文考虑人们如何理解土著学习科学家、土著技术专家和女性教育哲学家所阐述的关系哲学,将其作为一个整体的共同组成部分,调解或调节与ML/AI交互的教育哲学。在这些调解中,不同的词汇-亲属,关怀,合作-因其伦理承诺而得到认可,但在ML的背景下挑战认识论主张。同样,ML对有关关系和土著认识论的主张提出了一些问题,后者被认为与计算或算法社会分离,不受其影响。本文试图获得几个有利位置,以探索和复杂不同的关系哲学如何解决ML问题,并可能重新考虑他们自己的关键实践。
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引用次数: 0
Being universitas: community and being present in times of pandemic 成为大学:在疫情期间的社区和存在
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188718
Amanda Fulford, David Locke
ABSTRACT This paper considers what is at stake in the idea of universitas – a community of masters and scholars – in the context of the shifting landscape of higher education engendered by the COVID-19 pandemic. Drawing on the philosophy of Gabriel Marcel, we consider what it means to be together in a university community. We draw a distinction between the idea of ‘functioning’ as universitas and ‘being’ universitas, arguing that, that while universities have continued to function effectively through the pandemic, something of what it means to be universitas has been lost. We explore, through Marcel’s concepts of disponibilité and indisponibilité (availability and unavailability), presence and communion, what is at stake in our being with others, and participating in their plenitude. We conclude that being bodily present to each other opens up possibilities for realising something of what it means to be universitas as a community of masters, scholars and students.
摘要在新冠肺炎疫情导致高等教育格局发生变化的背景下,本文探讨了由硕士和学者组成的大学理念的利害关系。借鉴加布里埃尔·马塞尔的哲学,我们思考在大学社区里在一起意味着什么。我们区分了“作为大学发挥作用”和“成为”大学的概念,认为尽管大学在疫情期间继续有效发挥作用,但作为大学的意义已经丧失。我们通过马塞尔关于可支配性和不可支配性(可用性和不可用性)、存在和交流的概念,探索我们与他人相处以及充分参与他人生活的利害关系。我们得出的结论是,身体相互存在为实现大学作为一个由大师、学者和学生组成的社区意味着什么开辟了可能性。
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引用次数: 0
Pedagogical form, study, and formless formation 教育形式、研究和无形式形成
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188723
Çağlar Köseoğlu, J. Kloeg
ABSTRACT Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible during pandemic education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education.
摘要在新冠肺炎疫情期间,将教育转移到Zoom、微软团队和许多替代方案引发了教学形式的问题。从某种意义上说,疫情教育的二维性是将教育无摩擦、净化地简化为纯粹形式;它提供了更有效的知识转移,并以强化手段达到目的逻辑为标志。这使得Stefano Harney和Fred Moten称之为研究的非正式、非成形和变形活动在疫情教育期间变得更加困难,如果不是不可能的话。在这篇文章中,我们通过Emile Bojesen关于教育作为(de)formation的工作,从教育形式和教育形式化的角度来思考思维的陷阱。通过Harney和Moten,我们反思了通过无形式形成的学习概念/实践教会我们关于(疫情前)教育以及可能与疫情后教育中的学习保持一致的教学形式。
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引用次数: 0
Educational relational networks: indigenous and feminist worlding. A response to Troy Richardson 教育关系网络:土著和女权主义世界。对Troy Richardson的回应
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188755
Sharon Todd
ABSTRACT This paper is a response to Troy Richardson’s Terence McLaughlin’s Lecture. In it, I discuss how Richardson provides a unique reading of relationality, drawing together technology studies, Indigenous Education and feminist philosophy of education. Seeking to walk with key ideas he develops, this response also points to a possible limitation in seeing Noddings ethic of care as part of a feminist relational ontology that can help inform new ways of understanding ‘machine learning’. In particular, I introduce the notion of worlding as a way of complementing Richardson’s reading of relationality – a notion that has profound implications for pedagogical practice.
本文是对Troy Richardson的Terence McLaughlin讲座的回应。在这本书中,我讨论了理查森如何将技术研究、土著教育和女权主义教育哲学结合起来,提供了一种独特的关系解读。为了与他发展的关键思想同行,这一回应还指出,将Noddings护理伦理视为女权主义关系本体论的一部分可能存在局限性,这有助于为理解“机器学习”的新方式提供信息。特别是,我引入了世界化的概念,作为对理查森对关系性解读的补充——这一概念对教学实践有着深远的影响。
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引用次数: 0
Clocked by the pandemic! On gender and time in Rousseau’s Émile 被大流行计时!论卢梭笔下的性别与时间Émile
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188724
Amy Shuffelton
ABSTRACT Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the cultivation of particular sensibilities regarding time.
摘要:大流行病对学校教育的干扰使经济、性别规范和教育的纠缠更加清晰,这些纠缠一直存在,并贯穿整个现代世界。本文旨在解开的特殊纠结是,教育对某种注意力的依赖,这种注意力在历史上是由女性化的教学力量和母亲提供的,而这种注意力本身就建立在对时间的特殊情感的培养上。
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引用次数: 0
Editorial: pedagogical forms in times of pandemic 社论:大流行时期的教学形式
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188759
Lovisa Bergdahl
Special Issue in Ethics & Education Pedagogical Forms in Times of Pandemic With the outbreak of the COVID-19 virus in the Spring 2020, campus life came to a halt. In many places all over the world, physical on campus seminars and lectures – pedagogical forms that prior to the outbreak of the pandemic were part of the very DNA of university life – could no longer take place like before and had to be either strictly regulated in terms of space and safety or simply converted into other forms. The loss of human togetherness and the reduction of teaching to a uniform activity on a flat digital screen (in wealthier parts of the world) echoed the sensory losses that were symptoms of the virus infection itself, turning the art of teaching almost from one day to the next into a twodimensional and sterile experience. Even if the prefix pan indicated that the global spread of the COVID-19 virus equally affected people all over the world, there were profound differences to be recognized. On local level, the pandemic magnified deep-rooted gendered, racial, economic, and social injustices, exposing perpetuated inequities particularly within the realm of education. In some contexts, schools were shut down and the children sent home, literally losing their education because of the pandemic. In others, the digital divide became a chasm, separating those who had access to electricity, computers, and the Internet from those who did not.
大流行病时期的伦理学与教育教学形式特刊随着新冠肺炎病毒在2020年春季爆发,校园生活陷入停滞。在世界各地的许多地方,物理校园研讨会和讲座——在疫情爆发之前是大学生活DNA的一部分的教学形式——不能再像以前那样进行了,必须在空间和安全方面受到严格监管,或者简单地转换成其他形式。人类失去了团结,教学减少到在平面数字屏幕上进行统一的活动(在世界上较富裕的地区),这与病毒感染本身的症状——感官丧失相呼应,使教学艺术几乎从一天到下一天变成了一种二维的、无菌的体验。即使前缀pan表示新冠肺炎病毒的全球传播同样影响到世界各地的人们,但仍存在着深刻的差异需要认识。在地方一级,疫情加剧了根深蒂固的性别、种族、经济和社会不公正,暴露了长期存在的不平等,尤其是在教育领域。在某些情况下,学校被关闭,孩子们被送回家,实际上因为疫情而失去了教育。在另一些国家,数字鸿沟成为了一道鸿沟,将那些有电、电脑和互联网的人与那些没有电、电脑或互联网的人分隔开来。
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引用次数: 0
Playing it by ear: potential as an improvisatory practice 随机应变:即兴练习的潜力
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188727
Catherine Herring
ABSTRACT This paper explores the concept of potential through a Deleuzean lens and argues that what is commonly understood as potential is often confused with possibility. It moves through four parts: an introduction exploring the language and context in which potential is ordinarily used in order to uncover underlying presuppositions; the next section explores key concepts from Difference and Repetition- namely the Dogmatic Image of Thought, Virtuality and Actuality- to illuminate ways in which a more nuanced concept of potential might be understood, arguing that it is a creative process, rather than a fixed characteristic. Next, it explores how improvisation is a way in which potential can be experienced, before finally considering how changes to education practice- specifically a move towards a more mechanised, digitally-orientated world- might be wholly irreconcilable with potential as a creative process of encountering, and risks a much more impoverished concept that is liable to concretion.
本文从德勒兹的角度探讨了势的概念,并指出通常被理解为势的东西往往与可能性相混淆。全文共分四个部分:绪论部分探讨潜在词通常使用的语言和语境,以揭示潜在的预设;下一部分探讨了《差异与重复》中的关键概念——即思想的教条式形象、虚拟性和现实性——阐明了如何理解更细微的潜力概念,认为它是一个创造性的过程,而不是一个固定的特征。接下来,它探讨了即兴创作如何成为一种体验潜力的方式,最后考虑了教育实践的变化——特别是向更加机械化、数字化的世界的转变——如何与潜力作为一种创造性的相遇过程完全不可调和,并冒着一个更贫困的概念的风险,这一概念容易凝固。
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引用次数: 0
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Ethics and Education
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