This is an action research, namely research in action, which aims to enable undergraduate students to cultivate their own ethical mind through an undergraduate education practice of engineering ethics. In recent years almost all of the science and engineering colleges have introduced a subject of engineering ethics education in Japan. However their syllabus planning tends to lack consistency of educational purpose and to be a mixture of wide range of issues: law and ethics, product liability, compliance and disclosure, whistle blowing, peer pressure, risk communication, etc., in an omnibus style of lectures or workshops. This tendency makes it difficult to teach essential qualities of “ethical mind” that students should cultivate. This kind of problem is generally appeared in engineering ethics education, reported not only in Japan. It is no doubt that the current science and technology driven society requires professional engineers to engage in public communication of science and technology. In order to apply science and technology to products and services with much transparent way, professional engineers ought to cultivate their ethical mind for science and technology communication with society as well as within their organization. Therefore much efficient way of engineering ethics education should be needed to turn such a transparency into reality.
This study aims to seek a new approach of educational method to enable students to cultivate ethical mind constructing their own social attitudes through strategically designed course program including persuasive essay writing. On the assumption that the social psychology theories of “role-taking” and “attitude change” derive effective basis to practice such education programs, the study develops a theoretical framework for education, a syllabus of the class and a series of short essay questions to exercise cognitive abilities concerned with ethical practices. Findings from qualitative data analysis of descriptive texts by students show that this framework succeeds in providing effective training opportunities, in which students try to learn
how to construct social attitude for ethical decision making within difficult and complex situation overcoming conflict between opposing factors such as individual and organizational value. As a result theoretical and practical contribution of the educational framework to entire field of science communication should be discussed.
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Constructing ethical attitudes through persuasive writings training
A challenge in undergraduate education of engineering ethics

Emiko Tayanagi   Future University Hakodate

This is an action research, namely research in action, which aims to enable undergraduate students to cultivate their own ethical mind through an undergraduate education practice of engineering ethics. In recent years almost all of the science and engineering colleges have introduced a subject of engineering ethics education in Japan. However their syllabus planning tends to lack consistency of educational purpose and to be a mixture of wide range of issues: law and ethics, product liability, compliance and disclosure, whistle blowing, peer pressure, risk communication, etc., in an omnibus style of lectures or workshops. This tendency makes it difficult to teach essential qualities of “ethical mind” that students should cultivate. This kind of problem is generally appeared in engineering ethics education, reported not only in Japan. It is no doubt that the current science and technology driven society requires professional engineers to engage in public communication of science and technology. In order to apply science and technology to products and services with much transparent way, professional engineers ought to cultivate their ethical mind for science and technology communication with society as well as within their organization. Therefore much efficient way of engineering ethics education should be needed to turn such a transparency into reality.
This study aims to seek a new approach of educational method to enable students to cultivate ethical mind constructing their own social attitudes through strategically designed course program including persuasive essay writing. On the assumption that the social psychology theories of “role-taking” and “attitude change” derive effective basis to practice such education programs, the study develops a theoretical framework for education, a syllabus of the class and a series of short essay questions to exercise cognitive abilities concerned with ethical practices. Findings from qualitative data analysis of descriptive texts by students show that this framework succeeds in providing effective training opportunities, in which students try to learn
how to construct social attitude for ethical decision making within difficult and complex situation overcoming conflict between opposing factors such as individual and organizational value. As a result theoretical and practical contribution of the educational framework to entire field of science communication should be discussed.

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