ORIENTING ENGINEERING ETHICS IN TERMS OF CHINA:
CURRICULA SHORTCOMINGS AND CASE STUDIES ON CHINA
Rockwell F. Clancy, PhD
Guangyu Zhang
June 14, 2014
Outline
Introduction
Shortcomings (overview)
I.
II.
A.
B.
Case studies (overview)
III.
A.
B.
IV.
Shortcomings related to international curricula and cross-cultural
understanding
Shortcomings related to Chinese curricula and public safety
Case studies and their relation to international curricula and crosscultural understanding
Case studies and their relation to Chinese curricula and public safety
Conclusion
I.
Introduction
A two-fold aim
Project “Orienting Engineering Ethics in terms of China and
Chinese Values: Its Significance Based on Three Case Studies”
To identify and rectify:
1.
2.
Shortcomings in curricula in international engineering
environments, and resulting misunderstandings
Deficiencies within engineering curricula in China, and
resulting safety concerns
Our findings
1.
2.
3.
4.
The nature of shortcomings within current curricula; ways
to rectify these deficiencies
Three case studies: the Three Gorges dam, the West-East
pipeline, and coal mining and energy
Differences between China and other countries
Addressing global engineering challenges, improving crosscultural understanding, and strengthening international
collaborations
II.
Shortcomings (overview)
Overview
1.
2.
3.
Identifies shortcomings in curricula in international
engineering
environments,
and
resulting
misunderstandings
Motivated by deficiencies within engineering
curricula in China, and resulting safety concerns
Discuss the nature of these curricula and their
consequences
Shortcomings related to international
curricula and cross-cultural understanding
II-A.
International Curricula
1.
2.
Texts for courses are generally based on Western
perspectives.
Socially specific values and circumstances obviously
contribute to international engineering.
Cross-cultural understanding
1.
2.
Many foreigners working as engineers in Shanghai
have expressed alarm and voiced concerns.
Students can be made better aware of these
differences and the roles they play in shaping
international engineering environments through
case studies.
Shortcomings related to Chinese curricula
and public safety
II-B.
Public safety
1.
2.
Recently, Chinese government policies have shifted,
such that public safety is of increasing concern.
It is important that engineers in China engage in
ethical practices.
Chinese curricula
1.
2.
3.
Courses that deal with the ethical, social, and political
dimensions of engineering are not a central feature of
engineering curricula throughout China.
Exceptions: UM-SJTU Joint Institute, Southwest Jiao Tong
University, The University of Science and Technology
Beijing, and the Dalian University of Technology
Generally based on Western perspectives – harder for
Chinese students to understand – clashes with values
Results of misunderstanding
1.
2.
Fail to appreciate the responsibilities engineers have
for insuring public safety
It is important that Chinese engineers be made
aware of their responsibilities for public safety and
engage in practices that foster this safety.
III. Case
studies (overview)
Anticipated outcomes
1.
2.
Improve curricula, and, therefore, improve crosscultural understanding in international engineering
environments
Improve engineering curricula offered in China and,
as a result, contribute to public safety in China
Case studies and their relation to international
curricula and cross-cultural understanding
III-A.
Relevant to global engineering challenges
1.
2.
Address differences in perspectives that result from
differing cultural assumptions
Enhance the quality of international collaborations
through better cross-cultural understanding
An ethical perspective
1.
2.
3.
For example, deontological frameworks are largely
foreign to traditional Chinese systems of thought
such as Confucianism.
Different ethical commitments guide engineering
projects in China.
Highlight the nature and importance of these
different cultural and ethical perspectives
Broader implications and consequences
1.
2.
Projects have been conceived as either points of
national pride or humiliation, rather than as simply
responses to energy, resource, and transportation
needs.
The potential to either increase or decrease the
livelihood of Chinese people in significant ways, as
well as either building trust in the government or
undermining its legitimacy
Responses to scarce resource needs
1.
2.
Large-scale engineering projects shape China’s
foreign policy with both its neighbors and the rest
of the world.
Have far-reaching implications and consequences,
touching on broader issues, for example, energy
security and international diplomacy
Prepare students
1.
2.
3.
Take cognizance of the social and political
dimensions of engineering in international contexts
Have a better understanding of and appreciation for
the way circumstances and values foreign to their
own shape engineering environments
Enhance the quality of international collaborations
through better cross-cultural understanding
Case studies and their relation to Chinese
curricula and public safety
III-B.
Chinese-specific resources in courses
1.
2.
3.
Facilitate the introduction of courses such as these into
engineering curricula throughout China
Assuage difficulties Chinese students find in understanding
materials developed from and for a Western perspective
Place greater emphasis on the nature of the communal good
and shared responsibility in engineering contexts, as well as
China’s place as a developing country
Professional responsibility
1.
2.
Have an understanding of and appreciation for
concepts and principles concerning the ethical and
social implications of engineering
More fully appreciating and acting in a manner that
insures public safety
IV.
Conclusion
Conclusion
1.
2.
3.
4.
5.
The issues on which we focus in relation to China
are globally relevant.
Deficiencies in current curricula both internationally
and within China
Improve engineering curricula
Foster greater understanding in international
engineering environments
Assuage concerns regarding public safety in China
Thank you!