Orienting Engineering Ethics in terms of China: Curricula Shortcomings and Case Studies on China

1. Orienting Engineering Ethics in terms of China:Curricula Shortcomings and Case Studies on China RockwellF.Clancy,PhD GuangyuZhang June14,2014

2. Outline • Introduction • Shortcomings(overview) • Shortcomingsrelatedtointernationalcurriculaandcross-culturalunderstanding • ShortcomingsrelatedtoChinesecurriculaandpublicsafety • Casestudies(overview) • Casestudiesandtheirrelationtointernationalcurriculaandcross-culturalunderstanding • CasestudiesandtheirrelationtoChinesecurriculaandpublicsafety • Conclusion

3. I. Introduction

4. Atwo-foldaim Project“OrientingEngineeringEthicsintermsofChinaandChineseValues:ItsSignificanceBasedonThreeCaseStudies” Toidentifyandrectify: • Shortcomingsincurriculaininternationalengineeringenvironments,andresultingmisunderstandings • DeficiencieswithinengineeringcurriculainChina,andresulting safetyconcerns

5. Ourfindings • The nature of shortcomings within current curricula;ways to rectify these deficiencies • Threecasestudies:theThreeGorgesdam,theWest-Eastpipeline,and coalminingandenergy • DifferencesbetweenChinaandothercountries • Addressing global engineering challenges, improving cross-cultural understanding, and strengthening international collaborations

6. II. Shortcomings (overview)

7. Overview • Identifiesshortcomingsincurriculaininternationalengineeringenvironments,andresulting misunderstandings • MotivatedbydeficiencieswithinengineeringcurriculainChina,andresulting safetyconcerns • Discuss the nature of these curricula and their consequences

8. II-A. Shortcomings relatedtointernationalcurriculaandcross-culturalunderstanding

9. InternationalCurricula • Texts for courses are generally based on Western perspectives. • Socially specific values and circumstances obviously contribute to international engineering.

10. Cross-culturalunderstanding • Many foreigners working as engineers in Shanghaihave 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.

11. II-B. Shortcomings relatedtoChinesecurriculaandpublicsafety

12. Publicsafety • Recently, Chinesegovernment policies have shifted, such that public safety is of increasing concern. • It is important that engineers in China engage in ethical practices.

13. Chinesecurricula • Courses that deal with the ethical, social, and political dimensions of engineering are not a central feature of engineering curricula throughout China. • Exceptions:UM-SJTUJointInstitute,Southwest Jiao Tong University,The University of Science andTechnology Beijing,andthe Dalian University of Technology • Generally based on Western perspectives–harderfor Chinese students tounderstand– clashes with values

14. Resultsof misunderstanding • 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.

15. III. Casestudies (overview)

16. Anticipatedoutcomes • Improve curricula, and,therefore, improve cross-cultural understanding in international engineering environments • Improve engineering curricula offered in China and, as a result, contribute to public safety in China

17. III-A.Casestudies andtheirrelationtointernationalcurriculaandcross-culturalunderstanding

18. Relevant to global engineering challenges • Addressdifferences in perspectives that result from differing cultural assumptions • Enhance the quality of international collaborations through better cross-cultural understanding

19. Anethicalperspective • 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

20. Broader implications and consequences • 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

21. Responses to scarce resource needs • 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

22. Preparestudents • 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

23. III-B. Casestudies andtheirrelationtoChinesecurriculaandpublicsafety

24. Chinese-specific resourcesincourses • 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 onthe nature of the communal good and shared responsibility in engineering contexts, as well as China’s place as a developing country

25. Professional responsibility • 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

26. IV. Conclusion

27. Conclusion • 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 • Assuageconcerns regarding public safety in China

28. Thankyou!