文档介绍：Use of Objective Problem-Solving Techniques in Addressing Issues in Engineering Ethics
Charles R. Glagola
Abstract
Engineering students are historically disposed and trained to use objective methods in addressing problems in engineering and engineering-related courses. Because of this predisposition, engineering students sometimes have difficulty in dealing with decision-making related to subjective issues such as those addressed in the study of engineering ethics. Common techniques for evaluating and analyzing ethical problems or situations, when considered from a purely philosophical approach, are often confusing to engineering students who are looking for a more definitive conclusion. These traditional methods, such as Rights Test, Act Utilitarianism, Duty Ethics, etc., while quite logical and applicable for social scientists, are, because of the subjectivity in the analysis process, fortable for many engineering students. Using more objective problem solving tools such as Nominal Group Techniques to identify and agree on issues, Cause and Effect Diagrams to clearly define contributing causes, Force Field Analysis to define inhibiting and motivating factors, and Matrix Analysis of weighted criterion to evaluate alternative solutions against impacts has proven more acceptable to engineering students in plex and subjective situations such as those that are found in an engineering ethics course.
INTRODUCTION
Subjective Learning v. Objective Learning
One of the first things required of the students is to have them take a Myers-Briggs Type Indicator (MBTI) test to reveal to them their learning styles and show them how, by knowing their own innate style, they will perform within a group and better understand how to deal with different types of assignments and examinations. Most of these students have never taken such a test and are quite interested, although not surprised, in the results. The results of the students tests match those of prehensive study of person