The Development of Empathic Perspective-Taking in an Engineering Ethics Course

Autor/inn/en	Hess, Justin L.; Strobel, Johannes; Brightman, Andrew O.
Titel	The Development of Empathic Perspective-Taking in an Engineering Ethics Course
Quelle	In: Journal of Engineering Education, 106 (2017) 4, S.534-563 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20175
Schlagwörter	Empathy; Perspective Taking; Engineering Education; Consciousness Raising; Graduate Students; World Views; Ethical Instruction; Psychological Patterns; Critical Incidents Method; Ethics + Suchen Sie Ihr Suchwort? Empathie; Zukunftsperspektive; Ingenieurausbildung; Bewusstseinsbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; World view; Weltanschauung; Ethics instruction; Teaching of ethics; Ethikunterricht; Ethik
Abstract	Background: Perspective-taking, a key component of engineering, is particularly salient in engineering ethics. Yet practices for promoting its development in engineering students both within and outside of ethics education remain largely underexplored. Purpose: The objective of this investigation was twofold: first, we explored the aspects of an engineering ethics course that contributed to changes in perspective-taking among graduate-level engineering students. Second, we explored the nature of these changes. Design/Method: We used Critical Incident Technique to explore these two research objectives. To enhance the rigor of this qualitative investigation, we implemented Walther, Sochacka, and Kellam's Quality Framework. Results: The analysis of 24 critical incidents extracted from post-course interviews resulted in five distinct but related themes representing potential causes of changes in perspective-taking. Themes included the sharing of diverse perspectives, the challenge of ethical decision-making, projection exercises, repetitive application of Reflexive Principlism, and experiencing cognitive dissonance. Second, we found four themes representing the nature of perspective-taking changes, including open-mindedness, holistic perspective-taking, principle-based perspective-taking, and worldview broadening. Conclusions: These findings elucidate nuances engineering educators might consider when seeking perspective-taking development among their students, such as the nature of case study prompts and the relationship between perspective-taking and ethical reasoning processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01