Problem-Based Learning in Engineering Ethics Courses

Kirkman, Robert

doi:10.7771/1541-5015.1610

Cited by 5 publications

(8 citation statements)

References 22 publications

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“…While education of certain values faces challenges with their internalization (Yazdani & Akbarilakeh, 2017), research in value-based education (Kirschenbaum, 1992), problem-based education (Kirkman, 2017) encourage educators to help learners to identify values, to think about them and to develop higher levels of moral reasoning. Problem solving integrating values could be helpful to foster meaningful learning and to promote the development of the capabilities of problem solving and moral reasoning along with responsibility.…”

Section: Discussionmentioning

confidence: 99%

“…The main weakness of these cases is that learners analyze them through the lens of a third person. According to Kirkman (2017), this is a detached point of view. To change such view, author suggests to use problem situations, which "take the focus of a second-person narrative calling for a first person respond".…”

Section: Discussionmentioning

confidence: 99%

“…This process is long enough and requires learners' effort, time, and motivation. To take advantage of these resources is worth as Kirkman's (2017) findings show that becomes "impossible not to attend to values" in various situations when a person learned to think about and noticed them.…”

Section: Discussionmentioning

confidence: 99%

“…Ethical issues encompassing values is more considered in decision-making (Keeney, 1994;Verplanken & Holland, 2002;Hall & Davis, 2007). Problem-based learning proposes to develop ethical and reflective competencies (Euler & Kühner, 2017) as well as to recognize and to apply moral values in daily activities (Kirkman, 2017). In fact, values should be spread within education in order to help learners to discover and to understand to what and how values mean in the broader framework of things (Ozoliņš, 2015).…”

Section: The Integration Of Problem Solving and Value Approach: The Smentioning

confidence: 99%

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The Integration of Problem Solving and Value Approach: the Shift Toward How to Think

Škėrienė¹

2019

Innovations, Technologies and Research in Education, 2019

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The paper aims to reveal that values integration into problem solving fosters how to think. The first part of this paper discusses the meaning of a problem that influences the definition of problem solving. The second part discloses a structural process of problem solving and its weak points leading to rational what to think. Addressing the issues of why and how values influence decision-making that is a constituent of problem solving process, the opportunities for integration of values into problem solving are revealed. Stressing that problem solving integrating values is a significant way of future professionals learning, the framework of value-based problem solving is presented. Suggestions reveal the implementation for valuebased problem solving learning and teaching as well as directions for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Integration Of Problem Solving and Value Approach: The Smentioning

confidence: 99%

See 2 more Smart Citations

The Integration of Problem Solving and Value Approach: the Shift Toward How to Think

Škėrienė¹

2019

Innovations, Technologies and Research in Education, 2019

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“…The research by Hall and Davis (2007) indicates that the decision-makers’ applied value profile temporarily changed as they analyzed the issue from multiple perspectives and revealed the existence of a broader set of values. The study by Kirkman (2017) reveal that participants noticed the relevance of moral values to situations they encountered in various contexts.…”

Section: The Background Of the Conceptual Frameworkmentioning

confidence: 92%

Problem solving through values: A challenge for thinking and capability development

Škėrienė

Jucevičienė

2020

Thinking Skills and Creativity

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Highlights This paper introduces the 4W framework of consistent problem solving through values. The 4W suggests when, how and why the explication of values helps to solve a problem. The 4W is significant to teach students to cope with problems having crucial consequences. The paper considers challenges using such framework of thinking in different fields of education.

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4E cognition, moral imagination, and engineering ethics education: shaping affordances for diverse embodied perspectives

van Grunsven,

Marin,

Gammon

et al. 2024

Phenom Cogn Sci

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While 4E approaches to cognition are increasingly introduced in educational contexts, little has been said about how 4E commitments can inform pedagogy aimed at fostering ethical competencies. Here, we evaluate a 4E-inspired ethics exercise that we developed at a technical university to enliven the moral imagination of engineering students. Our students participated in an interactive tinkering workshop, during which they materially redesigned a healthcare artifact. The aim of the workshop was twofold. Firstly, we wanted students to experience how material choices at the levels of design and functionality can enable morally significant reimaginings of the affordances commonly associated with existing artifacts. We term this type of reimagining world-directed moral imagination. Secondly, through the design process, we wanted students to robustly place themselves in the lived embodied perspectives of (potential) users of their selected artifacts. We term this person-directed moral imagination. While student testimonies about the exercise indicate that both their world-directed and person-directed moral imagination were enlivened, we note that the fostering of robust person-directed moral imagination proved challenging. Using 4E insights, we diagnose this challenge and ask how it might be overcome. To this end, we engage extensively with a recent 4E-informed critique of person-directed moral imagination, raised by Clavel Vázquez and Clavel-Vázquez (2023). They argue that person-directed moral imagination is profoundly limited, if not fundamentally misguided, particularly when exercised in contexts marked by emphatic embodied situated difference between the imaginer and the imagined. Building upon insights from both the 4E field and testimonies from critical disability studies, we argue that, while their critique is valuable, it ultimately goes too far. We conclude that a 4E approach can take on board recent 4E warnings regarding the limits of person-directed moral imagination while contributing positively to the development of moral imagination in engineering ethics education.

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Problem-Based Learning in Engineering Ethics Courses

Cited by 5 publications

References 22 publications

The Integration of Problem Solving and Value Approach: the Shift Toward How to Think

The Integration of Problem Solving and Value Approach: the Shift Toward How to Think

Problem solving through values: A challenge for thinking and capability development

4E cognition, moral imagination, and engineering ethics education: shaping affordances for diverse embodied perspectives

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