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首页> 外文期刊>IEEE Technology and Society Magazine >Learning from failure: terrorism and ethics in engineering education
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Learning from failure: terrorism and ethics in engineering education

机译：从失败中学习：工程教育中的恐怖主义与道德

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Engineers strive for safety. This has been true for all of engineering's history. The issue in question is not whether engineers value safety, but rather how safety is defined, what its limits are, and who is responsible for ensuring it. The answers lie in the context rather than the technology of design. The events of September 11th are, like the disasters before them, the latest in a series of crises stirring discussion of the meaning of safety and responsibility. What remains to be seen, in the wake of the terrorist attacks, is whether the disasters of that day will be sufficient to cause not only a rethinking, but a reshaping of the primary canon of engineering ethics-that engineers' first and foremost obligation is to hold the public safety paramount. Whatever we take to be the lessons of September 11th for engineering design, there is an important lesson for engineering education. As we rethink the meaning of ethics codes, we must also rethink the meaning of our educational goals. The terrorist attacks may well require expansion from preventing failures that result from "human fallibility" toward also preventing failures that result from human maliciousness. What will not change is humans' essential role in engineering; technology, by definition, cannot exist without human intervention. Both the cause and prevention of technological failures must therefore rest in human hands as well, and our students require and deserve the broad education necessary to cope with this reality.
机译：工程师追求安全。对于工程的所有历史都是如此。问题不在于工程师是否重视安全性，而在于安全性的定义方式，安全极限是什么以及确保安全的责任人。答案在于上下文而不是设计技术。与之前的灾难一样，9月11日的事件是一系列危机中的最新事件，激起了人们对安全和责任意义的讨论。在恐怖袭击之后，还有待观察的是，那天的灾难是否足以引起人们的反思，而且重塑了工程伦理学的主要标准-工程师的首要责任是保持公共安全至上。无论我们将9月11日的工程设计课程作为什么课程，都有一门重要的工程教育课程。在重新考虑道德规范的含义时，我们还必须重新考虑我们教育目标的含义。恐怖袭击很可能需要从防止“人为失误”导致的失败扩展到也要防止由人为恶意导致的失败。不会改变的是人类在工程中的基本作用；从定义上讲，没有人类干预就不可能存在技术。因此，造成技术故障的原因和预防也必须掌握在人类手中，我们的学生需要并且应该接受应对这一现实所必需的广泛教育。

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