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Engineering ethics and identity: Emerging initiatives in comparative perspective

机译：工程伦理与身份：比较视角下的新兴计划

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This article describes and accounts for variable interests in engineering ethics in France, Germany, and Japan by locating recent initiatives in relation to the evolving identities of engineers. A key issue in ethics education for engineers concerns the relationship between the identity of the engineer and the responsibilities of engineering work. This relationship has varied significantly over time and from place to place around the world. One methodological strategy for sorting out similarities and differences in engineers' identities is to ask the "who" question. Who is an engineer? Or, what makes one an engineer? While engineering ethics has attracted little interest in France and formal education in the subject might be seen as redundant, German engineering societies have, since the conclusion of World War II, demanded from engineers a strong commitment to social responsibility through technology evaluation and assessment. In Japan, a recent flourishing of interest in engineering ethics appears to be linked to concerns that corporations no longer function properly as Japanese "households." In each case, deliberations over engineering ethics emerge as part of the process through which engineers work to keep their fields in alignment with changing images of advancement in society.
机译：本文通过查找与工程师身份不断变化有关的最新计划，来描述和说明法国，德国和日本在工程伦理学中的兴趣。对工程师进行道德教育的一个关键问题涉及工程师的身份与工程工作职责之间的关系。这种关系随着时间的推移以及在世界各地的不同而发生了很大的变化。解决工程师身份异同的一种方法论策略是提出“谁”问题。谁是工程师？或者，是什么让一名工程师成为一名工程师？尽管工程伦理学对法国几乎没有兴趣，并且在该学科上进行正规教育可能被认为是多余的，但是自第二次世界大战结束以来，德国工程学会要求工程师通过技术评估和评估来坚定承担社会责任。在日本，对工程伦理学的兴趣最近兴旺似乎与人们对企业不再作为日本“家庭”的担忧有关。在每种情况下，对工程道德的思考都作为工程师工作的一部分，使他们的工作领域与社会进步的形象保持一致。

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