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While it is generally considered the basic principle of engineering ethics is to "hold paramount the safety, health, and welfare/well-being of the public in engineering practice," engineers and scholars of engineering ethics have not seriously examined what is well-being, and how and to what extent engineers have to take it into account in their practice. Meanwhile, scientific studies on well-being, including positive psychology, have recently been developed and evidence-based findings on various aspects of well-being have been reported.
In this study, the author showed, based on Martin Seligman's PERMA model, one of the widely accepted well-being theories, that ethical engineers who contribute to the well-being of the public can also maintain and raise the level of their own well-being. Educational materials and pedagogies for the new type of engineering ethics were developed and tested. The effectiveness of such education was also measured by the PERMA Profiler.

An empirical and comparative study on engineering ethics was conducted to contribute to develop teaching materials for engineering ethics education in globalized society. The results are as follows: 1) A package of case-method type of teaching material with an English virtual case "Solar Blind (English-dubbed version" was developed; 2) Among engineering students who study at technical universities in Japan, the United States and the Netherlands, the difference of their recognition on how much important values for engineering activities are weighed in their countries was made clear; 3)The international network of researchers who are involved with engineering ethics education and related researches was expanded ; 4) New teaching materials for engineering ethics education courses currently offered were developed with the aid of this study; 5) A foundation for the further research on Asian and Islamic values in engineering activities was formed.

In order to determine what curricular content and teaching methods are appropriate to train students to become global engineers, the author and her research partners conducted analyses of existing government-supported global education programs, and interviews with active global engineers, students, and professors of several engineering schools in Japan. Along with these, they developed a curriculum plan for a pilot joint GE training program with a sister school in the United States and tried out the plan. The curriculum plan included several lecture courses on each campus, US-Japan joint lectures, students' joint projects, and a one-week study tour to the US school by Japanese students. The results from these attempts confirmed that trainings in linguistic and cross-cultural communication skills, general liberal arts background such as geography, history and culture of a visiting country, and global value judgement ability are necessary.

In 2010 and 2011 the syllabi of 358 engineering-ethics-related courses taught in educational institutions across the country were collected and analyzed. Based on the results of the above syllabus surveys, 42 candidates for learning and educational objectives were extracted and categorized in the five domains. In 2012 they were evaluated by expert panels in the two-round Delphi survey using the Internet, and 22 objectives were defined and categorized into four domains.

1. The investigators designed, developed, and implemented a Junior-standing required course entitled "Ethical Issues in Science and Engineering" (2 credits) which was first offered at Kanazawa Institute of Thchnology (KIT) in the academic year 2006-2007. In this process, the educational and learning objectives were clarified, practical pedagogies (including case methods) were proposed, educational contents were examined, and educational materials induding hands-out, presentations, assignments and exams were developed. It was aimed that an "educational package" for engineering ethics should be developed so that a group of instructors would be able to teach a same course. (It is to achieve one of the goals of this research project, ie., to provide educational materials which can be used at any institutions other than KIT.)
2. For the ethics across the curriculum, the link of the above-mentioned course with the other required courses, esp., "Introduction to Engineering," was strengthened.
3. The Engineering Ethics Education Taskforce was formed with two representatives from each educational units (including 15 departments) and the linkage of the lower and upper divisions in terms of engineering ethics education was established.
4. Michael Davis, one of overseas research collaborators, was invited and with Davis, a faculty development program Mr engineering ethics education, emphasizing the ethics-across-the-curriculum approach and a method so-called "micro-insertion" was developed and implemented.
5. Heinz Leugenbiehl, another overseas collaborator stayed at KIT and developed and offered a course entitled "Engineering Ethics : A Global Perspective.," which was intended to provide an alternative standpoint different from the above-mentioned third-year required course.

The necessity of the technological ethics education is widely acknowledged in Japan. However, how to put the educational technique and the result is researched still hardly. The present study went to the engineer ethics education in the case method to which it was use such as the school of business to use it. Moreover, the measurement of ethical competence was tried.
A concrete content to research is the following.
1. It created the detailed syllabus of "science & engineering ethics" which is done in the KIT which the research representatives belong to.
2. It reviewed a way of educating and it created a specific lecture plan (including the number of people, the time, the time of the member of a class, the composition, the problem, e.t.c.) above.
3. It used Agora which is e-learning teaching materials for the technology ethics education which was developed in Holland. Reviewing the way of utilizing as the support teaching materials when practicing a case method specifically
4. To obtain information on making the case, it interviewed the teacher who had the experience of working in the enterprise.
5. The case method was actually done in "science & engineering ethics ".
6. It evaluated an effect about the practiced case method technique.
7. It did Continuous Improvement of the case.
8. The evaluation standard Ethics to have investigated about the way of measuring and evaluating the effect of the education by the case method and for it to have been specifically developed in Pittsburgh university and so on It enforced Rubrics and it analyzed a result.

The idea that "deficit model" is inappropriate has become widely accepted during 1990s in Britain While the model conceived that lay people are those who simply lack scientific knowledge and all to be done to them is providing "proper" and enough scientific knowledge, new types of campaign which has gamed impetus recently put emphasis on mutual communication between lay people and professionals in science and technology. This means that science education has become to be conceived in the context of science communication.
This trend leads up to some innovative activities, such as providing various types of science education, instead of focusing on education for would-be scientists, and improving displays at science museums around the country. Particularly worth noting is an attempt in the Welcome Wing at Science Museum in London, where an interactive way of displaying was newly launched which deals with interactions between science, society and, everyday life. An attempt named "Cafe Scientifique" is another example, which is a nationwide project and has been launched in more than ten cities around Britain.
In science-technology-related social issues, "citizen participation" and "consensus formation" has become key-words in these days, as exemplified in the emergence of consensus conference. This trend has its root in a fundamental change in society that has ever more come to produce new types of problems that are unsolvable in science even though relating to science, as a physicist Weinberg pointed out. This suggests us that the mode of science communication and science education in particular need to change in response to such a new trend. In this regard, our suggestion we acquired in our study is the importance of teaching "how science works in society" in science courses in schools.

1)It was proposed that science and engineering ethics programs can be considered as a sort of values-sharing programs which has a continuous improvement process governed by the PDCA (Plan-Do-Check-Act) cycle.
2)The implementation of an "Ethics across the Curriculum" program was examined in various aspects including concrete models, assessment and evaluation methodologies, integration into technical courses, and assessment tools for the ability of ethical value judgment
3)The results of questionnaires on values in engineering practice which were conducted mostly at various companies and organizations in nuclear industry indicated that values which Japanese engineers have are different from what engineering societies clarified in their codes of ethics, especially in terms of priority.
4)Through a survey of successful business ethics programs in place in Japan and in the US, key elements crucial to the design, implementation, and operation of a values-sharing program were extracted.
5)Educational materials for engineering ethics (a TV program consisted of fifteen 45-minute segments and an accompanying textbook) were designed and developed. (This has been broadcasted as an official course of the University of the Air, entitled "Introduction to Engineering Ethics")
6)It is concluded that in order to design and implement a successful engineering ethics program the development of assessment tools on the effectiveness of the program is crucially important Thus, various measurement tools were carefully examined and some of them such as electronic portfolios and ethics rubrics were found promising.
7)A proposal for the "Ethics Crossroads Center" which would serve as a center of excellence for the future development of science and engineering ethics was written.

本年度は、日常的な研究活動に加え、1)第1回編集委員会(平成10年6月4日〜11日/金沢工業大学において)、及び2)第2回編集委員会(平成10年10月13日〜17日/ローズ・ハルマン工科大学)を開催した。これらの編集会議で、平成8年11月に開催した第1回ワークショップ並びに平成9年7月に開催した第2回ワークショップの内容(講演録)を再度分析し、これらの成果が本研究課題で目指した目的をある程度達成していると判断し、これらの文書を中心として、成果報告書をまとめることに合意した。
これ以外の本年度の研究活動の結果として、次のような事柄を挙げることができる。
1) 次世紀のエンジニアを育てるための教育には、全く新しいパラダイムが必要であるという認識が、日本の工学教育関係者の間でも、広がっている。日本工学教育協会、日本工学会、日本学術会議などが中心となって、米国のABETを範とした、日本技術者教育認定機構(JABEE)を平成11年6月に発足させる予定である。このJABEEの共通基準は、今後の工学教育における教養教育の役割を方向づける内容となっている。
2) この共通基準の中で、特に本課題に関連深いものとしては、「(a)人類の幸福と・福祉とは何かについて考える能力と素養、(b)工学的解決法の社会および地球環境に及ぼす効果、価値に関する理解力や責任など技術者として社会に対する責任を自覚する能力、(c)コミュニケーション能力、(e)自己学習能力」などがある。
3) ABETおよびJABEEの認定基準を考慮して、研究代表者は、金沢工業大学における教養教育の目的の私案を作成した。
4) 教育目標の達成度を測定するための手法は、現在米国でさまざまな方法が考案されている。その中で、有望なものの一つは、ローズ・ハルマンエ科大学で試行されている「Electronic Portfolio」と呼ばれる方法である。

This research was studying from April 1994 to March 1996 on the joint project, which was a study about the development of technology.Compare Japan with United states of America.The outline of this research is as follows ;
<the year of 1995> A fundamental purpose of this joint project is making clear how development of technology on comparing Japan situation with U.S.A.It was main work on first researching year that "Construction Technology" and "Home Air Conditioning Technology" will be important themes.Both side researcher examined the frame of the researching project considering the difference of the culture and social style with the both countries.We got the consideration which our researching object will be as follows ;
(1) On the development of construction technology, focus on Earthquake Prof Construction & the Public Stand ard of this.
(2) On the development of electric technology, focusing on "Home Ear Condition"
We grasped the scheme of this joint project, and established the way of the comparative study.For the researching, we invited the American researchers to Japan, despatched japanese researchers to United States.
<The year of 1996> We got some result of the year of 1996.
[American Side]
(1) Researching for "the development of earthquake proof construction in U.S.A." and influence of from Japanese Seismology to the earthquake proof construction"
(2) Researching for "the outline of Home Air Conditioning System in U.S.A.
[Japanese Side]
(1) The Development of the earthquakes proof technology and the public standard of earthquake proof for building in Japan.
(2) "Development of Home Air Conditioning System in Japan" We took the comparative study, on the base of upper researching them.
1.New knowlidgement on the result of this Joint Project.
1) The deeply Connection with the both Countries on the development of the earthquake proof technology.Especially the result of the earthquake observation and study about new constriction calculate system.
2) There are a lot of difference Japan with U.S.A.on the establishment of the public standard for earthquake proof construction.
3) The development of "Home Air Conditioning System" will be closely connection with the difference of "Life style" and "condition of house"
2.Results The development of the technology will sad be established of itself.It will be developed to under closely connection with social and land condition.Our joint project made the clear to the character of the technology between Japan and United States of America.Focusing on the some parts of "Construction Technology" and "Electric Technology".We are publishing the result of this joint project while will be make after one characteristic difference of technology development between both countries.

The project was conducted during the academic years of 1994-1995. Also, from April 1996 to July 1996, the head investigator collaborated with Professor Heinz C.Luegenbeiehl in offering a graduate course on engineering ethics at Kanazawa institute of Technology, During this period, the principal investigator examined the state of engineering ethics education, especiafly that in the U.S., using published literature as well as collecting information via Internet, The following are the main points of the research results :
a) In the U.S., the Accreditation Board for Engineering and Technology (ABET) defines the educational objectives of the engineering curriculum at university level. The ABET objectives include the clear understanding of engineering and professional ethics. Thus, the ABET, in a way, requires each engineering program to incorporate engineering and professional ethics components in its curriculum in order to be accredited by the ABET.
b) Therefore, the majority of engineering programs in the U.S.conduct engineering and professional ethics education, one way or another.
c) By analyzing syllabi of engineering and professional ethics courses offered in the U.S.engineering programs, which were collected in this project, it has become clear that there are four or five widely-used textbooks on engineering ethics and a certain number of topics are commonly discussed in the textbooks as well as in the courses. These topics include "Engineering and Professionalism, " "Professional Organizations and Codes of Ethics, " "Engineers' Responsibility to the Public, " "Engineers as Employees/The Engineer-Employer Relationships, " "Conflict of interests, " and "Whistle-Blowing."
d) The most common instructional approach in this field is the so-call "Case Method, " in which the student is asked to face ethical dilemmas-some factual and some hypothetical-and to try to solve moral problems as a moral agent.
e) The objective of engineering ethics education is NOT to indoctrinate students with an established set of ethical principals, rather it is to cultivate "moral autonomy" as a professional in each student.
f) In contrast with the U.S., engineering ethics education has found almost no space in the Japanese higher education. Accordingly, there has been increased recognition in the needs of such education in Japan. However, in order to implement engineering ethics education, it seems necessary to collect and develop engineering ethics cases which are unique to the Japanese context, instead of importing the American way of engineering ethics directly.

本年度は研究計画の最終年度にあたるので、これまでの研究、特に、平成4年度より行ってきた「先端科学技術のパブリック・アクセプタンスに関する意識調査」の取りまとめを行った。昨年度の調査では不十分であった一般市民のサンプルを増やすために金沢市在住の市民300名を無作為に抽出しアンケートの回答を依頼し、その結果を分析した。また、原子力発電所がすでに稼働している地域(石川県志賀町)の住民、並びに、立地計画が争点になって地域(石川県珠洲市)の住民に対しても同様の調査を行って、結果を昨年度実施した調査の結果と比較した。昨年度の調査対象は、重点領域研究『高度技術社会のパースペクティブ』の参加者、国立大学工学部教員、工科系私立大学学生、放送大学受講生であった。昨年度の成果に加え、今年度の調査結果の分析から、リスクを伴う先端技術を受け入れる際、その技術が「幸福」に貢献するか否か、あるいは「快適性」に貢献するか否かが重要な要素として働くことがわかった。また、原子力・遺伝子工学などの推進を容認する人達でさえ、それらの技術が不測の事態においては制御不可能であることを認めていることがわかった。また、今後特に発展させていくべき科学技術としては、原子力を除く石油代替エネルギー、廃棄物の再利用技術、森林資源保護、砂漠緑化技術、高齢者や障害者の生活の機能を補う技術が期待されていことが示された。この結果の他の同種の調査の結果と合致し、このようなセンティメントが日本の中でもかなり広がっていることがわかった。これらの成果をまとめて、冊子体の報告書を作成した。

本研究は平成3年度及び4年度に竺覚暁(金沢工業大学)を研究代表者として行なった研究[課題番号04210129]を継続したものである。平成5年度は、特に平成4年度に作成・実施した「パブリック・アクセプタンスに関する意識調査」アンケートの結果の分析を継続して行なった、また、その成果を基に、平成4年度のアンケートの質問項目を再検討し、より厳密に問題点を抽出できるような項目に改良し、前年度よりも広い層の人々を対象にアンケート調査を実施し、その回答結果を分析した。今年度の調査の対象は、1)地方国立大学工学部教員、2)地方の私立工科系大学学生、3)本重点領域研究に参加している研究者、4)放送大学石川学習センターの受講者、5)金沢市在住の一般市民である。このアンケートでは、回答者に1)個人の属性、2)科学技術一般に対する意識・態度、3)科学技術者に対するイメージ、4)先端科学技術の五つの分野(原子力技術、遺伝子工学、電子機器技術、新素材技術、臓器移植)に関する意識、5)今後特に発展させるべき科学技術分野、について聞いた。
このアンケート調査票の設計の過程で、本研究班は、個人の先端科学技術のアクセプタンスには大きく分けて、「PA観」と「積極的受容」の2つの位相があると考えた。前者は、回答者から見て、自分以外の国民が、ある科学技術の推進に合意しているか否かについての意識であり、後者は、回答者自身がある特定の科学技術の推進を承認しているか否かである。この調査において、特に注目したのは、「積極的受容」で、この点を問う質問項目の回答結果とその他の項目との相関を分析したところ興味深い結果を得た。また、原子力、遺伝子工学、臓器移植などに関しては、「PA観」と「積極的受容」の間には、かなりのギャップがあり、日本人の先端科学技術に関するアンビバレントな姿勢が示された。

Gradual deterioration of the gloal environment is one of our recent concerns worldwide. It is to be remembered now that our biosphere has been supported long by the solar-based natural energy which is basically benign to the environment, and the efficient use of it presupposes reestablishment of the social system with reference to the past line. In this study, following were made :
(1)Utilization of the thermal energy contained by the thermocline vertically formed in the Uchikawa Dam Lake in Kanazawa, Ishikawa, Japan. Exergy evaluations were made, followed by the modeling of the exergy transportation for a long distance(10 Km)water transport path and to a fan coil unit cooling system at the dam lake. The models can be applied to the similar situations.
(2)Analysis of the possiblity of introducing hydrogen economy into the District of Hokuriku(facing the Sea of Japan)in Japan.
(3)Automation of solar system for the self alignment of panels to be used without maintenance for a long period of time.
(4)Mathematical modeling of a point of sales distribution system of daily goods and minimization of the related social costs due to pollution, noises, traffic jams, etc.
The originally planned work of establishing the educational system of the environmental ethics for primary and lower secondary high school pupils were unfortunately left for further study.

先端科学技術のパブリックアクセプタンス(PA)は、その技術のもたらす利益や利便などの正の効果と、不利益、不安などの負の効果とのトレード・オフの判断において成立すると考えられる。また、この判断の基礎には当該技術に対する知識の覚や関心の度合の如何、また科学技術全般や科学技術者に対する信頼度の如何があると考えられた。
そこで、現在最もコントロバーシヤルな原子力技術、その利益と危険の双方について未知の部分の多い遺伝子工学、最も身近で日常的なものとなったパソコンなど知的労働に関る電子技術、そして最も大きな技術的可能性と夢があると見なされている新素材技術の四つの先端科学技術に対して、上に述べた判断のありかたと、その判断が当該技術のPAに対してどの様な関係を有しているのかを調べる爲のアンケート調査を立案し、技術専門家113名、理工系大学生及び院生956名、文系学生139名などを対象にして実施した。
その結果、一般にPAの成立に関しては、当該技術の利益面、即ち有用性、効用性の認識がアクセプタンスの最も大きいファクターであり、その不利益面や、それに関する知識度や関心度、また科学技術全般及び科学技術者全般に対する信頼度などのファクターは、PAの成立に関しほとんど相関がないという結果を得た。すなわち、当初の仮設は支持されず、PAの要因が基本的にその技術の功利性の判断に基ずくという結果である。これだけから速断は出来ないが、日本人の功利的科学技術観の一面があらわれていると言える。

Five English teachers at Kanazawa Institute of Technology (K.I.T.) researched and developed audio teaching aids for Computer Assisted Instruction (CAI) during the period from 1991 to 1993. In the first year, we wrote the text Technical English for Electrical and Electronic Engineering Students which was published by K.I.T. The content of the text consisted of 'Sound' (two chapters) by Hiroko Fudano, 'Structure for Technical English' (two chapters) by Hiroyuki Tomi, and 'Electricity' (nine chapters) by Hiroshi Matsubara, Jun Fudano, and Kazumi Maruo. The text was utilized by four English teachers, including an American instructor, in an English 6 course taught to 208 Electrical Engineering students during the Fall Semester of 1991. Students were tested six times and were given a questionnaire at the end of the semester. The head investigator published a paper on "English Education Methodology at Colleges Specializing in Engineering" and was presented at K.I.T. in 1991.
In the second year, two students were employed to make supplementary programs for Technical English 4 which could also be used in CAI. This teaching aid program was completed by the end of September, 1992. In the Fall Semester, three teachers made use of these teaching aids in the instruction of forty-seven Electrical Engineering students, forty-two Electronic Engineering students, and forty-seven Mechanical Engineering students. Three examinations were given and a questionnaire was administered. The head investigator wrote a thesis on "English Education Methodology at Colleges Specializing in Engineering -Part II" and was submitted to K.I.T. in 1992.
In the third year, we devised audio programs for Technical English 4. Two American teachers duplicated the teaching aids and a tape recording was made for converting them into a Sound Appreciation System. By the end of September seven chapters of audio teaching aids were completed. In the Fall Semester the head investigator utilized the teaching aids in the instruction of forty-five Electrical Engineering students, twenty-three Electronic Engineering students, thirty-eight Mechanical Systems Engineering students, and fifty-two Civil Engineering students. In 1993 the head investigator submitted a report, The Study and Development of Audio Teaching Aids for CAI in Technical English Education, to the Ministry of Education, Science and Culture.

本研究は三年間の研究を行う予定で、平成三年度は以下の基礎的研究を行った。
竺は日本の原子力技術のパブリック・アクセプタンス(以下PA)について歴史的吟味を行った。即ち、現在の原子力技術の問題は、1)安全性、2)負の影響の不可逆性、3)廃棄物の処理法、4)軍事利用の可能性、の4点に整理でき、これらは日本の原子力利用が始まった当時既に認識されていたが、以来40年を経過しても解決されていないことを指摘した。それ故、大衆は原発の必要性を理解しているが、原子力技術と管理に負の評価を与え、原発縮小・全廃が過半数を占め、全面的なPAのないことを示した。また、一般に科学技術のPAを損なうのは情報の隠蔽と操作であり、原子力技術の真のPAには情報の公開と討論が必要であることを再確認した。若林は原子力技術を例に、PAにおいて重要な三条件が1)安全性と経済優位性、2)大衆の開発参加性、3)負の効果の制御性であるという仮説を提唱した。手塚はPAの重要問題は、当該技術の制御可能性であることを提唱し、それを実証するためのチェック・リストを作成した。また、PAの前提条件は、大衆の科学技術者に対する信頼であることを指摘し、これを調査するための方法を考察した。山本は電子技術が市民に与えた影響という観点から、特に個人の情報整理・知的生産におけるワ-プロの出現とその普及を分析した。清水はファクシミリが個人の通信手段として他国に先駆けて日本の社会に受容された原因についての分析を始めた。札野はヒトゲノム解析に関する大衆意識の実証調査の第一段階として、大学生を対象にアンケ-ト調査を行い、原子力等他の先端科学技術に比べヒトゲノム解析の認識が非常に低いことを明らかにした。また、解析計画の推進について、大学生は消極的で、特に経済的利益を目的とした計画の推進には反対が多いことが分かった。

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