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掲載誌名 Journal name,出版機関名 Publishing organization,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2005  How to Motivate Students to Learn Engineering Ethics  単著   
iNEER Conference for Engineering Education and Research Proceedings of Abstracts  , 115  , 2005/03   

概要(Abstract) A concern regarding professional ethics for engineers has been growing for the past several years in Japan as a result of the globalization of engineering education. It is recognized that teaching the professional aspects, including ethics, of engineering is essential in responding to globalization. Past engineering education in the country focused solely upon the academic aspects of engineering, while little attention was given to those others. The main driving force of the conversion of engineering education in Japan came with the establishment of the Japan Accreditation Board for Engineering Education in 1999. The country’s professional accreditation system was founded with the aim of ensuring the international equivalency of Japanese engineering education programs by accreditation under standardized criteria. One of the criteria requires that graduates have an understanding of the effects and impact of technology on society and nature, and of engineers’ social responsibilities. 

備考(Remarks)  

2004  なぜ技術者倫理教育にSTSが必要か  単著   
科学技術社会論研究  , 科学技術社会論学会  , 第3号  , 21-37  , 2004/12   

概要(Abstract) Universities and technical colleges in Japan have started to give engineering ethics education to their students, as a result of globalization of engineering education. What should we teach in engineering ethics courses, however, remains to be discussed. Should we focus only to the narrow ethical problems that an engineer encounters in his or her day-to-day work, or ought we also to cover the broad problems that technology has on whole society? The purpose of this paper is to argue that presenting the wide range of ethical problems is the essential component of engineering ethics education. After introducing three reasons why teaching the narrow problems only is insufficient, the author will suggest how STS can be used to present the broad problems in engineering ethics courses. 

備考(Remarks)  

2004  技術者倫理を捉えなおす−公衆の安全・健康・福利のために何をすべきか−  単著   
社会と倫理  , 南山大学社会倫理研究所  , 第17号  , 153-170  , 2004/12   

概要(Abstract) 本稿では、近年わが国に技術者倫理が導入されている社会的背景を紹介し、さらに、従来の技術者倫理教育を批判的に検討し、新たな倫理教育のあり方を提示した。 

備考(Remarks)  

2004  Teaching Engineering Ethics to Freshmen  単著   
PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION AND RESEARCH “PROGRESS THROUGH  , 435-436  , 2004/06   

概要(Abstract) The "engineering ethics" lecture is targeted at freshmen who are quite interested in science and technology, but do not have enough sensitivity to engineering professionalism. This situation requires us to develop engineering ethics education to motivate the students to understand that engineering ethics is professional ethics.
This paper describes our concept of the course, and includes the syllabus and daily schedule. 

備考(Remarks)  

2004  Anomalous mode structure of a radiation-exciton coupled system beyond the long-wavelength approximation regime  共著   
Journal of Luminescence  , 108  , 343-346  , 2004/06   

概要(Abstract) We study the mode structure of a size-dependent exciton–radiation coupled system by means of nonlocal response theory. Considering excitons whose center-of-mass motion is confined in a thin film, we calculate complex eigenmodes including the radiative correction. Results show peculiar thickness dependence of the level structure and the radiative width for the region beyond the long-wavelength approximation, such as the transition from the lower to the upper polariton nature and an enhancement of the width at a particular thickness. Recently observed peculiar nonlinear responses of nondipole-type excitonic state can be explained by these results. 

備考(Remarks)  

2003  技術者倫理教育でなにを教えるべきか―技術者倫理から技術倫理への拡張をめぐって―  単著   
Nagoya Journal of Philosophy  , 名古屋大学情報科学研究科情報創造論講座  , 第2号  , 21-37  , 2003/05   

概要(Abstract) Schools of engineering in Japan have started to present engineering ethics education to their students as a result of globalization of engineering. However, what should we teach in engineering ethics education remains as a matter to be discussed further. Should we take up the narrow ethical problems that an engineer encounters in his or her day-to-day work, or should we cover the broad problems that all citizens in society have in their life? In this paper I will argue that we must teach both the narrow and broad problems in engineering ethics education. I will also introduce the book entitled Technology and Ethics by the European Ethics Network, which is important for Japanese engineering ethics education. In this book, the Network integrates engineering ethics and philosophy of technology to establish ethics of technology. 

備考(Remarks)  

2003  Developing Engineering Ethics Education in Japan  単著   
表現と創造  , 名古屋大学大学院人間情報学研究科  , 第4号  , 51-58  , 2003/03   

概要(Abstract) Globalisation of engineering education has brought active discussion about engineering ethics education in Japan to Japanese schools of engineering. Until recently methods to teach ethics to students of engineering schools have never been studied in Japan. This paper introduces the efforts of engineers and philosophers at Nagoya University and Nagoya Institute of Technology to prepare for engineering ethics education. Two features of engineering ethics in Japan that can create challenging problems will be described. Next, feasible solutions for the problems based on a symposium on engineering ethics will be introduced and summarized in detail. 

備考(Remarks)  

2002  倫理とデザイン  単著   
Nagoya Journal of Philosophy  , 名古屋大学人間情報学研究科情報創造論講座  , 第1号  , 1-21  , 2002/03   

概要(Abstract) The social concern with the new engineering education program in university, college and technical college has been growing for the last several years. The new program mainly consists of engineering ethics subject and design subject. The purpose of this paper is to examine the contribution of engineering ethics subject and ethics to design subject and engineering education. The first chapter describes the survey of the new engineering education program. In the second chapter, I introduce the argument of C. Whitbeck. She states that the strategy for design subject is useful for engineering ethics subject. The third chapter presents the method of reasonable discussion in ethics that could be used in design subject. 

備考(Remarks)  

2002  選択的原因論の擁護  単著   
中部哲学会年報  , 中部哲学会  , 第34号  , 1-17  , 2002/03   

概要(Abstract) 科学哲学において機能概念を自然化する課題をはじめて取り上げたのは、C・Gヘンペルである。現在この課題はR・Gミリカンによる選択的原因論(selective etiology)と、J・ビゲロウおよびパーゲッターが述べる傾向理論(propensity theory)との論争に至っている。論争上の二つの立場が共通して取り入れているのは、進化理論を用いて機能を自然化する試みである。進化の由来に注目するか、進化の未来に訴えるかというてんを両者は争っている。本稿では、選択的原因論を支持し、機能概念の自然化には進化の由来の考察が必要であることを主張することを目指す。まず、ヘンペルがどのように機能的説明を目的論敵説明から区別しようとしたかを確認する。進化理論には立ち入らなかった彼の分析を踏まえることで、選択的原因論と傾向理論の内容をより明らかに捉えることができるだろう。つぎに、選択的原因論と傾向論の主張を追い、それぞれが進化の由来と未来を考察することでどのように機能の自然化を行なおうとしているのかを見る。その上で、両者による論争の論点の妥当性を検討し、選択的原因論の支持を試みる。 

備考(Remarks)  

2001  目的論的概念の自然化に進化論は必要か  単著   
名古屋大学修士論文  , 45  , 2001/01   

概要(Abstract) 近年、科学的であることを志向する心の哲学は、生物学に関心を寄せている。心を司る脳は、進化したものであり、心もまた進化したと考えることができる。心の哲学は、生物的機能の概念を接点に、生物学の哲学に接近している。生物学の哲学では、因果論に還元不可能な目的論であるように思われた機能の概念の定義をめぐって、因果論と選択的原因論の間で論争が続けられていた。本論文では、心の哲学における機能概念の採用が、機能概念の定義をめぐる論争にどのような決着をもたらすかについて考察した。
機能概念の検討をとおし、心の哲学が生物学の哲学に接続されたことによって、機能概念には目的論的、規範的であることが必要とされており、このような概念を定義し、因果論に置きかえることができるのは、選択的原因論であることが明らかになった。 

備考(Remarks)  

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