抄録
Globalization has provoked a controversy over how we should teach engineering ethics. This dispute is arising from the sociocultural differences between the home country of an engineer and the host country of the engineer’s place of appointment. The code of ethics in the engineer’s home country may not consort with the sociocultural situation of the host country. Several approaches have been proposed as a solution to the problem. This study aimed to survey and classify these approaches before proposing a desirable approach. The author focuses on the distinction between reactive and proactive approaches. The study proposes an integrated approach from the reactive approach proposed by Luegenbiehl and the proactive approaches suggested by Mitcham, Harris, and Fudano.
