抄録
Engineering ethics has been taught in the mode of “preventive ethics” with the emphasis on the responsibilities and duties of engineers to avoid harming the safety and health of the public. However, it has been recognized that a new approach with the emphasis on the positive side of engineering practice, which is called “aspirational ethics,” is also important. Meanwhile, it is sometimes forgotten that the main theme of ethics is “eudaimonia,” which can be translated as “well-being,” in the tradition of Aristotelian virtue ethics. One of the authors proposes a new way of teaching engineering ethics in which, in addition to preventive ethics, aspirational ethics is emphasized, and it is also conveyed with empirical evidence that the well-being of the public as well as that of the individual engineer should be promoted in ethical decision making and behavior. This mode of engineering ethics is named “Engineering Ethics 2.0.” The contents of an experimental course based on engineering ethics 2.0 are briefly described. In addition, some results of measurements on the effectiveness of the above course and of the education reform which implemented in 2016 at Tokyo Institute of Technology on the well-being of learners, although admittedly they are very primitive.
