• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.291-309
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• 2001

Let us critique the common notion that ethical examination retards the development of science and technology. First, I shall reformulate such a notion in the following statements: 'To survive the competitive society, we must develop science and technology before others do. It will cost too much time to examine ethically the influence of developing science and technology. Therefore, we cannot but suspend the ethical matters until we have developed science and technology.' I will then show that even if we reconstruct the above argument in a deductively valid form, the second premise is not necessarily true and that we cannot accept the conclusion because the meaning of 'competing for better lives', in the first premise, is diverse. Especially if we are to take into account all the areas of ethics and base them upon the autonomous ethics of democratic societies, it cannot be concluded that ethics is an enemy of developing science and technology. In addition, I will argue that our moral considerations must be based upon autonomous ethics in order to make the development of science and technology contribute to enhancing the desirable science culture. In the midst of making the above argument, it is proposed that the title of the 1aw of bio-ethics be changed, for it has a mistaken implication that acting against ethics results in legal punishments.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.5-14
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• 2008

This paper investigates conditions, issues, and themes in the social responsibility of scientists and engineers by the examination of various materials in science and technology studies(STS). Firstly, the institutionalization of science and technology in society works as a objective conditions for the responsibility of scientists and engineers. Secondly, discussion on scientists and engineers as professionals should be complemented by focusing on the public character of science and technology. Thirdly, various social relevant groups should be comprehensively considered in the ethical conflicts of scientists and engineers. Finally, this paper suggests some themes in science and engineering ethics to strengthen the social responsibility of scientists and engineers.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.576-593
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• 2010

The purpose of this study was to identify the current status of ethics education in science and technology for pre-service science teachers and find out their recognition on the needs for ethics education at school. A survey was administered for this study and a total of 594 pre-service science teachers studying in college/university of education participated. The survey was organized to examine participants' 1) experience in ethics education in science and technology, 2) recognition on the needs of ethics education in science and technology, and 3) the need for it in elementary and secondary school. Each item was responded using either 1 to 5 Likert type scale, multiple choices, or open questionnaires. The results showed that 37.4% of participants obtain science technology information from the mass media, and 23.5% from the school education. Only 8.4% of the participants had the experience of taking class on ethics in science and technology. In terms of level of confidence in understanding the ethical issues in science and technology, the average response was 2.73. However, their perception on the needs of the ethics education ranges from 3.34 to 4.58, which is much stronger than other responses on average. This strong perception on the needs was much higher for pre-service science teachers for elementary school, than those of the secondary school(p<.05). All participants recognized the need for ethics education in science and technology at both elementary and secondary school. In responses for which subject should provide ethical issues on science and technology, science class was most frequently suggested (62.4%), followed by ethics class (29.1%). In responses for the most efficient form of learning, they suggested that case studies (43.5%), followed by discussions (41.4%) would be an efficient way to learn. Even in the responses of open questionnaires asking for efficient ways of learning ethical issues, participants suggested that discussions on various ethical issues on the cases in the science and technology would provide practical and substantial learning.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.82-94
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• 2009

This paper examines the roles, main contents, and writing guidelines of ethical codes, and analyses the developmental process and characteristics of ethical codes of scientific and technological communities in Korea. Korean communities occasionally tried for ethical codes from the 1970s to the 1990s, and have paid a serious attention to ethical codes in the 2000s. The forms of ethical codes became more sophisticated pursuing detailed commentary and ethical education. The focus of contents changed from professional dignity to social responsibility, and the importance of research integrity became embossed in the 2000s. Scientific and technological communities in Korea should make or revise ethical codes with self-imposed control considering realistic operation.

• The Science & Technology
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• v.33 no.10 s.377
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• pp.14-15
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• 2000

모든 기술은 인간사회의 여러 어려운 문제들을 해결해주고 있지만 동시에 환경 파괴, 인간성 파괴 등 대형 사로를 유발하고 있다. 그래서 엔지니어의 기술적 결정은 자연히 윤리적 판단을 동반하게 된다. 그러나 안타깝게도 우리 대학에서는 공학윤리교육이 전무한 실정이어서 이에 대한 대책이 절실하다.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• The Science & Technology
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• v.31 no.7 s.350
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• pp.22-23
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• 1998

개발업자들이 제시한 자료를 바탕으로 치명적인 문제점을 꼼꼼히 제기해 주던 교수는 무슨 까닭인지 연락을 끊고 말았다. 돈이 과학기술의 절대가치로 등장한 지금 과학기술을 가치중립이라 논하기는 매우 민망하다. 바람직한 인류 사회를 위해서는 따뜻한 체온과 윤리가 있는 과학기술이 시급하다.

• 혁신정책Brief
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• s.9
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• pp.1-23
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• 2006

소위 “황우석 사건”을 계기로 연구윤리에 대한 관심이 높아지고 있으나, 연구윤리에 대한 이해는 초보적인 수준에 불과 - 특히, 우리나라에서는 연구윤리와 관련된 논의가 일천하여 과학연구의 발전에 비해 연구윤리가 상당히 뒤쳐져 있는 상황에 놓여 있음

• The Science & Technology
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• v.35 no.9 s.400
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• pp.16-17
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• 2002

생명윤리자문위원회는 지난해 10개월에 걸쳐 생명윤리기본법 시안을 마련했지만 아직도 국회에 상정조차 못하고 있다. 과학기술부와 보건복지부의 힘겨루기 그리고 생명공학계와 시민사회, 각종 이익단체들 사이의 갈등이 계속되고 있기 때문이다. 이러한 문제점을 풀기 위해서는 규제를 전담할 독립적인 정부기구의 설립이 시급하고 마구잡이 규제보다는 생명공학자들이 자발적으로 준수하도록 유도할 수 있는 정책대응을 마련해야 할 것이다.

• The Science & Technology
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• v.30 no.11 s.342
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• pp.20-21
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• 1997

인류사에서 과학기술의 역할은 갈수록 커지고 있다. 1939년 DDT가 개발되어 놀라운 살충효과가 확인되었는가 하면 1945년 투하된 원자탄은 우리 사회에 엄청난 충격을 주었고 1953년 이후 유전공학분야의 연구가 급속히 진전되었지만 새로운 유전자조작으로 인간복제의 경지에까지 이르자 생명윤리에 대한 논쟁을 불러 일으키고 있다. 과학기술이 인류사에 긍정적이냐, 부정적이냐 하는 문제가 인간윤리의 벽 앞에서 새롭게 고민하고 있다.