• Journal of Engineering Education Research
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• v.10 no.1
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• pp.86-96
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• 2007

The purpose of this study is to investigate and to display circumstances about importance issues connected with various publication data and engineering ethic principle. It is an investigation study about circumstance and actual conditions of engineering ethics education that is spoken by engineering ethics or engineer ethics on present Japan. Engineering ethics principle, or engineer ethics education is continued until present appearing in the 1980s by formal course of study in the case of American university. But, in the case of Japan, along with appearance of JABEE (Japanese Accreditation Board for engineering education), engineering ethics education for engineer is proceeded very intensively. At present, the purpose of engineering ethics education is heard on important engineering literary category so much so that can emphasize very as basic attitude to prepare everybody if it is a person who is to be an engineer. The present condition and circumstance of Japanese engineering ethics education analysis may become good information in the beginning step on ethics principle education of engineering our country.

• 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.

• Review of KIISC
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• v.32 no.3
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• pp.57-64
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• 2022

우리 사회에서 AI 활용이 더욱 보편화 되어가고 있는 가운데 AI 신뢰에 대한 사회적 요구도 증가했다. 특히 최근 대화형 인공지능'이루다'사건으로 AI 윤리에 대한 논의가 뜨거워졌다. 금융 분야에서도 로보어드바이저, 보험 심사 등 AI가 다양하게 활용되고 있지만, AI 윤리 문제가 AI 활성화에 큰 걸림돌이 되고 있다. 본 논문에서는 인공지능으로 발생할 수 있는 윤리적 문제를 활용 도메인과 데이터 분석 파이프라인에 따라 나눈다. 금융 AI 기술 분야에 따른 윤리 문제를 분류했으며 각 분야별 윤리사례를 제시했고 윤리 문제 분류에 따른 대응 방안과 해외에서의 대응방식과 우리나라의 대응방식을 소개하며 해결방안을 제시했다. 본 연구를 통해 금융 AI 기술 발전에 더불어 윤리 문제에 대한 경각심을 고취시킬 수 있을 것으로 기대한다. 금융 AI 기술 발전이 AI 윤리와 조화를 이루며 성장하길 바라며, 금융 AI 정책 수립 시에도 AI 윤리적 문제를 염두해 두어 차별, 개인정보유출 등과 같은 AI 윤리 규범 미준수로 파생되는 문제점을 줄이며 금융분야 AI 활용이 더욱 활성화되길 기대한다.

• 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.

• 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.

• 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.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• 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

• Journal of Ethics
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• no.97
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• pp.279-306
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• 2014

This study presents the leadership model that is to build of ethical and cultural leadership. This model is to operat the functions of a systemof leadership that based on the universal principles of life, that is performed bybalance and harmonized judgment of the ideal ethical oughtfulness and cultural values, and practise ethically through relationship, process, and skill of leadership. And this model turn out to lead a real impact and then overcome conflict, problem solving, motivation. To check the validity of leadership, this study analysis the case study of leadership of King Sejong. His leadership is based at heaven that on the basis of the universal principles of life. The ideal ethical oughtfulness is to cares for people and the value of the cultural is to cherish the people's will. His leadership is to be balance and harmonized judgment of the ideal ethical oughtfulness and the cultural values by practice of virtues through relationship, process, and skill of leadership. Leadership relationship is a equal role relationship that are the children of the sky, thus to be coexistence and harmonyin close collaboration. Leadership process is a process of transvaluation to ensure the validity of the values by rational discussion and persuasion. Leadership skills led to active obedience through leading by example and love of learning. King Sejong' leadership is the leadership that ethical and cultural leadership become well-implemented.

• 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.