專業倫理教育的理論與實踐

The Education of Professional Ethics: Its Idea and Practice

10.6745/JGE.199606_3(2).0003

朱建民(Jien-Ming Jue)

ordinary ethics ； professional ethics ； moral education ； moral dilemma

通識教育季刊

3卷2期（1996 / 06 / 01）

33 - 56

繁體中文

本文以專業倫理教育為論題，首先對「倫理」、「專業倫理」、「倫理教育」、「專業倫理教育」等詞語進行概念的考察，其次討論專業倫理教育的理想目標，最後針對專業倫理課程的實施提出建議。 專業倫理相對於一般倫理而言，它屬於應用倫理學的討論範圍。一般倫理學談的主要是道德理論，這類理論應該包含一套完整的、而且對所有人皆有效的道德原則，可以讓我們用來判定行為的對錯。應用倫理學則全圖應用這些一般性的道德原則，協助釐清並解決我們在實際生活中面臨的許多具體的道德問題；它會依據各種應用的領域而發展成許多特殊的分支。 我們通常談的倫理教育乃是一般倫理教育，它與專業倫理教育的區分及關連，有如一般倫理與專業倫理之間的區分及關連。一般倫理的適用範圍是整個社會中的每一個成員，專業倫理適用的範圍是某一專業領域內的成員。因此，一般倫理教育的施教對象是所有要成為這個社會成員的人，施教內容則為適用於所有人的一般規範。專業倫理教育的施教對象是那些準備從事某一專業的人，施教內容偏重在適用於此一專業領域的特殊規範。 專業倫理教育的理想目標是什麼呢？籠統來說，希望使各個專業領域中的成員都有良好的專業道德教養。詳細來說，一個有良好專業道德教養的專業人士應該具備下述條件：一、具有良好的一般道德的教養；除了有比較成熟的道德認知發展，也已養成了道德實踐的習慣。二、對於自身專業領域曾經涉及的倫理議題有相當的認識。三、對於自身專業領域較常涉及的一般倫理原則有相當的認識。四、在專業方面具有的知識，足以認清事實，做出正確事實判斷。五、能夠將一般倫理原則應用到自身專業領域涉及的倫理議題上，以闡明或解決問題。 在大學的專業倫理課程中，應該有下述要件：倫理理論、倫理原則、以實際案例說明原則、以實際案例展現道德上的兩難情境。

This paper can be roughly divided into two parts. In order to define the ideal goal of the education of professional ethics, the first part of this paper attempts to clarify some basic concepts, such as ”ethics”, ”professional ethics”, and ”moral education”. Generally speaking, the ideal goal of the education of professional ethics is to make a professional community to be a morally educative society. Specifically speaking, the essence of a morally educative professional person consists in the following conditions: (1) this person is morally educative in ordinary life; (2) this person is aquainted with the ethical issues and disputes involving in his or her profession; (3) this person is aquainted with the ethical principles usually involving in his or her profession; (4) this person is well trained in his or her profession, and is able to make right factual judgments; (5) this person knows how to apply gener ethical principles to the actual ethical situations or problems involving in his or her profession, to explicate or solve them. The second part of this paper gives a few suggestions for the practical aspect. It suggests that, for instance, in the curriculum of professional ethics for undergraduate level, there should be the following elements: ethical theories, ethical principles, and case studies in order to explicate principles and to illustrate the so-called moral dilemma.