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final final !
| Question | Answer |
|---|---|
| Restoring the link between applied learning and philosophical reflection. | Worldview |
| Seeing work in connection with society’s larger needs. | Worldview |
| Being conscious of human vulnerability and fragility. | Worldview |
| Studying fields beyond engineering to expand thinking. | Multidisciplinary Integration |
| Recognizing the ancient “five disciplines” that included engineering. | Multidisciplinary Integration |
| Seeing engineering and research as rooted in a wider cultural context. | Multidisciplinary Integration |
| Understanding the cosmic relationship between humans and nature. | Natural World and Human Dimension |
| Seeing oneself as part of natural cycles, not separate from them. | Natural World and Human Dimension |
| Viewing things as they truly are, without personal bias. | Natural World and Human Dimension |
| Recognizing that scientific discovery deepens understanding of the universe. | Natural World and Human Dimension |
| Understanding moral principles as the foundation of science and engineering. | Duality of Technology |
| Practicing science responsibly to avoid harmful consequences. | Duality of Technology |
| Evaluating moral costs and benefits of new technologies. | Duality of Technology |
| Avoiding principles inconsistent with natural law. | Duality of Technology |
| Acting based on what is right despite challenges. | Duality of Technology |
| Recognizing misuse of technology as damaging to society. | Duality of Technology |
| Understanding technology as part of the moral structure of society. | Duality of Technology |
| Maintaining awareness of adverse impacts of scientific advancement. | Guideline (Engineers) |
| Using the laws of nature as engineering benchmarks. | Guideline (Engineers) |
| Cultivating the ability to make legal, ethical, and moral judgments. | Guideline (Engineers) |
| Striving to grasp the laws of nature. | Guideline (Engineers) |
| Remembering that natural laws shape the human soul. | Guideline (Engineers) |
| Training oneself to align with the cosmos. | Guideline (Engineers) |
| Seeing technology as the interaction of mind and nature. | Guideline (Engineers) |
| Maintaining strong awareness of purpose. | Guideline (Engineers) |
| Keeping things in their proper place and context. | Guideline (Engineers) |
| Judging technology within moral and social relationships. | Guideline (Engineers) |
| Facing the dynamic natural flow of life conscientiously. | Guideline (Engineers) |
| Acting with a heart that is rightly ordered. | Guideline (Engineers) |
| Training yourself with scientific experimentation. | Guideline (Engineers) |
| Understanding one’s place in society before entering it. | Guideline (Engineers) |
| Acquiring wide knowledge to grow as a human being. | Guideline (Engineers) |
| Avoiding arbitrary judgments in scientific analysis. | Analysis and Synthesis |
| Integrating analytical and synthetic thinking. | Analysis and Synthesis |
| Being discriminating yet undivided in judgment. | Analysis and Synthesis |
| Honoring the principles of heaven and earth in all scientific work. | Technological and Spiritual |
| Promoting humane attitudes in science and engineering. | Virtue |
| Viewing science as inseparable from moral responsibility. | Duality of Technology |
| Presenting yourself naturally as you truly are. | Guideline (Engineers) |
| The need for engineers to accumulate learning and make sound judgments. | Knowledge and Wisdom |
| The ability to make logical judgments based on accumulated insights. | Knowledge and Wisdom |
| Understanding the fundamental principles that govern nature. | Formative Knowledge |
| Recognizing technology as a general platform for future growth when rightly used. | Formative Knowledge |
| Harmonizing technology with the natural order. | Correcting |
| Adjusting technology to the right conditions, avoiding complacency. | Correcting |
| Judging actions according to principles observed in nature. | Correcting |
| Identifying how knowledge and governance align with natural order via a classic poem. | Correcting |
| Maintaining humility while acquiring extensive scientific knowledge. | Knowledge and Wisdom |
| Recognizing that scientific progress must be accompanied by moral insight. | Formative Knowledge |
| Viewing the natural world in universal perspective through large and small contexts. | Micro and Macro |
| Rejecting technology that opposes natural harmony. | Natural World and Human Dimension |
| Learning from the natural cycles of heaven and earth. | Natural World and Human Dimension |
| Gleaning insights from traditional Eastern philosophies. | Eastern Thought |
| Understanding Japanese logical thought deeply influenced by nature appreciation. | Eastern Thought |
| Recognizing that Eastern insights balance spiritual and material values. | Eastern Thought |
| Engineers must exemplify virtue. | Engineers as Paragons |
| Serving as moral examples for society. | Engineers as Paragons |
| Restoring virtue in work despite economic pressures. | Engineers as Paragons |
| Applying moral principles in every engineering decision. | Virtue |
| Imparting skills in accordance with each student’s abilities. | Virtue |
| Training engineers to perceive ethical issues clearly. | Virtue |
| Performing professional duties only within moral boundaries. | Virtue |
| Recognizing spiritual aspects of scientific and technical work. | Technological and Spiritual |
| Being honest with ourselves when dealing with moral concerns. | Technological and Spiritual |
| Understanding that mind and things arise together. | Technological and Spiritual |
| Respecting natural principles before altering the world. | Technological and Spiritual |
| Approaching science with conscience and responsibility. | Technological and Spiritual |
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