David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 12 (4):717-730 (2006)
Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics, engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”. This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence (collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely a matter of providing context for what is already being taught, context that also makes the material already being taught seem “more relevant”.
|Keywords||ethics curriculum technical pervasive profession|
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Citations of this work BETA
Haldun M. Ozaktas (2013). Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey. Science and Engineering Ethics 19 (4):1439-1450.
George Wang & Russell G. Thompson (2013). Incorporating Global Components Into Ethics Education. Science and Engineering Ethics 19 (1):287-298.
Michael Davis & Alan Feinerman (2012). Assessing Graduate Student Progress in Engineering Ethics. Science and Engineering Ethics 18 (2):351-367.
Steven M. Flipse, Maarten C. A. Sanden & Patricia Osseweijer (2013). The Why and How of Enabling the Integration of Social and Ethical Aspects in Research and Development. Science and Engineering Ethics 19 (3):703-725.
C. Verharen, J. Tharakan, G. Middendorf, M. Castro-Sitiriche & G. Kadoda (2013). Introducing Survival Ethics Into Engineering Education and Practice. Science and Engineering Ethics 19 (2):599-623.
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