Science and Engineering Ethics 10 (2):204-210 (2004)
|Abstract||Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent. Yet, our engineering students will need to navigate the broken ground of this complex moral landscape. A minimalist approach would leave our students with formulated dogma—principles of right and wrong such as the National Society for Professional Engineers (NSPE) Code of Ethics for Engineers—but without any insight into the genesis of these principles. A slightly deeper, micro-ethics approach would teach our students to solve ethical problems by applying heuristics—giving our students a rational process to manipulate ethical dilemmas using the same principles simply referenced a priori by dogma. A macro-ethics approach—helping students to inductively construct a posteriori principles from case studies—goes beyond the simple statement or manipulation of principles, but falls short of linking personal moral principles to the larger, social context. Ultimately, it is this social context that requires both the application of ethical principles, and the negotiation of moral values—from an understanding of meta-ethics.|
|Keywords||No keywords specified (fix it)|
|Through your library||Configure|
Similar books and articles
Michael Alfred & Christopher Chung (2012). Design, Development, and Evaluation of a Second Generation Interactive Simulator for Engineering Ethics Education (SEEE2). Science and Engineering Ethics 18 (4):689-697.
Lorie Graham, Aristotle's Ethics and the Virtuous Lawyer: A Study on Legal Ethics and Clinical Legal Education.
Kenneth Kipnis (1991). Ethics and the Professional Responsibility of Lawyers. Journal of Business Ethics 10 (8):569 - 576.
Sarah Kuhn (1998). When Worlds Collide: Engineering Students Encounter Social Aspects of Production. Science and Engineering Ethics 4 (4):457-472.
Luisa María Gil-Martín, Enrique Hernández-Montes & Armando Segura-Naya (2010). A New Experience: The Course of Ethics in Engineering in the Department of Civil Engineering, University of Granada. Science and Engineering Ethics 16 (2).
Eddie Conlon & Henk Zandvoort (forthcoming). Broadening Ethics Teaching in Engineering: Beyond the Individualistic Approach. Science and Engineering Ethics.
Andrew Lau (2004). Teaching Engineering Ethics to First-Year College Students. Science and Engineering Ethics 10 (2):359-368.
Jessica Li & Shengli Fu (2012). A Systematic Approach to Engineering Ethics Education. Science and Engineering Ethics 18 (2):339-349.
Susan Magun-Jackson (2004). A Psychological Model That Integrates Ethics in Engineering Education. Science and Engineering Ethics 10 (2):219-224.
Robert E. McGinn (2003). “Mind the Gaps”: An Empirical Approach to Engineering Ethics, 1997–2001. Science and Engineering Ethics 9 (4):517-542.
Added to index2009-01-28
Total downloads24 ( #51,534 of 548,977 )
Recent downloads (6 months)1 ( #63,511 of 548,977 )
How can I increase my downloads?