David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Science and Engineering Ethics 4 (4):457-472 (1998)
To design effective and socially sensitive systems, engineers must be able to integrate a technology-based approach to engineering problems with concerns for social impact and the context of use. The conventional approach to engineering education is largely technology-based, and even when additional courses with a social orientation are added, engineering graduates are often not well prepared to design user- and context-sensitive systems. Using data from interviews with three engineering students who had significant exposure to a socially-oriented perspective on production systems design, this paper argues that engineering students may have difficulty integrating in their own practice the technology-based and the socially-oriented perspectives on production. To enhance engineering students' ability to create systems that integrate both perspectives, and to relieve the intense cognitive and emotional pain that can be experienced by students exposed to both perspectives but unable to reconcile them, this paper reinforces the importance of teaching students the meta skill, design. A design perspective can help students integrate varied, sometimes conflicting, perspectives, and reach beyond customer-defined constraints to consider workplace and social impact.
|Keywords||engineering education ethics social impact students design manufacturing|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Charles E. Harris (2008). The Good Engineer: Giving Virtue its Due in Engineering Ethics. Science and Engineering Ethics 14 (2):153-164.
Similar books and articles
Andrew Lau (2004). Teaching Engineering Ethics to First-Year College Students. Science and Engineering Ethics 10 (2):359-368.
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.
Christopher A. Chung & Michael Alfred (2009). Design, Development, and Evaluation of an Interactive Simulator for Engineering Ethics Education (Seee). Science and Engineering Ethics 15 (2):189-199.
Robert E. McGinn (2003). “Mind the Gaps”: An Empirical Approach to Engineering Ethics, 1997–2001. [REVIEW] Science and Engineering Ethics 9 (4):517-542.
Eddie Conlon & Henk Zandvoort (2011). Broadening Ethics Teaching in Engineering: Beyond the Individualistic Approach. [REVIEW] Science and Engineering Ethics 17 (2):217-232.
Bridget Bero & Alana Kuhlman (2011). Teaching Ethics to Engineers: Ethical Decision Making Parallels the Engineering Design Process. Science and Engineering Ethics 17 (3):597-605.
Steven P. Nichols (2000). An Approach to Integrating “Professional Responsibility” in Engineering Into the Capstone Design Experience. Science and Engineering Ethics 6 (3):399-412.
Jessica Li & Shengli Fu (2012). A Systematic Approach to Engineering Ethics Education. Science and Engineering Ethics 18 (2):339-349.
Mary L. Cummings (2006). Integrating Ethics in Design Through the Value-Sensitive Design Approach. Science and Engineering Ethics 12 (4):701-715.
Susan Magun-Jackson (2004). A Psychological Model That Integrates Ethics in Engineering Education. Science and Engineering Ethics 10 (2):219-224.
Added to index2009-01-28
Total downloads5 ( #249,051 of 1,413,361 )
Recent downloads (6 months)1 ( #154,160 of 1,413,361 )
How can I increase my downloads?