David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 12 (2):327-334 (2006)
Agricultural engineers’ jobs are especially related to sustainability and earth life issues. They usually work with plants or animals, and the aim of their work is often linked to producing food to allow people to improve their quality of life. Taking into account this dual function, the moral requirements of their day-to-day professional practice are arguably greater than those of other professions. Agricultural engineers can develop their ability to live up to this professional responsibility by receiving ethical training during their university studies, not only by taking courses specifically devoted to ethics, but also by having to deal with moral questions that are integrated into their technical courses through a program of Ethics Across the Curriculum (EAC).
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References found in this work BETA
Mike W. Martin (2002). Personal Meaning and Ethics in Engineering. Science and Engineering Ethics 8 (4):545-560.
Taylor Martin, Karen Rayne, Nate J. Kemp, Jack Hart & Kenneth R. Diller (2005). Teaching for Adaptive Expertise in Biomedical Engineering Ethics. Science and Engineering Ethics 11 (2):257-276.
Citations of this work BETA
James A. Stieb (2011). Understanding Engineering Professionalism: A Reflection on the Rights of Engineers. Science and Engineering Ethics 17 (1):149-169.
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.
Steven S. Coughlin (2008). Using Cases with Contrary Facts to Illustrate and Facilitate Ethical Analysis. Science and Engineering Ethics 14 (1):103-110.
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