Researching and teaching the ethics and social implications of emerging technologies in the laboratory
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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NanoEthics 3 (1):17-30 (2009)
Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice.
|Keywords||Emerging technologies Ethics Laboratories|
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References found in this work BETA
Rosalyn W. Berne (2006). Nanotalk: Conversations with Scientists and Engineers About Ethics, Meaning, and Belief in the Development of Nanotechnology. Lawrence Erlbaum.
Ruth R. Faden, Michael J. Klag, Nancy E. Kass & Sharon S. Krag (2002). On the Importance of Research Ethics and Mentoring. American Journal of Bioethics 2 (4):50 – 51.
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Citations of this work BETA
Stephen H. Cutcliffe, Christine M. Pense & Michael Zvalaren (2012). Framing the Discussion: Nanotechnology and the Social Construction of Technology--What STS Scholars Are Saying. NanoEthics 6 (2):81-99.
Rider W. Foley, Ira Bennett & Jameson M. Wetmore (2012). Practitioners' Views on Responsibility: Applying Nanoethics. [REVIEW] NanoEthics 6 (3):231-241.
Daan Schuurbiers, Susanne Sleenhoff, Johannes Jacobs & Patricia Osseweijer (2009). Multidisciplinary Engagement with Nanoethics Through Education—The Nanobio-RAISE Advanced Courses as a Case Study and Model. NanoEthics 3 (3):197-211.
Ana Viseu & Heather Maguire (2012). Integrating and Enacting 'Social and Ethical Issues' in Nanotechnology Practices. NanoEthics 6 (3):195-209.
Erik Fisher & Michael Lightner (2009). Entering the Social Experiment: A Case for the Informed Consent of Graduate Engineering Students. Social Epistemology 23 (3):283-300.
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