David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 10 (2):343-351 (2004)
This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. Issues discussed will include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics.
|Keywords||engineering ethics engineering education|
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References found in this work BETA
Michael Davis (1998). Thinking Like an Engineer: Studies in the Ethics of a Profession. Oxford University Press.
Citations of this work BETA
Katherine Alfredo & Hillary Hart (2011). The University and the Responsible Conduct of Research: Who is Responsible for What? [REVIEW] Science and Engineering Ethics 17 (3):447-457.
Douglas R. May & Matthew T. Luth (2013). The Effectiveness of Ethics Education: A Quasi-Experimental Field Study. Science and Engineering Ethics 19 (2):545-568.
Haldun M. Ozaktas (2013). Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey. Science and Engineering Ethics 19 (4):1439-1450.
E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.
Jason Borenstein, Matthew J. Drake, Robert Kirkman & Julie L. Swann (2010). The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment. [REVIEW] Science and Engineering Ethics 16 (2):387-407.
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