David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Agricultural and Environmental Ethics 25 (4):467-484 (2012)
Abstract Because wicked problems are beyond the scope of normal, industrial-age engineering science, sustainability problems will require reform of current engineering science and technology practices. We assert that, while pluralism concerning use of the term sustainability is likely to persist, universities should continue to cultivate research and education programs specifically devoted to sustainable engineering science , an enterprise that is formally demarcated from business-as-usual and systems optimization approaches. Advancing sustainable engineering science requires a shift in orientation away from reductionism and intellectual specialization towards integrative approaches to science, education, and technology that: (1) draw upon an ethical awareness that extends beyond the usual bounds of professional ethics or responsible conduct of research to include macroethics , (2) adopt anticipatory and adaptive approaches to unintended consequences resulting from technological innovation that result in more resilient systems, and (3) cultivate interactional expertise to facilitate cross-disciplinary exchange. Unfortunately, existing education and research training programs are ill-equipped to prepare scientists and engineers to operate effectively in a wicked problems milieu. Therefore, it is essential to create new programs of graduate education that will train scientists and engineers to become sustainable engineering science experts equipped to recognize and grapple with the macro-ethical, adaptive, and cross-disciplinary challenges embedded in their technical research and development programs. Content Type Journal Article Category Articles Pages 1-18 DOI 10.1007/s10806-011-9342-2 Authors Thomas Seager, School of Sustainability and The Built Environment, Arizona State University, Phoenix Metropolitan Area, AZ, USA Evan Selinger, Department of Philosophy, Rochester Institute of Technology, Henrietta, NY, USA Arnim Wiek, School of Sustainability, Arizona State University, Phoenix Metropolitan Area, AZ, USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.
|Keywords||Sustainability Sustainability ethics Wicked problems Interactional expertise Resilience Macro ethics|
|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
Robert Ayres, Jeroen van den Berrgh & John Gowdy (2001). Strong Versus Weak Sustainability: Economics, Natural Sciences, and Consilience. Environmental Ethics 23 (2):155-168.
Albert Borgmann (1984). Technology and the Character of Contemporary Life: A Philosophical Inquiry. University of Chicago Press.
H. M. Collins & Robert Evans (2007). Rethinking Expertise. University of Chicago Press.
Harry Collins, Robert Evans & Mike Gorman (2007). Trading Zones and Interactional Expertise. Studies in History and Philosophy of Science Part A 38 (4):657-666.
W. B. Gallie (1955). Essentially Contested Concepts. Proceedings of the Aristotelian Society 56 (1):167 - 198.
Citations of this work BETA
Jathan Sadowski, Thomas P. Seager, Evan Selinger, Susan G. Spierre & Kyle P. Whyte (2013). An Experiential, Game-Theoretic Pedagogy for Sustainability Ethics. Science and Engineering Ethics 19 (3):1323-1339.
Similar books and articles
Paul Thompson & Kyle Whyte (2012). What Happens to Environmental Philosophy in a Wicked World? Journal of Agricultural and Environmental Ethics 25 (4):485-498.
Joseph R. Herkert (1998). Sustainable Development, Engineering and Multinational Corporations: Ethical and Public Policy Implications. [REVIEW] Science and Engineering Ethics 4 (3):333-346.
Kyle Powys Whyte & Paul B. Thompson (2012). Ideas for How to Take Wicked Problems Seriously. Journal of Agricultural and Environmental Ethics 25 (4):441-445.
Haldun M. Ozaktas (2013). Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey. Science and Engineering Ethics 19 (4):1439-1450.
Michael J. Rabins (1998). Teaching Engineering Ethics to Undergraduates: Why? What? How? [REVIEW] Science and Engineering Ethics 4 (3):291-302.
Michael Davis (1995). An Historical Preface to Engineering Ethics. Science and Engineering Ethics 1 (1):33-48.
Joseph R. Herkert (2005). Ways of Thinking About and Teaching Ethical Problem Solving: Microethics and Macroethics in Engineering. [REVIEW] Science and Engineering Ethics 11 (3):373-385.
Thomas R. Scott (2012). Neuroscience May Supersede Ethics and Law. Science and Engineering Ethics 18 (3):433-437.
Devparna Roy (2013). Huey D. Johnson: Green Plans: Blueprint for a Sustainable Earth. [REVIEW] Journal of Agricultural and Environmental Ethics 26 (2):513-516.
Susan Magun-Jackson (2004). A Psychological Model That Integrates Ethics in Engineering Education. Science and Engineering Ethics 10 (2):219-224.
Neelke Doorn & Ibo van de Poel (2012). Editors' Overview: Moral Responsibility in Technology and Engineering. Science and Engineering Ethics 18 (1):1-11.
Armin Grunwald (2001). The Application of Ethics to Engineering and the Engineer's Moral Responsibility: Perspectives for a Research Agenda. Science and Engineering Ethics 7 (3):415-428.
Simon Robinson (ed.) (2007). Engineering, Business and Professional Ethics. Elsevier/Butterworth-Heinemann.
George Wang & Russell G. Thompson (2013). Incorporating Global Components Into Ethics Education. Science and Engineering Ethics 19 (1):287-298.
Diane Michelfelder & Sharon A. Jones (2013). Sustaining Engineering Codes of Ethics for the Twenty-First Century. Science and Engineering Ethics 19 (1):237-258.
Added to index2011-09-17
Total downloads13 ( #142,452 of 1,692,891 )
Recent downloads (6 months)1 ( #193,926 of 1,692,891 )
How can I increase my downloads?