Philosophers of science, particularly those working on science and values, often talk about the need for science to be socially responsible. However, what this means is not clear. In this paper, we review the contributions of philosophers of science to the debate over socially responsible science and explore the dimensions that a fruitful account of socially responsible science should address. Our review shows that offering a comprehensive account is (...) difficult. We contend that broad calls for socially responsible science that fail to attend to relevant dimensions are not the solution, as they preclude meaningful changes to research institutions and practices. We conclude that narrower, more explicit accounts are more likely to lead to substantive transformation. (shrink)

The main message of Philosophy of Science after Feminism is twofold: that philosophy of science needs to locate science within its wider societal context, ceasing to analyze science as if it existed in a social/political/economic vacuum; and correlatively, that philosophy of science needs to aim for an understanding of scientific rationality that is appropriate to that context, a scientific rationality that integrates the ethical with the epistemic. The ideal of socially responsible science (...) that the book puts forward, in fact, maintains that sound social values as well as sound epistemic values must control every aspect of the scientific research process, from the choice of research questions to the communication and application of results. And it is this that raises troubling questions for Matt Brown, Hugh Lacey, and Libby Potter. In this paper I attempt to answer their questions and make explicit exactly what is in the offing if I succeed. (shrink)

Philosophy of Science After Feminism is an important contribution to philosophy of science, in that it argues for the central relevance of advances from previous work in feminist philosophy of science and articulates a new vision for philosophy of science going in to the future. Kourany’s vision of philosophy of science’s future as “socially engaged and socially responsible” and addressing questions of the social responsibility of science itself has much to recommend (...) it. I focus the book articulation of an ethical-epistemic ideal for science, the Ideal of Socially Responsible Science, compare it to recent work in the same vein by Heather Douglas, and argue for some advantages of Kourany’s approach. I then ask some critical question about the view, particularly with respect to the source of values that are to be integrated into science and the status of values that are to be so integrated. I argue that Kourany is too sanguine about where the values that inquirers will use come from and that these values seem to be accorded too fixed a status in her account. (shrink)

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students (...) to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)

Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil (...) this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole. (shrink)

Today a failure of the physical sciences accompanies a failure of the social sciences; and the failure of both consists in part in this: in the lack of a fully-developed and implemented sense of social responsibility. Both have denied guilt for their shortcomings in this respect: advancing rationalizations to the effect that social reform is not the task of science; that objectivity suffers if such motivations are allowed to become involved; and that science makes its most valuable contributions (...) to social welfare rather by maintaining a strict laboratory manner of impartiality. Implied often, as well, is the conclusion that not science itself but the misuse of science; not the patience and care of science itself but the impatience and carelessness of non-scientists is responsible for the miscarriage of its contributions. (shrink)

Abstract:Extrapolating from Carroll’s four domains of corporate social responsibility (1979) and Pyramid of CSR (1991), an alternative approach to conceptualizing corporate social responsibility (CSR) is proposed. A three-domain approach is presented in which the three core domains of economic, legal, and ethical responsibilities are depicted in a Venn model framework. The Venn framework yields seven CSR categories resulting from the overlap of the three core domains. Corporate examples are suggested and classified according to the new model, followed by a discussion (...) of limitations and teaching and research implications. (shrink)

In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim at (...) highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness. (shrink)

Each of the three papers offers a different model for the role philosophers of science might play in consideration of the relations of science to society. These comments address common themes in the three papers, articulate further questions for each, and suggest some historical shifts that require different forms of philosophical engagement now than in the early part of the century.

This paper provides a case study of an unique initiative in corporate (SME) social responsibility which is too often overlooked in the academic study of “socialresponsibility of business in society” This case focuses on three specific points, 1) the role of an SME in social responsibility, 2) the role of a non-business trained entrepreneur and 3) the adaptation of social responsibility to a new and different socio-economic culture. This case presents the hypothesis that “a good socially responsible initiative (...) provides an excellent insurance policy for the health of a business venture in a new culture internationally. (shrink)

The classic approach to science is dominated by the belief that science is a form of cognitive activity that focuses on constructing theories to describe and explain the phenomena and processes found in the world. Due to the fulfilment of the criteria of intersubjective communicability and controllability, theories are considered to be objective products of research activity that do not bear social responsibility for their applications. In this paper, the issue of social responsibility of science is addressed (...) both from the classic perspective and from the non-classic viewpoint represented by laboratory sciences, i.e. those sciences that are predominantly concerned with creating phenomena rather than discovering them. It is argued that whereas in the former case the problem of social responsibility of science does not provoke serious controversy, in the latter case such controversies do exist and, furthermore, they are justified. (shrink)

Biological scientists, like scientists in other disciplines, are uncertain about whether or how to use their knowledge and time to provide society with insight and guidance in handling the effects of inventions and discoveries. This article addresses this issue. It presents a typography of structures in which scientists may contribute to social understanding and decisions. It describes the different ways in which these contributions can be made. Finally it develops the ethical arguments that justify the view that biological scientists have (...) social responsibilities. (shrink)

This paper tests a model of corporate social responsiveness capabilities in an industry setting. It seeks to understand whether corporate social responsiveness can be a source of competitive advantage for a given company in an industry where participants face similar constraints and issues.

The paper examines the issue of corporate social responsibility against the backdrop of its self-regulatory posture. Using the African experience as a case study, the paper observes that the activities of multinationals show very clearly that they are grossly irresponsible despite their professed self-regulation. Instead, the multinationals have created an image of terror due to their deep-rooted involvements in human rights abuses, environmental degradation, tax evasion, bribery, market manipulation, and other forms of unethical practices, notwithstanding their so-called self-regulation. The paper (...) concludes by advocating the establishment of a broad-based United Nations Global Business Regulatory Agency to fully take charge of corporate regulation in the global business terrain. (shrink)

The paper examines the issue of corporate social responsibility (CSR) against the backdrop of its self-regulatory posture. Using the African experience as a case study, the paper observes that the activities of multinationals show very clearly that they are grossly irresponsible despite their professed self-regulation. Instead, the multinationals have created an image of terror due to their deep-rooted involvements in human rights abuses, environmental degradation, tax evasion, bribery, market manipulation, and other forms of unethical practices, notwithstanding their so-called self-regulation. The (...) paper concludes by advocating the establishment of a broad-based United Nations Global Business Regulatory Agency to fully take charge of corporate regulation in the global business terrain. (shrink)

The development of the various themes of Catholic Social Teaching is based on numerous papal documents and ecclesiastical statements. While this paper provides a summary of a number of these documents, this paper focuses on two themes: the common good and care of the environment, and on three documents authored by Pope John Paul II in 1990, by Pope Benedict XVI in 2010, and by Pope Francis in 2015. By analyzing these documents from an engineer’s perspective, the author proposes a (...) model for Socially Responsible Engineering. The proposed model is intended to serve as a guide for engineering students and practicing engineers of all faith traditions and to those with no faith tradition at all who wish to incorporate CST in the daily conduct of their personal and professional lives; to provide guidance for the professional the author terms the aspiring Socially Responsible Engineer; and to offer engineers a preferred alternative to the undesirable aspects of the technocratic paradigm. While intended primarily for engineers, this document also serves as a guide for those with expertise in social justice and who, by gaining a better understanding of the thought processes of engineers, can become better mentors for engineering students and practicing engineers seeking to incorporate CST into their daily lives. (shrink)

A recent literature applies economic reasoning to restrict corporate social responsibility (CSR) to profitable opportunities. The underlying theory of the firmassumes widespread public company ownership and a net positive contribution to social welfare in relatively unfettered markets. This modern economic approach posits strict fiduciary responsibility of agents. Management, in this fiduciary role, should have no CSR discretion beyond the requirements of minimalist laws and customary ethics. Any profitable CSR option can be undertaken. Any unprofitable CSR action is defined as discretionary (...) altruism prohibited to fiduciary agents and recommended against for shareowners acting through the corporate form. The modern economic position shifts all unprofitable social issues into the sphere of public policy—which is then influenced by business on the basis of economic self-interest. There are two points of relaxation in this position. First, a firm may need to practice prudential altruism to forestall more costly action by governments and stakeholders. Second, management must consider productivity effects of employee sentiments about social issues and stakeholders. (shrink)

Universities contribute to shaping the identity of a nation with their major university social responsibility in addition to their academic purposes and corporate strategies. In Saudi Arabia with Vision 2030, universities are facing a transformation in adapting to the societal changes and implementing a socially responsible management, considering the satisfaction of their most important stakeholders and the quality of services offered to them. This study aims to explore how USR fulfills the societal changes in Saudi Arabia from the (...) perspective of university students in addition to inspecting USR’s relationships with the students’ satisfaction and the quality of services offered to them. A self-report study was conducted with 350 undergraduate students in the Faculty of Social Sciences in a Social Work program at a University in the Western region of Saudi Arabia. An inside–outside map of USR was applied to investigate the relationships among USR’s aspects. The study results demonstrated a moderate level of agreement by students toward the university’s fulfillment of its USR, quality of services offered to them, and their satisfaction. In contrast, the results of a regression analysis revealed that all USR aspects could explain only 13% of the students’ satisfaction. Legal responsibilities, among all USR aspects, exhibited the highest influence on students’ satisfaction. Gender differences existed in favor of female students’ perceptions toward the university’s fulfillment of its USR. The I–O map provided interesting insights to interpret the correlations among all USR aspects under the influence of societal changes that have occurred under Saudi Vision 2030. (shrink)

Corporate social responsibility (CSR) has become indispensable in modern business discourse; yet identifying and defining what CSR means is open to contest. Although such contestation is not uncommon with concepts found in the social sciences, for CSR it presents some difficulty for theoretical and empirical analysis, especially with regards to verifying that diverse application of the concept is consistent or concomitant. On the other hand, it seems unfeasible that the diversity of issues addressed under the CSR umbrella would yield to (...) a singular universal definition. Gallie, an eminent philosophical scholar, proposed the essentially contested concepts (ECC) theory in 1956 to address concepts that by their very nature engender perpetual disputes. He pointed out that there are certain concepts which by their very nature are inevitably contested and prescribed seven criteria for evaluating such concepts. This article examines these criteria to discover if CSR is an essentially contested concept and in that case, to construe if such a change in perception will resolve the definitional crisis. The analysis suggests that CSR is an ECC and this explains the potential for several conceptions of CSR, however, it does not totally obviate the need for a definition of its core or common reference point, if only to ensure that the contestants are dealing with an identical subject matter. (shrink)

This paper discusses the critical necessity of teaching students about the social and ethical responsibilities of scientists. Both a university scientist and a middle school science teacher reflect on the value of teaching the ethical issues that confront scientists. In the development of the atomic bomb in the US-led Manhattan Project, scientists faced the growing threat of atomic bombs by the Germans and Japanese and the ethical issues involved in successfully completing such a destructive weapon. The Manhattan Project is (...) a prime example of the types of ethical dilemmas and social responsibilities that scientists may confront. (shrink)

The development of genetically modified organisms (GMOs) has caused worldwide debate and has required us to reevaluate theories of social responsibility. This article, first, briefly discusses the progressive stages of social responsibility that scholars have outlined as they examine the history of businesses. Next an overview of the development of the DuPont corporation in the United States is presented, tracing DuPont’s transformation from an explosives and chemicals company into a life-science corporation and demonstrating how outside factors influenced this change. (...) The article then turns to the activities of the DuPont corporation in Brazil, a country with one of the world’s largest agricultural economies – and examines how the debate on GMOs is unfolding within the Brazilian context. It discusses how differing interest groups have taken part in this debate, the limits of their arguments, and the need to develop means for providing open collaborative efforts in evaluating new technologies. (shrink)

This book presents a rich collection of research studies on the theory and practice of CSR in Asia. It includes valuable contributions of practice-oriented researchers from various Asian countries such as Brunei, China, India, Indonesia, Japan, Korea, Malaysia, and Singapore, and from several non-Asian countries, such as Australia, Canada and the USA. The book presents a comprehensive overview of the practice of CSR in Asia. Normally CSR is seen in the Western angles, but here, in this book, Asian philosophies and (...) thoughts are also examined. Touted as the first of its kind, the book also compares Western and Asian perspectives on CSR and presents them in the light of Asian philosophies and thoughts, such as Confucian, Islamic (Koranic), Indian (Vedantic) and other Asian ways of looking at CSR in their own rights and perspectives. (shrink)

Robotic and artificially intelligent (AI) systems are becoming prevalent in our day-to-day lives. As human interaction is increasingly replaced by human–computer and human–robot interaction (HCI and HRI), we occasionally speak and act as though we are blaming or praising various technological devices. While such responses may arise naturally, they are still unusual. Indeed, for some authors, it is the programmers or users—and not the system itself—that we properly hold responsible in these cases. Furthermore, some argue that since directing blame (...) or praise at technology itself is unfitting, designing systems in ways that encourage such practices can only exacerbate the problem. On the other hand, there may be good moral reasons to continue engaging in our natural practices, even in cases involving AI systems or robots. In particular, daily interactions with technology may stand to impact the development of our moral practices in human-to-human interactions. In this paper, we put forward an empirically grounded argument in favor of some technologies being designed for social responsiveness. Although our usual practices will likely undergo adjustments in response to innovative technologies, some systems which we encounter can be designed to accommodate our natural moral responses. In short, fostering HCI and HRI that sustains and promotes our natural moral practices calls for a co-developmental process with some AI and robotic technologies. (shrink)

Scientists’ sense of social responsibility is particularly relevant for emerging technologies. Since a regulatory vacuum can sometimes occur in the early stages of these technologies, individual scientists’ social responsibility might be one of the most significant checks on the risks and negative consequences of this scientific research. In this article, we analyze data from a 2011 mail survey of leading U.S. nanoscientists to explore their perceptions the regarding social and ethical responsibilities for their nanotechnology research. Our analyses show that leading (...) U.S. nanoscientists express a moderate level of social responsibility about their research. Yet, they have a strong sense of ethical obligation to protect laboratory workers from unhealthy exposure to nanomaterials. We also find that there are significant differences in scientists’ sense of social and ethical responsibility depending on their demographic characteristics, job affiliation, attention to media content, risk perceptions and benefit perceptions. We conclude with some implications for future research. (shrink)

Article 14 of the UNESCO Declaration on Bioethics and Human Rights sets forth a few basic principles regarding social responsibility for health. It states in part that 14.1 The promotion of health and social development for their people is a central purpose of governments that all sectors of society share. 14.2 Taking into account that the enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, (...) economic or social condition, progress in science and technology should advance: access to quality health care and essential medicines, especially for the health of women and... (shrink)

Firms and industries increasingly subscribe to voluntary codes of conduct. These self-regulatory governance systems can be effective in establishing a more sustainable and inclusive global economy. However, these codes can also be largely symbolic, reactive measures to quell public criticism. Cross-sector alliances (between for-profit and nonprofit actors) present a learning platform for infusing participants with greater incentives to be socially responsible. They can provide multinationals new capabilities that allow them to more closely ally social responsibility with economic performance. (...) This paper examines learning facilitators in cross-sector alliances that enrich corporate understanding of stakeholder concerns. It suggests that these organizational learning experiments can translate into globally responsible practices and processes that improve the content and effectiveness of voluntary corporate codes. (shrink)

This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students did not change significantly in their social responsibility attitudes, but 23 % decreased and 20 % (...) increased. The students who increased, decreased, or remained the same in their social responsibility attitudes over time did not differ significantly in terms of gender, academic rank, or major. Some differences were found between institutions. Students who decreased in social responsibility initially possessed more positive social responsibility attitudes, were less likely to indicate that college courses impacted their views of social responsibility, and were more likely to have decreased in the frequency that they participated in volunteer activities, compared to students who did not change or increased their social responsibility. Although the large percentage of engineering students who decreased their social responsibility during college was disappointing, it is encouraging that courses and participation in volunteer activities may combat this trend. (shrink)

Abstract:Comparatively few studies have analyzed the social behavior of multinational corporations (MNCs) at a cross-national level. To address this gap in the literature, we propose a “transnational” model of corporate social responsibility (CSR) that permits identification of universal domains, yet incorporates the flexibility and adaptability demanded by international research. The model is tri-dimensional in that it juxtaposes: 1) Bartlett and Ghoshal’s (1998, 2000) typology of MNC strategies (multinational, global, “international,” and transnational); 2) the three conceptual domains of CSR (human rights, (...) labor, and the environment) proposed by the UN Global Compact (Compact 2003); and 3) Zenisek’s (1979) description of three CSR perspectives (ideological, societal, and operational). The end result is a multidimensional typology that permits the organization and development of empirical CSR research in an international setting. (shrink)

Corporate social responsibility has been a subject of broad public and academic discussion in Russia for several years now. The author argues that the key criterion for CSR is direct cooperation among all stakeholders, cooperation that to a large extent shapes the behavior of the firm and therefore includes ethical and social concerns in the decision-making process. On the basis of this criterion, three levels of CSR are distinguished. The main factors that are gradually shaping the Russian model of CSR (...) are emphasized. It is shown that lack of state social expenditure and a coherent system of benefits for socially responsible firms, coupled with the persistence of paternalistic relations, hinder and bias the development of socially responsible behavior at all levels.The author argues that CSR practices can be effectively realized only if accompanied by a coherent state social policy. (shrink)

Corporate social responsibility (CSR) has been a subject of broad public and academic discussion in Russia for several years now. The author argues that the key criterion for CSR is direct (non-market-based) cooperation among all stakeholders, cooperation that to a large extent shapes the behavior of the firm and therefore includes ethical and social concerns in the decision-making process. On the basis of this criterion, three levels of CSR are distinguished. The main factors that are gradually shaping the Russian model (...) of CSR are emphasized. It is shown that lack of state social expenditure and a coherent system of benefits for socially responsible firms, coupled with the persistence of paternalistic relations, hinder and bias the development of socially responsible behavior at all levels.The author argues that CSR practices can be effectively realized only if accompanied by a coherent state social policy. (shrink)

Abstract:Comparatively few studies have analyzed the social behavior of multinational corporations (MNCs) at a cross-national level. To address this gap in the literature, we propose a “transnational” model of corporate social responsibility (CSR) that permits identification of universal domains, yet incorporates the flexibility and adaptability demanded by international research. The model is tri-dimensional in that it juxtaposes: 1) Bartlett and Ghoshal’s (1998, 2000) typology of MNC strategies (multinational, global, “international,” and transnational); 2) the three conceptual domains of CSR (human rights, (...) labor, and the environment) proposed by the UN Global Compact (Compact 2003); and 3) Zenisek’s (1979) description of three CSR perspectives (ideological, societal, and operational). The end result is a multidimensional typology that permits the organization and development of empirical CSR research in an international setting. (shrink)

Over the last 140 years, the Tata Group has been a pioneer not only in corporate India, but has been a leader of sorts in the social sphere also. It has contributed substantially to nation building. Among other initiatives for social development and welfare, it has established eminent institutions, such as, the Indian Institute of Science, the Tata Institute of Fundamental Research and the Tata Institute of Social Sciences. This article studies the structure of the Tata Group and its (...) main Trusts which facilitate the unique philosophy of the Group that integrates social responsibility and corporate functioning. Over two-thirds of the Tata companies are held by the Trusts, and these Trusts are focussed on social welfare initiatives. This is a unique example in the corporate world deserving a detailed study. This article details some innovative initiatives undertaken by the Tata companies in their respective industries for the society and local community. The study is based on triangulation of data and follows the descriptive research design and the anecdotal style of narration. The data collection has been done by the author through personal interviews with top executives of the Group companies, responses to an Executive Perception Survey on the society and local community, and secondary data gathered through the information available in the public domain. (shrink)

Corporate Social Responsibility (CSR) is a tortured concept. In this paper, we reframe CSR into a number of discrete Corporate Social Responsibilities (CSR’s), each of which can have a positive or negative social impact, and each of which has an endogenous managerially driven component, and an exogenous stakeholder driven component. Using an industry-level sample drawn from the KLD data base, we test the impact of hypothesized drivers of CSR on various CSR’s.

Firms and industries increasingly subscribe to voluntary codes of conduct. These self-regulatory governance systems can be effective in establishing a more sustainable and inclusive global economy. However, these codes can also be largely symbolic, reactive measures to quell public criticism. Cross-sector alliances (between for-profit and nonprofit actors) present a learning platform for infusing participants with greater incentives to be socially responsible. They can provide multinationals new capabilities that allow them to more closely ally social responsibility with economic performance. (...) This paper examines learning facilitators in cross-sector alliances that enrich corporate understanding of stakeholder concerns. It suggests that these organizational learning experiments can translate into globally responsible practices and processes that improve the content and effectiveness of voluntary corporate codes. (shrink)