Search results for 'planetary engineering' (try it on Scholar)

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  1. Robert Sparrow (1999). The Ethics of Terraforming. Environmental Ethics 21 (3):227-245.score: 45.0
    I apply an agent-based virtue ethics to issues in environmental philosophy regarding our treatment of complex inorganic systems. I consider the ethics of terraforming: hypothetical planetary engineering on a vast scale which is aimed at producing habitable environments on otherwise “hostile” planets. I argue that the undertaking of such a project demonstrates at least two serious defects of moral character: an aesthetic insensitivity and the sin of hubris. Trying to change whole planets to suit our ends is arrogant (...)
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  2. Thomas Faunce (2012). Governing Planetary Nanomedicine: Environmental Sustainability and a UNESCO Universal Declaration on the Bioethics and Human Rights of Natural and Artificial Photosynthesis (Global Solar Fuels and Foods). [REVIEW] Nanoethics 6 (1):15-27.score: 27.0
    Abstract Environmental and public health-focused sciences are increasingly characterised as constituting an emerging discipline—planetary medicine. From a governance perspective, the ethical components of that discipline may usefully be viewed as bestowing upon our ailing natural environment the symbolic moral status of a patient. Such components emphasise, for example, the origins and content of professional and social virtues and related ethical principles needed to promote global governance systems and policies that reduce ecological stresses and pathologies derived from human overpopulation, selfishness (...)
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  3. Allison Ross & Nafsika Athanassoulis (2010). The Social Nature of Engineering and its Implications for Risk Taking. Science and Engineering Ethics 16 (1):147-168.score: 21.0
    Making decisions with an, often significant, element of risk seems to be an integral part of many of the projects of the diverse profession of engineering. Whether it be decisions about the design of products, manufacturing processes, public works, or developing technological solutions to environmental, social and global problems, risk taking seems inherent to the profession. Despite this, little attention has been paid to the topic and specifically to how our understanding of engineering as a distinctive profession might (...)
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  4. Mike W. Martin (2002). Personal Meaning and Ethics in Engineering. Science and Engineering Ethics 8 (4):545-560.score: 21.0
    The study of engineering ethics tends to emphasize professional codes of ethics and, to lesser degrees, business ethics and technology studies. These are all important vantage points, but they neglect personal moral commitments, as well as personal aesthetic, religious, and other values that are not mandatory for all members of engineering. This paper illustrates how personal moral commitments motivate, guide, and give meaning to the work of engineers, contributing to both self-fulfillment and public goods. It also explores some (...)
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  5. John Lincourt & Robert Johnson (2004). Ethics Training: A Genuine Dilemma for Engineering Educators. [REVIEW] Science and Engineering Ethics 10 (2):353-358.score: 21.0
    This is an examination of three main strategies used by engineering educators to integrate ethics into the engineering curriculum. They are: (1) the standalone course, (2) the ethics imperative mandating ethics content for all engineering courses, and (3) outsourcing ethics instruction to an external expert. The expectations from each approach are discussed and their main limitations described. These limitations include the insular status of the stand-alone course, the diffuse and uneven integration with the ethics imperative, and the (...)
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  6. Michael Davis (1995). An Historical Preface to Engineering Ethics. Science and Engineering Ethics 1 (1):33-48.score: 21.0
    This article attempts to distinguish between science and technology, on the one hand, and engineering, on the other, offering a brief introduction to engineering values and engineering ethics. The method is (roughly) a philosophical examination of history. Engineering turns out to be a relatively recent enterprise, barely three hundred years old, to have distinctive commitments both technical and moral, and to have changed a good deal both technically and morally during that period. What motivates the paper (...)
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  7. Preston Stovall (2011). Professional Virtue and Professional Self-Awareness: A Case Study in Engineering Ethics. Science and Engineering Ethics 17 (1):109-132.score: 21.0
    This paper articulates an Aristotelian theory of professional virtue and provides an application of that theory to the subject of engineering ethics. The leading idea is that Aristotle’s analysis of the definitive function of human beings, and of the virtues humans require to fulfill that function, can serve as a model for an analysis of the definitive function or social role of a profession and thus of the virtues professionals must exhibit to fulfill that role. Special attention is given (...)
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  8. Robert E. McGinn (2003). “Mind the Gaps”: An Empirical Approach to Engineering Ethics, 1997–2001. [REVIEW] Science and Engineering Ethics 9 (4):517-542.score: 21.0
    A survey on ethical issues in engineering was administered over a five-year period to Stanford engineering students and practicing engineers. Analysis of its results strongly suggests that important disconnects exist between the education of engineering students regarding ethical issues in engineering on the one hand, and the realities of contemporary engineering practice on the other. Two noteworthy consequences of these gaps are that the views of engineering students differ substantially over what makes an issue (...)
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  9. Charles J. Abaté (2011). Should Engineering Ethics Be Taught? Science and Engineering Ethics 17 (3):583-596.score: 21.0
    Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering (...)
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  10. Michael S. Pritchard (2001). Responsible Engineering: The Importance of Character and Imagination. [REVIEW] Science and Engineering Ethics 7 (3):391-402.score: 21.0
    Engineering Ethics literature tends to emphasize wrongdoing, its avoidance, or its prevention. It also tends to focus on identifiable events, especially those that involve unfortunate, sometimes disastrous consequences. This paper shifts attention to the positive in engineering practice; and, as a result, the need for addressing questions of character and imagination becomes apparent.
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  11. Michael Pritchard & Mark Holtzapple (1997). Responsible Engineering: Gilbane Gold Revisited. [REVIEW] Science and Engineering Ethics 3 (2):217-230.score: 21.0
    This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well integrated (...)
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  12. David R. Haws (2004). The Importance of Meta-Ethics in Engineering Education. Science and Engineering Ethics 10 (2):204-210.score: 21.0
    Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent. Yet, our engineering students will (...)
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  13. 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.score: 21.0
    There are different possibilities for defining the areas for the application of ethics to engineering. They range from descriptive analysis of engineers’ relationship to moral criteria and extend to normative issues on how engineers should design more “sustainable” technology. In this paper, a frame of reference is proposed, which makes it possible to elaborate in a transparent manner goals for analysis of the scope of ethics in engineering. Its point of departure is marked by two questions: 1) which (...)
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  14. Joseph R. Herkert (1998). Sustainable Development, Engineering and Multinational Corporations: Ethical and Public Policy Implications. [REVIEW] Science and Engineering Ethics 4 (3):333-346.score: 21.0
    This paper explores the concept of sustainable development and its ethical and public policy implications for engineering and multinational corporations. Sustainable development involves achieving objectives in three realms: ecological (sustainable scale), economic (efficient allocation) and social (just distribution). While movement toward a sustainable society is dependent upon satisfying all three objectives, questions of just distribution and other questions of equity are often left off the table or downplayed when engineers and corporate leaders consider sustainable development issues. Indeed, almost all (...)
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  15. Michael Davis (2001). The Professional Approach to Engineering Ethics: Five Research Questions. Science and Engineering Ethics 7 (3):379-390.score: 21.0
    This paper argues that research for engineering ethics should routinely involve philosophers, social scientists, and engineers, and should focus for now on certain basic questions such as: Who is an engineer? What is engineering? What do engineers do? How do they make decisions? And how much control do they actually have over what they do?
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  16. W. P. S. Dias (2003). Heidegger's Relevance for Engineering: Questioning Technology. Science and Engineering Ethics 9 (3):389-396.score: 21.0
    Heidegger affirmed traditional technology, but was opposed to science-based modern technology, in which everything (including man) is considered to be a mere “resource”. This opposition was expressed in the form of deep questioning and a suspicion of superficial evaluation, because the true nature of things was often concealed, though disclosed at times. Ways in which engineers should question technology are proposed, highlighting some of the hazards and injustices associated with technology and also its subtle sociological and psychological influences. The demands (...)
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  17. Gary Lee Downey, Juan C. Lucena & Carl Mitcham (2007). Engineering Ethics and Identity: Emerging Initiatives in Comparative Perspective. [REVIEW] Science and Engineering Ethics 13 (4):463-487.score: 21.0
    This article describes and accounts for variable interests in engineering ethics in France, Germany, and Japan by locating recent initiatives in relation to the evolving identities of engineers. A key issue in ethics education for engineers concerns the relationship between the identity of the engineer and the responsibilities of engineering work. This relationship has varied significantly over time and from place to place around the world. One methodological strategy for sorting out similarities and differences in engineers’ identities is (...)
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  18. Bridget Bero & Alana Kuhlman (2011). Teaching Ethics to Engineers: Ethical Decision Making Parallels the Engineering Design Process. Science and Engineering Ethics 17 (3):597-605.score: 21.0
    In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to “grey” or multiple possible (...)
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  19. Neelke Doorn (2012). Responsibility Ascriptions in Technology Development and Engineering: Three Perspectives. [REVIEW] Science and Engineering Ethics 18 (1):69-90.score: 21.0
    In the last decades increasing attention is paid to the topic of responsibility in technology development and engineering. The discussion of this topic is often guided by questions related to liability and blameworthiness. Recent discussions in engineering ethics call for a reconsideration of the traditional quest for responsibility. Rather than on alleged wrongdoing and blaming, the focus should shift to more socially responsible engineering, some authors argue. The present paper aims at exploring the different approaches to responsibility (...)
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  20. Jessica Li & Shengli Fu (2012). A Systematic Approach to Engineering Ethics Education. Science and Engineering Ethics 18 (2):339-349.score: 21.0
    Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using (...)
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  21. Colleen Murphy, Paolo Gardoni & Charles Harris (2011). Classification and Moral Evaluation of Uncertainties in Engineering Modeling. Science and Engineering Ethics 17 (3):553-570.score: 21.0
    Engineers must deal with risks and uncertainties as a part of their professional work and, in particular, uncertainties are inherent to engineering models. Models play a central role in engineering. Models often represent an abstract and idealized version of the mathematical properties of a target. Using models, engineers can investigate and acquire understanding of how an object or phenomenon will perform under specified conditions. This paper defines the different stages of the modeling process in engineering, classifies the (...)
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  22. Michael J. Rabins (1998). Teaching Engineering Ethics to Undergraduates: Why? What? How? [REVIEW] Science and Engineering Ethics 4 (3):291-302.score: 21.0
    The teaching of engineering ethics is on the increase at universities around the United States. The motivation for this increase (WHY?) has several driving forces, including: a new Accreditation Board for Engineering and Technology (ABET) accreditation criteria; new questions on Professional Engineering (PE) licensing examinations; new industrial marketplace needs; and a growing awareness in the engineering profession of a need for ethical sensitivity to the consequences of our actions as engineers. The subject (WHAT?) is likely to (...)
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  23. Mark Coeckelbergh (2012). Moral Responsibility, Technology, and Experiences of the Tragic: From Kierkegaard to Offshore Engineering. Science and Engineering Ethics 18 (1):35-48.score: 21.0
    The standard response to engineering disasters like the Deepwater Horizon case is to ascribe full moral responsibility to individuals and to collectives treated as individuals. However, this approach is inappropriate since concrete action and experience in engineering contexts seldom meets the criteria of our traditional moral theories. Technological action is often distributed rather than individual or collective, we lack full control of the technology and its consequences, and we lack knowledge and are uncertain about these consequences. In this (...)
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  24. Joseph R. Herkert (2001). Future Directions in Engineering Ethics Research: Microethics, Macroethics and the Role of Professional Societies. Science and Engineering Ethics 7 (3):403-414.score: 21.0
    Three frames of reference for engineering ethics are discussed—individual, professional and social—which can be further broken down into “microethics” concerned with individuals and the internal relations of the engineering profession and “macroethics” referring to the collective social responsibility of the engineering profession and to societal decisions about technology. Few attempts have been made at integrating microethical and macroethical approaches to engineering ethics. The approach suggested here is to focus on the role of professional engineering societies (...)
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  25. Diane Michelfelder & Sharon A. Jones (2013). Sustaining Engineering Codes of Ethics for the Twenty-First Century. Science and Engineering Ethics 19 (1):237-258.score: 21.0
    How much responsibility ought a professional engineer to have with regard to supporting basic principles of sustainable development? While within the United States, professional engineering societies, as reflected in their codes of ethics, differ in their responses to this question, none of these professional societies has yet to put the engineer’s responsibility toward sustainability on a par with commitments to public safety, health, and welfare. In this paper, we aim to suggest that sustainability should be included in the paramountcy (...)
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  26. Abdul Kabir Hussain Solihu & Abdul Rauf Ambali (2011). Dissolving the Engineering Moral Dilemmas Within the Islamic Ethico-Legal Praxes. Science and Engineering Ethics 17 (1):133-147.score: 21.0
    The goal of responsible engineers is the creation of useful and safe technological products and commitment to public health, while respecting the autonomy of the clients and the public. Because engineers often face moral dilemma to resolve such issues, different engineers have chosen different course of actions depending on their respective moral value orientations. Islam provides a value-based mechanism rooted in the Maqasid al-Shari‘ah (the objectives of Islamic law). This mechanism prioritizes some values over others and could help resolve the (...)
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  27. Mark Coeckelbergh (2010). Engineering Good: How Engineering Metaphors Help Us to Understand the Moral Life and Change Society. Science and Engineering Ethics 16 (2):371-385.score: 21.0
    Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate (...)
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  28. Michael Davis (2003). What's Philosophically Interesting About Engineering Ethics? Science and Engineering Ethics 9 (3):353-361.score: 21.0
    What makes a subject philosophically interesting is hard-to-resolve confusion about fundamental concepts. Engineering ethics suffers from at least three such fundamental confusions. First, there is confusion about what the “ethics” in engineering ethics is (ordinary morality, philosophical ethics, special standards, or something else?) Second, there is confusion about what the profession of engineering is (a function, discipline, occupation, kind of organization, or something else?) Third, there is confusion about what the discipline of engineering is. These fundamental (...)
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  29. Wha-Chul Son (2008). Philosophy of Technology and Macro-Ethics in Engineering. Science and Engineering Ethics 14 (3):405-415.score: 21.0
    The purpose of this paper is to diagnose and analyze the gap between philosophy of technology and engineering ethics and to suggest bridging them in a constructive way. In the first section, I will analyze why philosophy of technology and engineering ethics have taken separate paths so far. The following section will deal with the so-called macro-approach in engineering ethics. While appreciating the initiative, I will argue that there are still certain aspects in this approach that can (...)
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  30. Sven Diekmann & Martin Peterson (2013). The Role of Non-Epistemic Values in Engineering Models. Science and Engineering Ethics 19 (1):207-218.score: 21.0
    We argue that non-epistemic values, including moral ones, play an important role in the construction and choice of models in science and engineering. Our main claim is that non-epistemic values are not only “secondary values” that become important just in case epistemic values leave some issues open. Our point is, on the contrary, that non-epistemic values are as important as epistemic ones when engineers seek to develop the best model of a process or problem. The upshot is that models (...)
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  31. William J. Frey & Efraín O’Neill-Carrillo (2008). Engineering Ethics in Puerto Rico: Issues and Narratives. Science and Engineering Ethics 14 (3):417-431.score: 21.0
    This essay discusses engineering ethics in Puerto Rico by examining the impact of the Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) and by outlining the constellation of problems and issues identified in workshops and retreats held with Puerto Rican engineers. Three cases developed and discussed in these workshops will help outline movements in engineering ethics beyond the compliance perspective of the CIAPR. These include the Town Z case, Copper Mining in Puerto Rico, and a hypothetical case (...)
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  32. David R. Haws (2006). Engineering the Just War: Examination of an Approach to Teaching Engineering Ethics. Science and Engineering Ethics 12 (2):365-372.score: 21.0
    The efficiency of engineering applied to civilian projects sometimes threatens to run away with the social agenda, but in military applications, engineering often adds a devastating sleekness to the inevitable destruction of life. The relative crudeness of terrorism (e.g., 9/11) leaves a stark after-image, which belies the comparative insignificance of random (as opposed to orchestrated) belligerence. Just as engineering dwarfs the bricolage of vernacular design—moving us past the appreciation of brush-strokes, so to speak—the scale of engineered destruction (...)
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  33. Brad J. Kallenberg (2009). Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis. Science and Engineering Ethics 15 (4):563-576.score: 21.0
    In 1998, a lead researcher at a Midwestern university submitted as his own a document that had 64 instances of strings of 10 or more words that were identical to a consultant’s masters thesis and replicated a data chart, all of whose 16 entries were identical to three and four significant figures. He was fired because his actions were wrong. Curiously, he was completely unable to see that his actions were wrong. This phenomenon is discussed in light of recent advances (...)
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  34. Jameson M. Wetmore (2008). Engineering with Uncertainty: Monitoring Air Bag Performance. Science and Engineering Ethics 14 (2):201-218.score: 21.0
    Modern engineering is complicated by an enormous number of uncertainties. Engineers know a great deal about the material world and how it works. But due to the inherent limits of testing and the complexities of the world outside the lab, engineers will never be able to fully predict how their creations will behave. One way the uncertainties of engineering can be dealt with is by actively monitoring technologies once they have left the development and production stage. This article (...)
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  35. Josep M. Basart & Montse Serra (2013). Engineering Ethics Beyond Engineers' Ethics. Science and Engineering Ethics 19 (1):179-187.score: 21.0
    Engineering ethics is usually focused on engineers’ ethics, engineers acting as individuals. Certainly, these professionals play a central role in the matter, but engineers are not a singularity inside engineering; they exist and operate as a part of a complex network of mutual relationships between many other people, organizations and groups. When engineering ethics and engineers’ ethics are taken as one and the same thing the paradigm of the ethical engineer which prevails is that of the heroic (...)
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  36. Susan Magun-Jackson (2004). A Psychological Model That Integrates Ethics in Engineering Education. Science and Engineering Ethics 10 (2):219-224.score: 21.0
    Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious (...)
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  37. James A. Stieb (2007). On “Bettering Humanity” in Science and Engineering Education. Science and Engineering Ethics 13 (2):265-273.score: 21.0
    Authors such as Krishnasamy Selvan argue that “all human endeavors including engineering and science” have a single primary objective: “bettering humanity.” They favor discussing “the history of science and measurement uncertainty.” This paper respectfully disagrees and argues that “human endeavors including engineering and science” should not pursue “bettering humanity” as their primary objective. Instead these efforts should first pursue individual betterment. One cannot better humanity without knowing what that means. However, there is no one unified theory of what (...)
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  38. Golnaz Hashemian & Michael C. Loui (2010). Can Instruction in Engineering Ethics Change Students' Feelings About Professional Responsibility? Science and Engineering Ethics 16 (1):201-215.score: 21.0
    How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short (...)
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  39. ron Newberry (2004). The Dilemma of Ethics in Engineering Education. Science and Engineering Ethics 10 (2):343-351.score: 21.0
    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 (...)
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  40. Ibo van de Poel (2001). Investigating Ethical Issues in Engineering Design. Science and Engineering Ethics 7 (3):429-446.score: 21.0
    This paper aims at contributing to a research agenda in engineering ethics by exploring the ethical aspects of engineering design processes. A number of ethically relevant topics with respect to design processes are identified. These topics could be a subject for further research in the field of engineering ethics. In addition, it is argued that the way design processes are now organised and should be organised from a normative point of view is an important topic for research.
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  41. José A. Cruz & William J. Frey (2003). An Effective Strategy for Integrating Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge. Science and Engineering Ethics 9 (4):543-568.score: 21.0
    This paper describes a one-day workshop format for introducing ethics into the engineering curriculum prepared at the University of Puerto Rico at Mayagüez (UPRM). It responds to the ethics criteria newly integrated into the accreditation process by the Accreditation Board of Engineering and Technology (ABET). It also employs an ethics across the curriculum (EAC) approach; engineers identify the ethical issues, write cases that dramatize these issues, and then develop exercises making use of these cases that are specially tailored (...)
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  42. David P. Billington (2006). Teaching Ethics in Engineering Education Through Historical Analysis. Science and Engineering Ethics 12 (2):205-222.score: 21.0
    The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague, and should use professional understanding for the common good. But these injunctions to virtue do not reach (...)
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  43. Gloria Hauser-Kastenberg, William E. Kastenberg & David Norris (2003). Towards Emergent Ethical Action and the Culture of Engineering. Science and Engineering Ethics 9 (3):377-387.score: 21.0
    With the advent of the newest technologies, it is necessary for engineering to incorporate the integration of social responsibility and technical integrity. A possible approach to accomplishing this integration is by expanding the culture of the engineering profession so that it is more congruent with the complex nature of the technologies that are now being developed. Furthermore, in order to achieve this expansion, a shift in thinking is required from a linear or reductionist paradigm (atomistic, deterministic and dualistic) (...)
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  44. 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.score: 21.0
    Engineering ethics entails three frames of reference: individual, professional, and social. “Microethics” considers individuals and internal relations of the engineering profession; “macroethics” applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a “micro” focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and (...)
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  45. Haldun M. Ozaktas (2013). Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey. Science and Engineering Ethics 19 (4):1439-1450.score: 21.0
    The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching (...)
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  46. William R. Wilson (2013). Using the Chernobyl Incident to Teach Engineering Ethics. Science and Engineering Ethics 19 (2):625-640.score: 21.0
    This paper discusses using the Chernobyl Incident as a case study in engineering ethics instruction. Groups of students are asked to take on the role of a faction involved in the Chernobyl disaster and to defend their decisions in a mock debate. The results of student surveys and the Engineering and Science Issues Test indicate that the approach is very popular with students and has a positive impact on moral reasoning. The approach incorporates technical, communication and teamwork skills (...)
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  47. Eddie Conlon & Henk Zandvoort (2011). Broadening Ethics Teaching in Engineering: Beyond the Individualistic Approach. [REVIEW] Science and Engineering Ethics 17 (2):217-232.score: 21.0
    There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (...)
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  48. Douglas J. Crawford-Brown (1997). Virtue as the Basis of Engineering Ethics. Science and Engineering Ethics 3 (4):481-489.score: 21.0
    This paper explores the nature of virtue theory as applied to engineering practice. It links virtue to specific areas of practice such as the selection of ends, devotion to service, the formation of justified belief, the conduct of dialogue, the taking of actions, and exercises of the will. These areas are related to a culture of virtue in which an engineering society creates the conditions enabling acts of virtue and celebrates individuals and their acts which exemplify identified virtues. (...)
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  49. Steven M. Culver, Ishwar K. Puri, Richard E. Wokutch & Vinod Lohani (2013). Comparison of Engagement with Ethics Between an Engineering and a Business Program. Science and Engineering Ethics 19 (2):585-597.score: 21.0
    Increasing university students’ engagement with ethics is becoming a prominent call to action for higher education institutions, particularly professional schools like business and engineering. This paper provides an examination of student attitudes regarding ethics and their perceptions of ethics coverage in the curriculum at one institution. A particular focus is the comparison between results in the business college, which has incorporated ethics in the curriculum and has been involved in ethics education for a longer period, with the engineering (...)
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  50. Charles E. Harris (1998). Engineering Responsibilities in Lesser-Developed Nations: The Welfare Requirement. Science and Engineering Ethics 4 (3):321-331.score: 21.0
    Increasing numbers of engineers from developed countries are employed during some part of their careers in lesser-developed nations (LDN’s), or they may design products for use in LDN’s. Yet determining the implications of professional engineering codes for engineers’ conduct in such settings can be difficult. Conditions are often substantially different from those in developed countries, where the codes were formulated. In this paper I explore the implications of what I call the “welfare requirement” in engineering codes for professional (...)
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