Results for 'engineering ethics, pretest, moral reasoning, teaching'

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  1. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Mara Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise (...)
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  2. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Maralee Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise (...)
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  3. Teaching engineering ethics to first-year college students.Andrew Lau - 2004 - Science and Engineering Ethics 10 (2):359-368.
    One of the methods used at Penn State to teach engineering students about ethics is a one-credit First-Year Seminar entitled “How Good Engineers Solve Tough Problems.” Students meet in class once a week to understand ethical frameworks, develop ethical problem-solving skills, and to better understand the professional responsibilities of engineers. Emphasis is on the ubiquity of ethical problems in professional engineering. A learning objective is the development of moral imagination, similar to the development of technical imagination in (...)
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  4.  69
    Using the Chernobyl Incident to Teach Engineering Ethics.William R. Wilson - 2013 - Science and Engineering Ethics 19 (2):625-640.
    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 (...)
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  5.  73
    On using ethical theories to teach engineering ethics.Mathieu Bouville - 2008 - Science and Engineering Ethics 14 (1):111-120.
    Many engineering ethics classes and textbooks introduce theories such as utilitarianism and Kantianism (and most others draw from these theories without mentioning them explicitly). Yet using ethical theories to teach engineering ethics is not devoid of difficulty. First, their status is unclear (should one pick a single theory or use them all? does it make a difference?) Also, textbooks generally assume or fallaciously ‘prove’ that egoism (or even simply accounting for one’s interests) is wrong. Further, the drawbacks of (...)
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  6.  20
    Investigation of ethical dilemmas of school principals: comparing Turkish and Canadian principals.Engin Karadag & Esra Tekel - 2020 - Asian Journal of Business Ethics 9 (1):73-92.
    Increasingly complex working environments of school principals inevitably led them to face moral dilemmas in daily life. The aim of this research is to reveal which kinds of moral dilemmas principals fall into mostly, how principals follow the road to making decisions in the moral dilemmas, and if the nature of management affects the decision-making process of their moral dilemmas or not. For data collection process snowball sampling was used. Semi-structured interviews and vignettes which were designed (...)
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  7.  52
    Engineering ethics, individuals, and organizations.Michael Davis - 2006 - Science and Engineering Ethics 12 (2):223-231.
    This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) (...)
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  8.  23
    (Hard ernst) corrigendum Van Brakel, J., philosophy of chemistry (u. klein).Hallvard Lillehammer, Moral Realism, Normative Reasons, Rational Intelligibility, Wlodek Rabinowicz, Does Practical Deliberation, Crowd Out Self-Prediction & Peter McLaughlin - 2002 - Erkenntnis 57 (1):91-122.
    It is a popular view thatpractical deliberation excludes foreknowledge of one's choice. Wolfgang Spohn and Isaac Levi have argued that not even a purely probabilistic self-predictionis available to thedeliberator, if one takes subjective probabilities to be conceptually linked to betting rates. It makes no sense to have a betting rate for an option, for one's willingness to bet on the option depends on the net gain from the bet, in combination with the option's antecedent utility, rather than on the offered (...)
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  9.  25
    What Do We Teach to Engineering Students: Embedded Ethics, Morality, and Politics.Avigail Ferdman & Emanuele Ratti - 2024 - Science and Engineering Ethics 30 (1):1-26.
    In the past few years, calls for integrating ethics modules in engineering curricula have multiplied. Despite this positive trend, a number of issues with these ‘embedded’ programs remains. First, learning goals are underspecified. A second limitation is the conflation of different dimensions under the same banner, in particular confusion between ethics curricula geared towards addressing the ethics of individual conduct and curricula geared towards addressing ethics at the societal level. In this article, we propose a tripartite framework to overcome (...)
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  10.  5
    Beyond Ethical Awareness and Reasoning in advance.Athena Lin & Justin L. Hess - forthcoming - Teaching Ethics.
    Research on ethical formation in engineering has largely focused on assessing students’ abilities to recognize ethical issues and reason through ethical dilemmas. In this paper, we depict a conceptual framework for understanding how students develop into ethical engineers that involves dimensions beyond ethical awareness and judgment. In particular, we explore the role of ethical motivation in engineering students’ ethical formation. Ethical motivation is the process of deciding to act upon an ethical decision based on one’s valuing of ethics, (...)
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  11.  53
    Ethics Teaching in Higher Education for Principled Reasoning: A Gateway for Reconciling Scientific Practice with Ethical Deliberation.Mehmet Aközer & Emel Aközer - 2017 - Science and Engineering Ethics 23 (3):825-860.
    This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and the extensive mistrust of integrating ethics in (...)
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  12.  37
    Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional Engineers.Scott D. Gelfand - 2016 - Science and Engineering Ethics 22 (5):1513-1534.
    In this essay I discuss a novel engineering ethics class that has the potential to significantly decrease the likelihood that students will inadvertently or unintentionally act unethically in the future. This class is different from standard engineering ethics classes in that it focuses on the issue of why people act unethically and how students can avoid a variety of hurdles to ethical behavior. I do not deny that it is important for students to develop cogent moral reasoning (...)
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  13.  23
    Culture, Moral Reasoning and Teaching Business Ethics: A Snapshot of United Arab Emirates Female Business Students.Lydia Barza & Marc Cohen - 2014 - Journal of Business Ethics Education 11:69-88.
    The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most students made their decisions (...)
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  14.  41
    Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering.Jonathan Beever & Andrew O. Brightman - 2016 - Science and Engineering Ethics 22 (1):275-291.
    An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is (...)
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  15.  44
    Moral pedagogy and practical ethics.Chuck Huff & William Frey - 2005 - Science and Engineering Ethics 11 (3):389-408.
    Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less (...)
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  16.  56
    Teaching ethics and technology with agora , an electronic tool.Simone van der Burg & Ibo van de Poel - 2005 - Science and Engineering Ethics 11 (2):277-297.
    Courses on ethics and technology have become compulsory for many students at the three Dutch technical universities during the past few years. During this time, teachers have faced a number of didactic problems, which are partly due to a growing number of students. In order to deal with these challenges, teachers in ethics at the three technical universities in the Netherlands — in Delft, Eindhoven and Twente — have developed a web-based computer program called Agora (see www.ethicsandtechnology.com). This program enables (...)
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  17.  30
    Teaching ethics and technology with Agora, an electronic tool.Simone Burg & Ibo Poel - 2005 - Science and Engineering Ethics 11 (2):277-297.
    Courses on ethics and technology have become compulsory for many students at the three Dutch technical universities during the past few years. During this time, teachers have faced a number of didactic problems, which are partly due to a growing number of students. In order to deal with these challenges, teachers in ethics at the three technical universities in the Netherlands — in Delft, Eindhoven and Twente — have developed a web-based computer program called Agora (see www.ethicsandtechnology.com). This program enables (...)
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  18. How to Teach Engineering Ethics?: A Retrospective and Prospective Sketch of TU Delft’s Approach to Engineering Ethics Education.J. B. van Grunsven, L. Marin, T. W. Stone, S. Roeser & N. Doorn - 2021 - Advances in Engineering Education 9 (4).
    This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centered around Responsible Research and Innovation, Design for Values, and Risk (...)
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  19.  56
    Teaching engineering ethics to undergraduates: Why? What? How? [REVIEW]Michael J. Rabins - 1998 - Science and Engineering Ethics 4 (3):291-302.
    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 (...)
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  20.  39
    A Pragmatic Approach to Ethical Decision-Making in Engineering Practice: Characteristics, Evaluation Criteria, and Implications for Instruction and Assessment.Qin Zhu & Brent K. Jesiek - 2017 - Science and Engineering Ethics 23 (3):663-679.
    This paper begins by reviewing dominant themes in current teaching of professional ethics in engineering education. In contrast to more traditional approaches that simulate ethical practice by using ethical theories to reason through micro-level ethical dilemmas, this paper proposes a pragmatic approach to ethics that places more emphasis on the practical plausibility of ethical decision-making. In addition to the quality of ethical justification, the value of a moral action also depends on its effectiveness in solving an ethical (...)
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  21.  16
    Exploring the relations between ethical reasoning and moral intuitions among Chinese engineering students in a course on global engineering ethics.Rockwell Clancy & Qin Zhu - manuscript
    Research in engineering ethics has assessed the ethical reasoning of students in mostly the US. However, it is not clear that ethical judgments are primarily the result of ethical reasoning, or that conclusions based on US samples would be true of global populations. China now graduates and employs more STEM (science technology engineering and mathematics) majors than any other country in the world, but the moral cognition and ethics education of Chinese engineers remains understudied. To address this (...)
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  22. Moral Machines: Teaching Robots Right From Wrong.Wendell Wallach & Colin Allen - 2008 - New York, US: Oxford University Press.
    Computers are already approving financial transactions, controlling electrical supplies, and driving trains. Soon, service robots will be taking care of the elderly in their homes, and military robots will have their own targeting and firing protocols. Colin Allen and Wendell Wallach argue that as robots take on more and more responsibility, they must be programmed with moral decision-making abilities, for our own safety. Taking a fast paced tour through the latest thinking about philosophical ethics and artificial intelligence, the authors (...)
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  23.  45
    Teaching research ethics: Can web-based instruction satisfy appropriate pedagogical objectives? [REVIEW]Brian Schrag - 2005 - Science and Engineering Ethics 11 (3):347-366.
    Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the (...)
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  24. Should Engineering Ethics be Taught?Charles J. Abaté - 2011 - Science and Engineering Ethics 17 (3):583-596.
    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 (...)
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  25. Teaching Virtue: Pedagogical Implications of Moral Psychology. [REVIEW]William J. Frey - 2010 - Science and Engineering Ethics 16 (3):611-628.
    Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of (...)
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  26.  7
    Moral Reasoning: Rediscovering the Ethical Tradition: Moral Reasoning: Rediscovering the Ethical Tradition.Louis Groarke - 2011 - Oup Canada.
    Every day we are faced with moral dilemmas in both our personal and professional lives. The choices we make, the ways in which we behave, and our responses to these dilemmas are grounded in our personal understandings of ethics and morality. But this understanding is not black and white: What is deplorable to one person may be perfectly acceptable to another. In Moral Reasoning: Rediscovering the Ethical Tradition, author Louis Groarke guides readers through a honing of their critical (...)
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  27.  76
    Engineering ethics: concepts and cases.Charles Edwin Harris, Michael S. Pritchard & Michael Jerome Rabins - 2009 - Boston, MA: Cengage. Edited by Michael S. Pritchard, Ray W. James, Elaine E. Englehardt & Michael J. Rabins.
    Packed with examples pulled straight from recent headlines, ENGINEERING ETHICS, Sixth Edition, helps engineers understand the importance of their conduct as professionals as well as reflect on how their actions can affect the health, safety and welfare of the public and the environment. Numerous case studies give readers plenty of hands-on experience grappling with modern-day ethical dilemmas, while the book's proven and structured method for analysis walks readers step by step through ethical problem-solving techniques. It also offers practical application (...)
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  28.  72
    Teaching Ethics to Engineers: Ethical Decision Making Parallels the Engineering Design Process.Bridget Bero & Alana Kuhlman - 2011 - Science and Engineering Ethics 17 (3):597-605.
    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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  29.  27
    The Ethics of Engineering Ethics Education Curriculum Design, Ethics Pedagogies, and the Moral Responsibilities of Ethics Educators.Qin Zhu, Dayoung Kim & Roel Snieder - forthcoming - Teaching Ethics.
    In this paper, we argue that engineering ethics education does have moral implications. More specifically, practices in engineering ethics education can lead to negative moral consequences if not conducted appropriately. Engineering ethics educators are often passionate about teaching students ways to examine the ethical implications of engineering and technology. However, ethics educators may overlook the moral significance of their instructional classroom practices. In this paper, we discuss two issues: First, we discuss the (...)
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  30.  46
    Teaching health care ethics: the importance of moral sensitivity for moral reasoning.Suzanne M. Jaeger - 2001 - Nursing Philosophy 2 (2):131-142.
  31. Challenges to engineering moral reasoners : time and context.Michal Klincewicz - 2017 - In Patrick Lin, Keith Abney & Ryan Jenkins (eds.), Robot Ethics 2.0: From Autonomous Cars to Artificial Intelligence. Oxford University Press. pp. 244-259.
    Programming computers to engage in moral reasoning is not a new idea (Anderson and Anderson 2011a). Work on the subject has yielded concrete examples of computable linguistic structures for a moral grammar (Mikhail 2007), the ethical governor architecture for autonomous weapon systems (Arkin 2009), rule-based systems that implement deontological principles (Anderson and Anderson 2011b), systems that implement utilitarian principles, and a hybrid approach to programming ethical machines (Wallach and Allen 2008). This chapter considers two philosophically informed strategies for (...)
     
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  32. Enhancing Business Ethics: Using Cases to Teach Moral Reasoning.Loren Falkenberg & Jaana Woiceshyn - 2008 - Journal of Business Ethics 79 (3):213-217.
    The growing trend of required ethics instruction in the business school curriculum has created a need for relevant teaching materials. In response to this need the Journal of Business Ethics is introducing a new case section. This section provides a forum for publishing and accessing a range of materials that can be used in teaching business ethics. This article discusses how business ethics cases can facilitate the development of deductive, inductive and critical reasoning skills.
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  33.  54
    Principled moral reasoning: Is it a viable approach to promote ethical integrity? [REVIEW]James Weber & Sharon Green - 1991 - Journal of Business Ethics 10 (5):325 - 333.
    In response to recent recommendations for the teaching of principled moral reasoning in business school curricula, this paper assesses the viability of such an approach. The results indicate that, while business students' level of moral reasoning in this sample are like most 18- to 21-year-olds, they may be incapable of grasping the concepts embodied in principled moral reasoning. Implications of these findings are discussed.
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  34.  49
    Duties owed in serving students: The importance of teaching moral reasoning and theories of ethical leadership in educating business students. [REVIEW]Deborah C. Poff - 2007 - Journal of Academic Ethics 5 (1):25-31.
    This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these subjects.
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  35.  28
    Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.Olivia Walling - 2015 - Science and Engineering Ethics 21 (6):1637-1656.
    Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics “experiment” on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster (...)
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  36.  20
    Teaching health care ethics: The importance of moral sensitivity for moral reasoning.Suzanne M. Jaeger PhD - 2001 - Nursing Philosophy 2 (2):131–142.
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  37.  63
    Student-Inspired Activities for the Teaching and Learning of Engineering Ethics.E. Alpay - 2013 - Science and Engineering Ethics 19 (4):1455-1468.
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach (...)
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  38. Roleplaying Game–Based Engineering Ethics Education: Lessons from the Art of Agency.Trystan S. Goetze - forthcoming - Proceedings of the 2024 American Society for Engineering Education St. Lawrence Section Annual Conference.
    How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems (...)
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  39. Doing Practical Ethics: A Skills-Based Approach to Moral Reasoning.Jason Swartwood & Ian Stoner - 2021 - New York, NY, USA: Oxford University Press. Edited by Jason Swartwood.
    Doing Practical Ethics supports the deliberate practice of philosophical skills relevant to understanding, evaluating, and developing arguments in forms commonly used in the field of practical ethics. Each chapter includes an explanation of a specific moral reasoning skill, demonstration exercises with sample solutions that offer students immediate feedback on their initial practice attempts, and extensive sets of practice exercises. It is suitable for any ethics course that centrally features argument from principle, argument from analogy, or inference to the best (...)
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  40.  69
    The Effectiveness of Ethics Education: A Quasi-Experimental Field Study.Douglas R. May & Matthew T. Luth - 2013 - Science and Engineering Ethics 19 (2):545-568.
    Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals’ general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education (...)
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  41.  10
    Doing ethics: moral reasoning and contemporary issues.Lewis Vaughn - 2016 - New York: W.W. Norton & Company.
    Doing Ethics is the best-selling book for courses with an applied emphasis. It teaches moral decision making as an active process, giving students the theoretical and logical tools required to do ethics. The Fifth Edition offers expanded coverage of topics that students find relevant, including free speech on campus, hook-up culture, sexual consent, racism, and discrimination. A NEW InQuizitive adaptive learning tool features game-like activities that build mastery of core concepts and theories.
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  42.  47
    The Role of Professional Knowledge in Case-Based Reasoning in Practical Ethics.Rosa Lynn Pinkus, Claire Gloeckner & Angela Fortunato - 2015 - Science and Engineering Ethics 21 (3):767-787.
    The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that (...)
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  43.  9
    Morality and "Christian Ethics" at School.Eduard Martynyuk & Olena Nykytchenko - 2005 - Ukrainian Religious Studies 36:166-170.
    The modern discourse in Ukraine about teaching religion at school can start with a long-time tale about a driver explaining to passengers that the car will not go for many reasons: the fuel is running out, the engine is not running, there are no ways, and so on. etc. The point of this anecdote is that one of these reasons is sufficient, and it is enough to state other arguments about the impossibility of further movement of the car. And (...)
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  44.  36
    Engineering ethics education, ethical leadership, and Confucian ethics.Qin Zhu - 2018 - International Journal of Ethics Education 3 (2):169-179.
    Ethical leadership skills are crucial for professionally competent engineers working in a global context. This article explores the possibility of integrating a non-Western ethical tradition of Confucian ethics into the teaching of ethical leadership in engineering ethics. First comes a brief discussion of the historical origins of Confucianism and its persistence in contemporary Chinese culture. Second is a conceptualization of the major aspects of Confucian ethical leadership including moral power, role modeling, and meritocratic ethical leadership, introducing a (...)
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  45.  30
    Teaching Sympathetic Moral Reasoning.Deborah Mower - 2008 - Teaching Ethics 8 (2):1-14.
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  46. Teaching ethics to scientists and engineers: Moral agents and moral problems.Caroline Whitbeck - 1995 - Science and Engineering Ethics 1 (3):299-308.
    In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses. The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by (...)
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  47.  48
    Engineering the just war: Examination of an approach to teaching engineering ethics.David R. Haws - 2006 - Science and Engineering Ethics 12 (2):365-372.
    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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  48.  30
    Engineering Ethics Education: A Comparative Study of Japan and Malaysia.Balamuralithara Balakrishnan, Fumihiko Tochinai & Hidekazu Kanemitsu - 2019 - Science and Engineering Ethics 25 (4):1069-1083.
    This paper reports the findings of a comparative study in which students’ perceived attainment of the objectives of an engineering ethics education and their attitude towards engineering ethics were investigated and compared. The investigation was carried out in Japan and Malaysia, involving 163 and 108 engineering undergraduates respectively. The research method used was based on a survey in which respondents were sent a questionnaire to elicit relevant data. Both descriptive and inferential statistical analyses were performed on the (...)
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  49.  39
    Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach.Michael Hoffmann & Jason Borenstein - 2014 - Science and Engineering Ethics 20 (1):261-276.
    As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research (...)
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  50. Doing Ethics: Moral Reasoning, Theory, and Contemporary Issues, 6th edition, by Lewis Vaughn.Robert C. Robinson - 2022 - Teaching Philosophy 45 (4):525-529.
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