What Do We Teach to Engineering Students: Embedded Ethics, Morality, and Politics.
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...
| Publicado en: | Science & Engineering Ethics Vol. 30; no. 1; pp. 1 - 27 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Nature
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=175533394&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 175533394 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Feb2024 vid: 30 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 175533394 10.1007/s11948-024-00469-1 ppf: 1 ppct: 26 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1014KB tig: atl: What Do We Teach to Engineering Students: Embedded Ethics, Morality, and Politics. aug: au: Ferdman, Avigail Ratti, Emanuele affil: https://ror.org/03qryx823 Department of Humanities and Arts, Technion-Israel Institute of Technology, Haifa, Israel https://ror.org/0524sp257 Department of Philosophy, University of Bristol, Bristol, UK sug: keyword: Embedded ethics Morality Politics Teaching ethics Virtues ab: 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 these difficulties. Our framework analytically decomposes an ethics module into three dimensions. First, there is the ethical dimension, which pertains to the learning goals. Second, there is the moral dimension, which addresses the moral relevance of engineers’ conduct. Finally, there is the political dimension, which scales up issues of moral relevance at the civic level. All in all, our framework has two advantages. First, it provides analytic clarity, i.e. it enables course instructors to locate ethical dilemmas in either the moral or political realm and to make use of the tools and resources from moral and/or political philosophy. Second, it depicts a comprehensive ethical training, which enables students to both reason about moral issues in the abstract, and to socially contextualize potential solutions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2024. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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