A presentation series of EREKA (Etika REKAyasa), ETHICS ENGINEERING subject, chapter The Responsibilities of Engineers.
It was summarized from chapter 1 of book Ethics, Technology, and Engineering: An Introduction, by Ibo van de Poel & Lamber Royakkers, Published by Wiley.
The Wave of the Future: Revisiting Marshall McLuhanPaul Schumann
This presentation summarizes the printed work of Marshall McLuhan and applies it to understanding our present environment, and to forecast some of the future.
The Wave of the Future: Revisiting Marshall McLuhanPaul Schumann
This presentation summarizes the printed work of Marshall McLuhan and applies it to understanding our present environment, and to forecast some of the future.
This presentation was done for final year students at the University of Technology, Jamaica who are being prepared to leave for the working world. The challenge was presented and accepted.
Senses of Engineering Ethics– Variety of moral issues – Types of inquiry – Moral dilemmas – Moral Autonomy – Kohlberg‟s theory – Gilligan‟s theory – Consensus and Controversy – Models of professional roles - Theories about right action
Full Terms & Conditions of access and use can be found atDustiBuckner14
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European Journal of Engineering Education
ISSN: 0304-3797 (Print) 1469-5898 (Online) Journal homepage: https://www.tandfonline.com/loi/ceee20
Ethics and engineering education
L. L. Bucciarelli
To cite this article: L. L. Bucciarelli (2008) Ethics and engineering education, European Journal of
Engineering Education, 33:2, 141-149, DOI: 10.1080/03043790801979856
To link to this article: https://doi.org/10.1080/03043790801979856
Published online: 23 May 2008.
Submit your article to this journal
Article views: 1520
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Citing articles: 65 View citing articles
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European Journal of Engineering Education
Vol. 33, No. 2, May 2008, 141–149
Ethics and engineering education
L.L. Bucciarelli*
Professor of Engineering and Technology Studies, Emeritus, MIT, Cambridge, MA, USA
(Received 12 November 2007; in final form 1 February 2008 )
In the US, Accreditation Board for Engineering and Technology (ABET) recommends the study of ethics
so that students acquire ‘an understanding of professional and ethical responsibility’. For the most part,
teaching of the subject relies upon the use of scenarios – both hypothetical and ‘real’– and open discussion
framed by the codes. These scenarios and this framing are seriously deficient – lacking in their attention
to the complexities of context, almost solely focused on individual agency, while reflecting too narrow
and simplistic a view of the responsibilities of the practicing engineer. A critique of several exemplary
scenarios, and consideration of the demands placed upon today’s professional, prompt reflection on the
need for, not just a more expansive reading of the codes of ethics re what it might mean to be ‘responsible’,
but a substantial reform of undergraduate engineering education across the board.
Keywords: ethics; social responsibility; engineering education
1. Introduction
In the US, the Accreditation Board for Engineering and Technology (ABET), recommends the
study of ethics so that students attain ‘an understanding of professional and ethical responsibility.’
I must confess that I have never felt comfortable with this directive and with the way the subject
is ...
This presentation was done for final year students at the University of Technology, Jamaica who are being prepared to leave for the working world. The challenge was presented and accepted.
Senses of Engineering Ethics– Variety of moral issues – Types of inquiry – Moral dilemmas – Moral Autonomy – Kohlberg‟s theory – Gilligan‟s theory – Consensus and Controversy – Models of professional roles - Theories about right action
Full Terms & Conditions of access and use can be found atDustiBuckner14
Full Terms & Conditions of access and use can be found at
https://www.tandfonline.com/action/journalInformation?journalCode=ceee20
European Journal of Engineering Education
ISSN: 0304-3797 (Print) 1469-5898 (Online) Journal homepage: https://www.tandfonline.com/loi/ceee20
Ethics and engineering education
L. L. Bucciarelli
To cite this article: L. L. Bucciarelli (2008) Ethics and engineering education, European Journal of
Engineering Education, 33:2, 141-149, DOI: 10.1080/03043790801979856
To link to this article: https://doi.org/10.1080/03043790801979856
Published online: 23 May 2008.
Submit your article to this journal
Article views: 1520
View related articles
Citing articles: 65 View citing articles
https://www.tandfonline.com/action/journalInformation?journalCode=ceee20
https://www.tandfonline.com/loi/ceee20
https://www.tandfonline.com/action/showCitFormats?doi=10.1080/03043790801979856
https://doi.org/10.1080/03043790801979856
https://www.tandfonline.com/action/authorSubmission?journalCode=ceee20&show=instructions
https://www.tandfonline.com/action/authorSubmission?journalCode=ceee20&show=instructions
https://www.tandfonline.com/doi/mlt/10.1080/03043790801979856
https://www.tandfonline.com/doi/mlt/10.1080/03043790801979856
https://www.tandfonline.com/doi/citedby/10.1080/03043790801979856#tabModule
https://www.tandfonline.com/doi/citedby/10.1080/03043790801979856#tabModule
European Journal of Engineering Education
Vol. 33, No. 2, May 2008, 141–149
Ethics and engineering education
L.L. Bucciarelli*
Professor of Engineering and Technology Studies, Emeritus, MIT, Cambridge, MA, USA
(Received 12 November 2007; in final form 1 February 2008 )
In the US, Accreditation Board for Engineering and Technology (ABET) recommends the study of ethics
so that students acquire ‘an understanding of professional and ethical responsibility’. For the most part,
teaching of the subject relies upon the use of scenarios – both hypothetical and ‘real’– and open discussion
framed by the codes. These scenarios and this framing are seriously deficient – lacking in their attention
to the complexities of context, almost solely focused on individual agency, while reflecting too narrow
and simplistic a view of the responsibilities of the practicing engineer. A critique of several exemplary
scenarios, and consideration of the demands placed upon today’s professional, prompt reflection on the
need for, not just a more expansive reading of the codes of ethics re what it might mean to be ‘responsible’,
but a substantial reform of undergraduate engineering education across the board.
Keywords: ethics; social responsibility; engineering education
1. Introduction
In the US, the Accreditation Board for Engineering and Technology (ABET), recommends the
study of ethics so that students attain ‘an understanding of professional and ethical responsibility.’
I must confess that I have never felt comfortable with this directive and with the way the subject
is ...
Presentation handout from Shaun Horne (United States) and Trang Thu Nguyen (Vietnam) during the YSEALI Generation Earth Workshop in Siem Reap, Cambodia.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. W3 – The Responsibilities of
Engineer
M. Misdianto, M.Sc.
3. LO – Learning Objective
1. Passive & Active Responsibilities
2. Four conditions – BLAMEWORTHINESS
3. Profesional Ideals
4. Profesional Responsibilities
5. Social context of technologies vs
responsibilities of engineers
1 OCTOBER 2014 INTRODUCTION 5
4. CHALLENGER CASE
– 25th Launch SS; Jan 28th, 1986
– Christa McAuliffe, Teacher
– Ronald Reagan, US President
–4 C, Cape Canaveral, Florida USA
– Morton Thiokol; Roger Boisjoly – 1985; O-Rings
– 10 C, preceeding night
08 Oktober 2014 RESPONSIBILITY 6
5. RESPONSIBILITY
• Held accountable for your actions and
for the effects of your actions.
• Active vs Passive
– Active = Before something has happened.
– Passive = After something (undesirable) has
happened.
08 Oktober 2014 RESPONSIBILITY 7
6. Other Responsibility
• Role, based on the role one has or plays in a
certain situation.
• Moral, based on moral obligations, moral
norms or moral duties.
• Professional, based on one’s role as profes-sional
in as far it stays within the limit of what
is morally allowed.
08 Oktober 2014 RESPONSIBILITY 8
7. PASSIVE RESPONSIBILITY
Backward-looking responsibility, relevant after
something undesirable occurred; specific forms
are accountability, blameworthiness, and
liability.
08 Oktober 2014 PASSIVE RESPONSIBILITY 9
8. A & B
Backward-looking responsibility in the sense of being held to
account for, or justify one’s actions towards others
ACCOUNTABILITY
BLAMEWORTHINESS Backward-looking responsibility in the
sense of being a proper target of blame for one’s actions or the
consequences of one’s actions. In order for someone to be
blameworthy;
• Wrong-doing
• Causal contribution
• Foreseeability
• Freedoom
08 Oktober 2014 PASSIVE RESPONSIBILITY 10
9. WRONG-DOING
• A person, Institution
• Carrying out a certain action
• Violated a norm
• Did something wrong
NASA violated the norm that a flight had to be
proven to be safe.
08 Oktober 2014 PASSIVE RESPONSIBILITY 11
10. CAUSAL CONTRIBUTION
• A person
• Held responsible
• Have made a casual contribution
• Consequences
• For he/she is held responsible
Both NASA Project Team & Morton Thiokol – causal
contribution.
08 Oktober 2014 PASSIVE RESPONSIBILITY 12
11. FORESEEABILITY
• A person held responsible
• Know the consequences
• His/her action
• Boisjoly, the Morton Thiokol management
team & the NASA rep, could all have expected
the Challenger disaster erosion O-rings on
low temperature.
08 Oktober 2014 PASSIVE RESPONSIBILITY 13
12. FREEDOM of ACTION
• One held responsible
• Had a freedom of action
• He/she must not have acted under compulsion.
NASA is under pressure of present McAuliffe.
Morton too, further co-operation financial
consequences
Boisjoly is limited.
08 Oktober 2014 PASSIVE RESPONSIBILITY 14
13. ACTIVE RESPONSIBILITY
Responsibility before something has happened
referring to a duty or task to care for certain
state-of-affairs or persons.
08 Oktober 2014 ACTIVE RESPONSIBILITY 15
14. AR by Mark Boven (Bovens, 1998)
• Adequate perception of threatened violation
of norms.
• Consideration of the consequences.
• Autonomy
• Displaying conduct that is based on a verifi-able
and consistent code; and
• Taking role obligations seriously.
08 Oktober 2014 ACTIVE RESPONSIBILITY 16
15. AR of Engineers
IDEALS, ideas or striving which are particularly
motivating and inspiring for the person having
them, and which aim at achieving an optimum
or maximum – 2 characteristics
• Motivating and inspiring 4 d person having
them.
• Aim at achieving an optimum or maximum.
08 Oktober 2014 ACTIVE RESPONSIBILITY 17
16. PROF. IDEALS
IDEALS that are closely allied to a profession or
can only be aspired to by carrying out the
profession.
08 Oktober 2014 ACTIVE RESPONSIBILITY 18
17. TECH. ENTHUSIASM
The IDEAL of wanting to develop new techno-logical
possibilities and taking up technological
challenges.
08 Oktober 2014 ACTIVE RESPONSIBILITY 19
18. EFFECTIVE & EFFICIENT
EFFECTIVENESS:
The extent to which an
established goal is
achieved.
EFFICIENCY:
The ratio between the
goal achieved and the
effort required.
08 Oktober 2014 ACTIVE RESPONSIBILITY 20
19. 21
HUMAN WELFARE
That of contributing to our
augmenting human welfare.
• ASME – American Society of
Mechanical Engineering
• ASCE – American Society of
Civil Engineers
JOHAN van VEEN
08 Oktober 2014 ACTIVE RESPONSIBILITY
20. SEPARATISM
SEPARATISM, the notion that scientists and engineers
should apply the technical inputs, but appropriate
management and political organs should make the
value decisions.
TRIPARTITE MODEL. A model that maintains that
engineers can only be held responsible for the design of
products and not for wider social consequences or
concerns. Three separate segments : Politicians;
Engineers and Users (ABG).
08 Oktober 2014 ENGINEER vs MANAGERS 22
21. THE TRIPARTITE MODEL
Van de Poel (2001)
POLITICIANS
PRINCIPALS
MANAGERS
(anticipated) customers
Designing Engineers
USERS
Once the rockets go up, Who cares where they come down. “That’s not
my department, “ said Wernher von Braun
08 Oktober 2014 ENGINEER vs MANAGERS 23
22. TECHNOCRACY
TECHNOCRACY, Government by Experts. Not
TECHNO-CRAZY…
PATTERNALISM, the making of (moral) decisions
for others on the assumption that one knows
better what is good for them than those other
themselves.
08 Oktober 2014 ENGINEER vs MANAGERS 24
23. WHISTLE-BLOWING
• Case Inez Austin, Boisjoly, Nazarudin.
WHISTLE-BLOWING. The disclosure of certain
abuses in a company by an employee in which
he or she is employed, without the consent of
his/her superiors, and in order to remedy these
abuses and/or to warn the public about these
abuses.
08 Oktober 2014 ENGINEER vs MANAGERS 25
24. SOCIAL CONTEXT
ACTOR. Any person or group that can make a decision
how to act and that can act on that decision.
USERS. People who use a technology and who may
formulate certain wishes or requirements for the
functioning of a technology.
REGULATORS. Organization who formulate rules or
regulations that engineering products have to meet
such as rulings concerning health and safety, but also
rulings linked to relations between competitors.
08 Oktober 2014 SOCIAL CONTEXT 26
25. SOCIAL CONTEXT – 1
INTEREST. Things actions strive for because they are
beneficial or advantageous for them.
STAKEHOLDERS. Actors that have an interest (“a stake”)
in the development of a technology.
TECHNOLOGY ASSESSMENT (TA). Systematic method
for exploring future technology developments and
accessing their potential societal consequences.
08 Oktober 2014 SOCIAL CONTEXT 27
26. TECH DEV MAP of ACTORS
USERS
TECHNOLOGICAL
DEVELOPMENT
REGULATORS
OTHER ACTORS
DEVELOPERS &
PRODUCERS
08 Oktober 2014 SOCIAL CONTEXT 28
27. SUMMARY
• Responsibility of Engineers
• Four conditions of BLAMEWORTHY:
– Wrong-Doing
– Causal Contribution
– Foreseeability
– Freedom
• Two main ground of responsibilities:
– Roles you play in Society
– Moral Considerations
• Engineers have two main role responsibilities:
– As Engineers
– As Employees
08 Oktober 2014 CLOSING 29
28. SUMMARY - 1
• Three professional ideals were examined:
– Technological Enthusiasm
– Effectiveness and Efficiency and
– Human Welfare
• Three models for dealing with conflicts engineer vs
employee:
– Separatism
– Technocracy
– Whistle-Blowing
08 Oktober 2014 CLOSING 30
29. REFERENCES
• IBO VAN DE POEL and LAMBÈR ROYAKKERS. (2011).
Ethics, Technology, and Engineering: An Introduction.
Southern Gate, Chichester, West Sussex, UK. John
Wiley & Sons Ltd.
08 Oktober 2014 CLOSING 31
30. Photo Credit
• Challenger Explosion, attribution to By Kennedy Space Center [Public domain], via Wikimedia
Commons
• Space Shuttle – Challenger to See page for author [Public domain], via Wikimedia Commons
• Cape Canaveral to By Soerfm (Own work) [CC-BY-SA-3.0
(http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
• Space Shuttle Challenger to By NASA (NASA Human Space Flight Gallery (image link)) [Public
domain], via Wikimedia Commons
• STS 121 approach ISS to By NASA [Public domain], via Wikimedia Commons
• Google Earth on multiple monitors to By Runner1928 (Own work) [CC-BY-SA-3.0
(http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
• Google Earth Logo to By Google [Public domain], via Wikimedia Commons
• Frederick W. Taylor to By Grap [Public domain], viaWikimedia Commons
• Watersnoodramps 1953 to By Agency for International Development [Public domain], via
Wikimedia Commons
• Northsea Floods 1953 to By Lencer [CC-BY-SA-2.5 (http://creativecommons.org/licenses/by-sa/
2.5)], via Wikimedia Commons
08 Oktober 2014 CLOSING 32
Halaman disclaimer dimana hal ini dinyatakan bahwa presentasi ini dibuat dengan lisensi Creative Commons Atribusi-NonKomersial-BerbagiSerupa 3.0 Tanpa Adaptasi sebagaimana bisa dilihat di http://creativecommons.org/licenses/by-nc-sa/3.0/deed.id
Halaman disclaimer dimana hal ini dinyatakan bahwa presentasi ini dibuat dengan lisensi Creative Commons Atribusi-NonKomersial-BerbagiSerupa 3.0 Tanpa Adaptasi sebagaimana bisa dilihat di http://creativecommons.org/licenses/by-nc-sa/3.0/deed.id