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Engineering ethics, individuals, and organizations.

Michael Davis1

  • 1Center for the Study of Ethics in the Professions, Illinois Institute of Technology, CSEP, 205 HUB, 3241 S. Federal St., Chicago, IL 60616, USA. davism@iit.edu

Science and Engineering Ethics
|April 13, 2006
PubMed
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Criticism suggests engineering ethics courses overemphasize individual decisions, neglecting social contexts like organizational culture and legal environments. However, evidence for these omissions is lacking, and determining "enough" coverage remains unresolved.

Area of Science:

  • Engineering Ethics Education
  • Social Context in Engineering

Background:

  • Current engineering ethics education often faces criticism.
  • A common critique is the overemphasis on individual decisions versus broader social contexts.

Purpose of the Study:

  • To evaluate a family of criticisms regarding the teaching of engineering ethics.
  • To assess claims that social context is underrepresented in engineering ethics curricula.

Main Methods:

  • Analysis of common criticisms of engineering ethics pedagogy.
  • Examination of six specific areas of alleged omission: organizational culture, organizational structure, legal environment, professional roles within organizations, organizational roles within professions, and political environment.

Main Results:

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  • While the six identified subjects are valuable, there is insufficient evidence to confirm their absence from current engineering ethics courses.
  • The study finds no clear method to determine if these subjects are adequately covered.

Conclusions:

  • The debate centers on defining "how much is enough" in teaching these social contexts.
  • Agreement on metrics for adequate coverage is currently lacking and unlikely in the near future.