Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional...

Area of Science:

• Engineering Ethics
• Moral Psychology
• Professional Development

Background:

• Traditional engineering ethics classes focus on moral reasoning but often neglect practical application.
• Research indicates situational factors significantly influence ethical judgment and behavior, leading to unintentional wrongdoing.
• The workplace environment can present unique stressors that complicate ethical decision-making.

Purpose of the Study:

• To introduce a novel engineering ethics class designed to reduce inadvertent unethical conduct.
• To shift focus from solely moral reasoning to understanding psychological influences on ethical behavior.
• To prepare students and professionals for real-life ethical challenges in academic and work settings.

Main Methods:

• Discussing a new engineering ethics curriculum.
• Integrating insights from moral psychology regarding situational influences.
• Encouraging critical reflection on potential ethical challenges.
• Providing practical strategies for ethical conduct in the workplace.

Main Results:

• The proposed class aims to decrease the likelihood of unintentional unethical actions.
• Students will gain awareness of psychological and situational factors impacting ethical judgment.
• Learners will be better prepared to apply ethical decision-making in practical scenarios.
• The curriculum emphasizes proactive strategies for navigating ethical hurdles.

Conclusions:

• A curriculum addressing psychological factors and practical workplace situations is crucial for engineering ethics education.
• Integrating moral psychology enhances the effectiveness of ethics training for students and professionals.
• Proactive ethical preparation, including self-reflection and strategy development, is key to preventing future misconduct.