Operationalizing Ethical Becoming as a Theoretical Framework for Teaching Engineering Design Ethics

Area of Science:

• Engineering Ethics
• Philosophy of Technology
• Education Theory

Background:

• Existing engineering ethics education often lacks a holistic approach to ethical development.
• Previous frameworks have not fully explored the interconnectedness of self, relationships, and ethical action.

Purpose of the Study:

• Introduce and define the novel "ethical becoming" framework for engineering ethics education.
• Explore the philosophical underpinnings of ethical becoming, drawing from Alfred North Whitehead's relational process ontology.
• Propose five key components of ethical becoming: relationality/indebtedness, harmony/potency, care, reflective thought, and ethical inquiry.

Main Methods:

• Conceptual analysis of existing engineering ethics literature.
• Application of Alfred North Whitehead's relational process ontology.
• Development and articulation of the five components of the ethical becoming framework.

Main Results:

• Ethical becoming posits that all development is relational and creates indebtedness.
• Ethical engagement should aim for harmony and potency (beauty).
• Care, reflective thought, and ethical inquiry are crucial for ethical development and education.

Conclusions:

• The ethical becoming framework offers a comprehensive approach to engineering ethics education.
• It highlights the importance of relationality, self-fashioning, and continuous ethical inquiry.
• This framework has practical implications for designing engineering ethics curricula.