Future directions in engineering ethics research: Microethics, macroethics and the role of professional societies. A drug used in executions becomes very hard to get. A perfect moral storm: Climate change, intergenerational ethics and the problem of moral corruption. Collective responsibility and professional roles. Science and Engineering Ethics, 12(4), 685–700. Applying the rules of just war theory to engineers in the arms industry. University of Chicago Press.įichtelberg, A. In Harry Brighouse & Michael MacPherson (eds.), The aims of higher education: Problems of morality and justice. Is there a profession of engineering? Science and Engineering Ethics, 3(4), 407–428. Professional autonomy: A framework for empirical research. New Jersey companies want to help build Trump’s border wall. 2022–2023 Criteria for accrediting engineering programs. “Dow letter to employees,” Resistance and revolution: The anti-Vietnam war movement at the University of Michigan, 1965–1972, accessed July 21, 2022, ĪBET. By emphasizing the value of the deliberative perspective, my proposal contributes to a growing call to broaden the scope of engineering ethics education while maintaining its practical relevance. On my proposal, students consider both micro- and macro-ethical problems from the deliberative perspective, situating micro-ethical problems within a broader social framework but also situating macro-ethical problems within an engaged, practical framework. Finally, I suggest that macro-ethics education can learn something valuable from micro-ethics pedagogy. Third, I offer my central argument for an expansive approach. Second, I consider but reject some arguments for a restrictive approach, one that excludes macro-ethical reflection from engineering ethics education. First, I clarify the distinction between micro-ethics and macro-ethics as I am construing it, defending my characterization against a potential worry. Although others have voiced support for including macro-ethical reflection within engineering ethics education, I advance a stronger claim, arguing that isolating engineering ethics from macro-level issues risks rendering even micro-ethical inquiry morally meaningless. In this paper, I make a novel case for an expansive approach to engineering ethics education, one that regards micro-ethics and macro-ethics as essentially complementary.
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