Engineering Ethics in Puerto Rico: Issues and Narratives

Frey, William; O’Neill-Carrillo, Efraín

doi:10.1007/s11948-008-9065-6

Cited by 18 publications

(8 citation statements)

References 8 publications

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“…Puerto Rico provides different moral ecologies for its engineers (Frey and O'Neill 2008). The Persistent Engineer operates within the ''social and environmental justice context.''…”

Section: Moral Ecologymentioning

confidence: 99%

Teaching Virtue: Pedagogical Implications of Moral Psychology

Frey

2009

Sci Eng Ethics

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Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom.

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“…Puerto Rico provides different moral ecologies for its engineers (Frey and O'Neill 2008). The Persistent Engineer operates within the ''social and environmental justice context.''…”

Section: Moral Ecologymentioning

confidence: 99%

Teaching Virtue: Pedagogical Implications of Moral Psychology

Frey

2009

Sci Eng Ethics

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“…There are a multiplicity of goods (Taylor, 1985) and thus likely a multiplicity of moral careers in pursuit of these goals. Cruz and Frey (2003) and Frey and O'Neill-Carillo (2008) have data from case generation exercises with engineers from the Caribbean context that suggest that in countries where corruption is a regular price of business, moral exemplars may need to become reformers in order to maintain their integrity. If so, they may also be better equipped for this task if they have the PeRsonality characteristics typical of other reformers.…”

Section: Jices 63mentioning

confidence: 99%

Good computing: a pedagogically focused model of virtue in the practice of computing (part 1)

Huff

Barnard

Frey

2008

Journal of Information, Communication and Ethics in Society

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Purpose -The purpose of this paper is to present a four component model of ethical behavior (PRIMES) that integrates literature in moral psychology, computing ethics, and virtue ethics as informed by research on moral exemplars in computing. This is part 1 of a two-part contribution. Design/methodology/approach -This psychologically based and philosophically informed model argues that moral action is: grounded in relatively stable PeRsonality characteristics (PR); guided by integration of morality into the self-system; shaped by the context of the surrounding moral ecology; and facilitated by morally relevant skills and knowledge (S). Findings -The model seeks to explain the daily successful (and unsuccessful) performance of moral action by computing professionals and to provide groundwork for a pedagogy that emphasizes ethically effective performance. Practical implications -The model has significant implications for how ethical action might be taught to computer professionals and other design professionals. It also makes recommendations about what is needed to measure to construct a complete picture of sustained ethical action in a profession. Originality/value -Most accepted models of ethical behavior are unidimensional, emphasizing either principled reasoning or a simplistic model of integrity/character. This model brings together a variety of disparate literatures in the light of its emphasis on sustained moral action in the profession. It thereby provides researchers and educators with a picture of what is needed to construct a complete understanding of moral action in the profession.

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“…612-613]. While space does not permit exploring these issues further, readers can find a discussion of compliance and aspirational motives in professional codes [6], how codes can be used in a redeployed pedagogy to teach moral virtue [7], and how codes form an essential component of the "moral ecology" of moral exemplars in the professional areas [10].…”

Section: Developing a Statement Of Valuesmentioning

confidence: 99%