Ethics in Engineering Practice and Research

Whitbeck, Caroline; Kline, Ronald R.; Cox, A.; Maciukenas, J.

doi:10.1017/cbo9780511806193

Cited by 129 publications

(102 citation statements)

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“…It is also closely aligned with new approaches to the teaching of practical ethics (e.g. Grif n, 1988;Arras, 1991;Jonsen, 1991;Whitbeck, 1998), especially those found in a text such as Engineering Ethics: Concepts and Cases (Harris et al, 1999).…”

Section: Our Model Of Case-based Moral Reasoningmentioning

confidence: 78%

“…Other provisions were more blatantly self-serving. For example, earlier versions of medical and engineering codes contained provisions that banned criticising the work of fellow practitioners (Whitbeck, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…Just as personal moral judgements need to be tested and re ned by appeal to experience, the value of professional codes (and their role speci c ethical principles) need to be tested by their ability to apply successfully to cases. Indeed, the NSPE codes have changed and added provisions based on challenges that have arisen in the practical arena (Whitbeck, 1998). In addition, many codes of ethics rely on a somewhat outdated view of professionals as self-employed custodians of specialised knowledge, whereas most professionals will practice their trade in larger corporate and social contexts that provide additional ethical responsibilities and challenges (May, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…Increasingly, professional schools in higher education are including ethics courses in their programs and increasingly the pedagogical methods of these courses have relied on the use of case-based instructional strategies. The pedagogical value of focusing ethics instruction on individual cases, on case-based comparison, and on explicit procedures for conducting moral deliberation has been recognised by Jonsen and ISSN Toulmin (1990), Jonsen (1991), Grif n (1988) Arras (1991), Beauchamp and Childress (2000), Harris et al (1999) and Whitbeck (1998).…”

mentioning

confidence: 99%

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Case-based Approaches to Professional Ethics: A systematic comparison of students' and ethicists' moral reasoning

Keefer¹,

Ashley²

2001

Journal of Moral Education

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This article provides a systematic analysis of the cognitive processes required for acquiring skill in practical ethical reasoning in a professionalIn considering professional ethical reasoning from the viewpoint of cognitive science, an area of primary interest concerns students' abilities to recognise and respond appropriately to ethical problems characteristic of their professional practice. Increasingly, professional schools in higher education are including ethics courses in their programs and increasingly the pedagogical methods of these courses have relied on the use of case-based instructional strategies. The pedagogical value of focusing ethics instruction on individual cases, on case-based comparison, and on explicit procedures for conducting moral deliberation has been recognised by Jonsen and

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Section: Our Model Of Case-based Moral Reasoningmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Case-based Approaches to Professional Ethics: A systematic comparison of students' and ethicists' moral reasoning

Keefer¹,

Ashley²

2001

Journal of Moral Education

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“…Its scope is therefore limited to the range of intentional action; the engineering ethicist, Caroline Whitbeck (1998), for example, distinguishes the moral agency of people and organisations from the amoral agency of natural phenomena such as storms, and identifies the ethical domain with only the former. In such a picture technology tends to feature in one of two ethically relevant roles: as the outcome of action and thus potentially relevant to its evaluation (design ethics), or as an instrument of action (Johnson 2001) or capability enhancement (Moore 1985) that changes the actions an agent can perform, the ways they can be performed and the consequences they have (use ethics).…”

Section: Problems With Agent/action-centric Cementioning

confidence: 99%

Technology as empowerment: a capability approach to computer ethics

Johnstone

2007

Ethics Inf Technol

103

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Abstract. Standard agent and action-based approaches in computer ethics tend to have difficulty dealing with complex systems-level issues such as the digital divide and globalisation. This paper argues for a value-based agenda to complement traditional approaches in computer ethics, and that one value-based approach wellsuited to technological domains can be found in capability theory. Capability approaches have recently become influential in a number of fields with an ethical or policy dimension, but have not so far been applied in computer ethics. The paper introduces two major versions of the theory -those advanced by Amartya Sen and Martha Nussbaum -and argues that they offer potentially valuable conceptual tools for computer ethics. By developing a theory of value based on core human functionings and the capabilities (powers, freedoms) required to realise them, capability theory is shown to have a number of potential benefits that complement standard ethical theory, opening up new approaches to analysis and providing a framework that incorporates a justice as well as an ethics dimension. The underlying functionalism of capability theory is seen to be particularly appropriate to technology ethics, enabling the integration of normative and descriptive analysis of technology in terms of human needs and values. The paper concludes by considering some criticisms of the theory and directions for further development.Key words: capability theory, computer ethics, empowerment, freedom, justice, valuesComputer ethics (CE) -and indeed ethical theory in general -has typically been concerned with the normative analysis of individual intentional action or, somewhat less commonly, the character of individual actors. The standard topics of computer ethics such as invasions of privacy, misuse of personal data and disputed ownership of intellectual property appear to lend themselves well to such analysis, and -because organisations and states are intentional agents tooissues of regulation, legislation, corporate responsibility and other forms of collective action have also been relatively amenable to this approach. However, another set of normative issues exists of equal or arguably perhaps greater importance for which individual action/agent-based forms of analysis are less well suited, such as the role played by computers and associated information and communication technologies (ICT) 1 in globalisation and poverty. These issues are not ignored in CE -many textbooks include at least some discussion of topics such as the 'digital divideÕ -but they fit poorly with standard approaches and challenge CE to define a broader agenda. The purpose of this paper is to delineate what such an agenda might look like, at least in part, and to introduce some theoretical tools that could be brought to bear upon it.At the heart of a broader agenda for CE lies the need for styles of normative analysis that take the domain of value rather than that of agency or action as their departure point, enabling consideration to be given to the full ra...

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Engineering Ethics

Pritchard¹

2005

A Companion to Applied Ethics

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Ethics in Engineering Practice and Research

Cited by 129 publications

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Case-based Approaches to Professional Ethics: A systematic comparison of students' and ethicists' moral reasoning

Case-based Approaches to Professional Ethics: A systematic comparison of students' and ethicists' moral reasoning

Technology as empowerment: a capability approach to computer ethics

Engineering Ethics

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