An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. (...) Reflexive Principlism is an approach to ethical decision-making that focuses on internalizing a reflective and iterative process of specification, balancing, and justification of four core ethical principles in the context of specific cases. In engineering, that approach provides structure to ethical reasoning while allowing the flexibility for adaptation to varying contexts through specification. Reflexive Principlism integrates well with the prevalent and familiar methodologies of reasoning within the engineering disciplines as well as with the goals of engineering ethics education. (shrink)

Some of the time we are conscious. But we are a very small part of the universe, and consciousness, so it seems, is a very small part of us. Yet that very small part is the starting-point of all knowledge and the field in which all our experience occurs.

Albert Cornelius Knudson, the man, by E. A. Leslie.--Bowne and personalism, by F. J. McConnell.--Personality as a metaphysical principle, by E. S. Brightman.--Personalism and nature, by C. D. Hildebrand.--The cultural integration of science and religion, by E. T. Ramsdell.--The personality of God, by F. G. Ensley.--Divine sovereignty and human freedom, by Georgia Harkness.--Personalistic elements in the Old Testament, by R. H. Pfeiffer.--Personalism and the trend of history, by R. T. Flewelling.--Personality and Christian ethics, by W. G. Muelder.--Personalism and race, (...) by W. J. King.--Personalism and religious education, by E. B. Marlatt.--Bibliography of Knudson's writings, by C. D. Hildebrand (p. 249-257). (shrink)

When phenomenology was introduced as a new science by Husserl its methods were applied first to objects of logic. Later phenomenological investigation expanded gradually to the fields of psychology, ethics, esthetics, and sociology. More rarely, objects of the natural sciences have been treated phenomenologically. Scattered indications of this kind are to be found in authors who do not belong to the most intimate circle of Husserl's school. Extensively, however, the phenomenological method has been applied to objects of the natural sciences (...) once only, namely by Hedwig Conrad-Martius, a favorite pupil of Husserl's, in her Realontologie and Farben. Yet this less known branch of phenomenology is particularly interesting. Husserl stressed the basic difference between phenomenological ideation on the one hand and psychological introspection and description of the immediate data of awareness on the other. The peculiarity and scientific productivity of phenomenological method, therefore, can be studied best in a field which is as far removed from psychology as possible. We shall try to analyze the papers of Conrad-Martius more fully and shall refer to other authors occasionally as illustrations. (shrink)

Orientation -- Religion as a fact -- Religious values -- Religion as a philosophical problem -- Conceptions of God -- Ways of knowing God -- The problem of belief in God -- The problem of good-and-evil -- Theistic absolutism and finitism -- Is God finite? -- The problem of human personality -- The problem of human purpose -- The problem of human immortality -- The problem of religious experience -- Internal criticisms of religion -- External criticism of religion.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone.