Integrating ethics into technical courses: Micro-insertion [Book Review]

Science and Engineering Ethics 12 (4):717-730 (2006)
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Abstract

Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics, engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”. This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence (collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely a matter of providing context for what is already being taught, context that also makes the material already being taught seem “more relevant”.

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Author's Profile

Michael Davis
State University of New York at Buffalo

References found in this work

Ethics Across the Curriculum.Michael Davis - 1993 - Teaching Philosophy 16 (3):205-235.
Ethics Across the Curriculum.Michael Davis - 1993 - Teaching Philosophy 16 (3):205-235.
Developing and Using Cases to Teach Practical Ethics.Michael Davis - 1997 - Teaching Philosophy 20 (4):353-385.

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