A Social Responsibility Guide for Engineering Students and Professionals of all Faith Traditions: An Overview

Science and Engineering Ethics 24 (4):1253-1277 (2018)
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Abstract

The development of the various themes of Catholic Social Teaching is based on numerous papal documents and ecclesiastical statements. While this paper provides a summary of a number of these documents, this paper focuses on two themes: the common good and care of the environment, and on three documents authored by Pope John Paul II in 1990, by Pope Benedict XVI in 2010, and by Pope Francis in 2015. By analyzing these documents from an engineer’s perspective, the author proposes a model for Socially Responsible Engineering. The proposed model is intended to serve as a guide for engineering students and practicing engineers of all faith traditions and to those with no faith tradition at all who wish to incorporate CST in the daily conduct of their personal and professional lives; to provide guidance for the professional the author terms the aspiring Socially Responsible Engineer; and to offer engineers a preferred alternative to the undesirable aspects of the technocratic paradigm. While intended primarily for engineers, this document also serves as a guide for those with expertise in social justice and who, by gaining a better understanding of the thought processes of engineers, can become better mentors for engineering students and practicing engineers seeking to incorporate CST into their daily lives.

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Citations of this work

Self-reflection for Activist Engineering.Darshan M. A. Karwat - 2020 - Science and Engineering Ethics 26 (3):1329-1352.
A dialogue on the ethics of science: Henri Poincaré and Pope Francis.Nicholas Matthew Danne - 2021 - European Journal for Philosophy of Science 11 (3):1-12.

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References found in this work

Pacem in Terris.John Xxiii - 2004 - Journal of Catholic Social Thought 1 (1):157-199.
Educating Practically Wise Professionals.Stephen Miles, Michael Naughton & Deborah Ruddy - 2007 - Journal of Catholic Social Thought 4 (2):437-457.

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