Packed with examples pulled straight from recent headlines, ENGINEERING ETHICS, Sixth Edition, helps engineers understand the importance of their conduct as professionals as well as reflect on how their actions can affect the health, safety and welfare of the public and the environment. Numerous case studies give readers plenty of hands-on experience grappling with modern-day ethical dilemmas, while the book's proven and structured method for analysis walks readers step by step through ethical problem-solving techniques. It also offers practical application of (...) the Engineering Code of Ethics and thorough coverage of critical moral reasoning, effective organizational communication, sustainability and economic development, risk management, ethical responsibilities, globalized standards for engineering and emerging challenges relating to evolving technology. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

There are important synergies for the next generation of ethical leaders based on the alignment of modified or adjusted mental models. This entails a synergistic application of moral imagination through collaborative input and critique, rather than "me too" obedience. In this article, we will analyze the Milgram results using frameworks relating to mental models (Werhane et al., Profitable partnerships for poverty alleviation, 2009), as well as work by Moberg on "ethics blind spots'' (Organizational Studies 27(3): 413-428, 2006), and by Bazerman (...) and Chugh on "bounded awareness" (Harvard Business Review, 2006; Mind & Society 6: 1-18, 2007) Using these constructs to examine the Milgram experiment, we will argue that the ways in which the experiments are framed, the presence of an authority figure, the appeal to the authority of science, and the situation in which the naïve participant finds herself or himself, all create a bounded awareness, a narrow blind spot that encourages a climate for obedience, brackets out the opportunity to ask the moral question: "Am I hurting another fellow human being?" and may preclude the subject from utilizing moral imagination to opt out of the experiment. We will conclude that these forms of almost blind obedience to authority are correctable, but with difficulty. We will argue that linking the modification of mental models to an unbinding of awareness represents an important synergistic relationship and one that can build effectively on the lessons learned from our experience with moral imagination. (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

The eight pieces constituting this Meeting Report are summaries of presentations made during a panel session at the 2011 Association for Practical and Professional Ethics (APPE) annual meeting held between March 3rd and 6th in Cincinnati. Lisa Newton organized the session and served as chair. The panel of eight consisted both of pioneers in the field and more recent arrivals. It covered a range of topics from how the field has developed to where it should be going, from identification of (...) issues needing further study to problems of training the next generation of engineers and engineering-ethics scholars. (shrink)

Although Hume’s theory of the passions has been vigorously criticized by contemporary philosophers, Hume’s immediate successors are seldom credited with serious criticisms of that theory. In fact, insofar as their views are considered at all, they typically are summarily dismissed. Alasdair MacIntyre’s treatment is a good illustration.

The aim of this paper is to clarify the concept of bribery, and to do this in a way that reveals its underlying normative features. Bribery, like lying is not a value neutral concept. It has a negative connotation and is regarded by most as generally, although not necessarily universally, wrong. At the very least, those who resort to bribery bear a burden of justification for what they do. This is no small point, as no such burden must be borne (...) for the vast majority of human activities, such as engaging in conversation or taking a walk, which normally do not. As Sissela Bok says of lying, we might say that a negative moral weight attaches to every act of bribery; it may be possible to counter this negative weight in some instances, but not without an argument.1 Why should a negative moral weight be attached to every act of bribery? It might be thought that, even if most instances of bribery are morally objectionable, the concept of bribery itself is morally neutral.2 However, enticing people to violate what they take to be their positional duties does seem to call for some sort of moral justification. This seems to be so even in extreme cases, for example, when bribing a Nazi guard to allow concentration camp prisoners to escape. The ready availability of a moral justification in such circumstances does not eliminate the need for one. (shrink)

Although the participants in the initial situation of justice in John Rawls’ Theory of Justice choose principles of justice only, their choices have implications for other moral concerns. The only check on the self-interest of the participants is that there be unanimous acceptance of the principles. But, since animals are not participants, it is possible that principles will be adopted which confiict with what Rawls calls“duties of compassion and humanity” toward animals. This is a consequence of the initial situation’s assumption (...) that principles of justice can be determined independently of other moral considerations. We question this assumption, and show that satisfactory modifications of Rawls’ initial situation undermine its contractarian basis and require the rejection of exclusively self-interested participants. (shrink)

Although the participants in the initial situation of justice in John Rawls’ Theory of Justice choose principles of justice only, their choices have implications for other moral concerns. The only check on the self-interest of the participants is that there be unanimous acceptance of the principles. But, since animals are not participants, it is possible that principles will be adopted which confiict with what Rawls calls“duties of compassion and humanity” toward animals. This is a consequence of the initial situation’s assumption (...) that principles of justice can be determined independently of other moral considerations. We question this assumption, and show that satisfactory modifications of Rawls’ initial situation undermine its contractarian basis and require the rejection of exclusively self-interested participants. (shrink)

Philosophical discussions of the conditions of moral agency typically are confined to various aspects of the age-old free will-determinism controversy. Important as the issues raised in the controversy are, they will not be my concern. Instead, I will try to show that, quite apart from whether moral agents must have “free will,” they must meet two other conditions. First, moral agents must have a minimal understanding of the moral concepts applicable to them. I will refer to this as “moral understanding.” (...) Second, they must have some tendency to experience moral sentiments. Examples of moral sentiments are feelings of guilt, remorse, shame, and resentment, as well as genuine concern to treat others with fellow-feeling and due regard for their interests and well-being. I will try to show that these two conditions are not independent of one another, in that the first condition cannot be satisfied unless the second is as well. (shrink)

This paper explores ways in which service-learning programs can enhance ethics education in engineering. Service-learning programs combine volunteer work and academic study. The National Society for Professional Engineers (NSPE) and American Society for Civil Engineers (ASCE) codes of ethics explicitly encourage engineers to seek opportunities, beyond their work-related responsibilities, to serve their communities. Examples of how this can be encouraged as a part of the educational experiences of engineering students are explored. Calvin: How good do you have to be to (...) qualify as good? I haven’t killed anybody. See, that’s good, right? I haven’t committed any felonics. I didn’t start any wars. I don’t practice cannibalism. Wouldn’t you say I should get lots of presents? (shrink)

A common view is that, whether taught in philosophy departments or elsewhere, practical ethics should include some introduction to philosophical ethics. But even an entire course cannot afford much time for this and expect to do justice to ethical concerns in the practical area . The concern is that ethical theories would need to be “watered down,” or over-simplified. So, we should not expect that this will be in good keeping with either the theories or the practical concerns.In addressing this (...) problem, we turn to philosopher Thomas Reid . He insisted that, because morality is for everyone, one needn’t be a philosopher to understand its requirements. Although it can be useful to organize our moral thinking around a few basic principles, a system of morality is more like a system of botany or mineralogy than geometry. Noting this can guide us in constructing effective courses in practical ethics. (shrink)

Although Hume’s theory of the passions has been vigorously criticized by contemporary philosophers, Hume’s immediate successors are seldom credited with serious criticisms of that theory. In fact, insofar as their views are considered at all, they typically are summarily dismissed. Alasdair MacIntyre’s treatment is a good illustration.

Adam Smith and Thomas Reid follow Joseph Butler's lead in discussing the moral significance of resentment in great detail. David Hume does not. For Smith and Reid, resentment reveals shortcomings in Hume's attempt to ground justice solely in terms of self-interest and public utility. This can be seen most clearly in Reid's critique of Hume's response to the sensible knave. Reid argues that Hume's appeal to our integrity can have force only if Hume concedes that there are elements of justice (...) that are grounded in neither self-interest nor public utility. (shrink)

Wendell Wallach and Colin Allen’s Moral Machines: Teaching Robots Right From Wrong (Oxford University Press, 2009) explores efforts to develop machines that, not only can be employed for good or bad ends, but which themselves can be held morally accountable for what they do— artificial moral agents (AMAs). This essay is a critical response to Wallach and Allen’s conjectures. Although Wallach and Allen do not suggest that we are close to being able to create full-fledged AMAs, they do talk seriously (...) about making incremental progress in the direction of creating them (even if we never fully succeed). However, there are important questions about the moral development of AMAs that Moral Machines does not address. Given the responsibilities entrusted to human moral agents, we take questions about their moral development very seriously. In the case of children, the hope is that eventually they will develop into full-fledged moral agents. How might we expect this to go with less than fully formed AMAs? Will there be a comparable story of moral development and moral education that we can tell? (shrink)

Examples of greed and environmental beneficence will be discussed in this chapter. The first example involves the crash of Wallstreet in 2008. Subprime mortgages instruments, complex derivatives and overleveraging in investment banks were major provocateurs in bringing down the economy. Volkswagen’s deceptive practices in measuring diesel fuel efficiency follows. The final example of greed is Boeing and the shoddy decision-making processes on the Boeing 737 MAX that led to the catastrophic crashes resulting in 346 deaths. Good news examples comprise the (...) second focus of this chapter. Some corporations have also demonstrated practices of good will, particularly toward the environment. We focus specifically on Interface Carpets, Unilever and 3M. (shrink)

We have been conducting IAPC workshops for teachers together since 1982. Most of these workshops have been held in Michigan. However, occasionally we have conducted workshops in other states as well. In fact, our introduction to each other was at a workshop we conducted in another state.

The ubiquity of camera phones today has made us all photographers, and as these nano-devices attest, the history of photography, perhaps more so than any other art, is also a history of technology, one best revealed in the very vehicle that makes it possible—the camera. Through brief, illustrated chapters on fifty landmark cameras and the photographers who used them, Michael Pritchard offers an entertaining look at photography as practiced by professionals, artists, and amateurs. A History of Photography in Fifty Cameras (...) is organized chronologically, beginning with William Henry Fox Talbot’s wooden “Mousetrap” camera of 1835. Other entries include the Brownie, the Coronet Midget, the Kodak Instamatic 100, and, of course, the Polaroid SX-70. Photographs within each chapter show not only the cameras themselves but also samples of the images made with them. Pritchard uses each camera as a point of entry for talking about the people who used them and the kind of photos they produced, from Weegee and his Speed Graphic to Cartier-Bresson and the Leica’s role in the invention of photojournalism. In the hands of individual photographers, he reveals, cameras came to represent unique styles of depiction. Together, the stories of the fifty cameras gathered here present an approachable and informative take on a medium that continues to fire the imagination, whether we’re perfecting the selfie or longing for the days of Fotomat. (shrink)

For some time now I have been puzzling over what we really have in mind when we say that the schools should be doing a better job of helping students develop their critical thinking abilities. Although most educators agree that something should be done, there is no consensus on how to go about it. I suspect that this is partly because there is no consensus on what critical thinking is. I offer no definition. But I do have some reflections that, (...) I hope, will contribute to our understanding of critical thinking. (shrink)

This collection examines how greed should be understood and appraised. Roundly condemned by virtually all religions, greed receives mixed appraisals in the domains of business and economics. The volume examines these mixed appraisals and how they fare in light of their implications for greed in our everyday world. Greed in children is uniformly criticized by parents, other adults, and even children’s peers. However, in adulthood, greed is commended by some as essential to profit-seeking in business and for offering the greatest (...) promise in promoting economic prosperity for everyone. Those who advocate a more permissive position on greed in the adult world typically concede that some constraints on greed are needed. However, the supporting literature offers little analysis of what greed is. It offers little clarification of what sorts of constraints on greed are needed. Nor is careful attention given to difficulties children might have in making a transition without moral loss from regarding greed as inappropriate to its later qualified acceptance. Through a secular approach, this book attempts to make significant inroads in remedying these shortcomings. (shrink)

I have just completed participation in the second year of a philosophy for children program at the Ransom Public Library in Plainwell, Michigan. Both years have been sponsored by the Michigan Council for the Humanities, which has awarded the library two grants to run the program. Director of the program is Jan Park, lead librarian. It was my pleasure to meet with different groups of 4th and 5th graders during this time to discuss Harry Stottlemeier's Discovery and related materials.

Western Michigan University’s Center for the Study of Ethics in Society has always had a “generalist” approach—that is to say, an interdisciplinary orientation toward studying a broad range of ethical issues. This article explains how the center’s “generalist” orientation developed and why it is desirable for promoting public reflection about ethical issues. It focuses on these dimensions: valuing an across-the-curriculum approach to promote understanding of complex ethical issues; adopting a broad, rather than narrow focus, when it comes to ethics; committing (...) to practical ethics, which bridges theory and practice to shed light on issues of practical relevance to all; and decentering philosophy as the arbiter for what counts as “doing ethics.” The article ends with a look at challenges concerning stable funding and administrative support for a center that does not fit neatly into a single academic unit or specialty and shares some lessons learned. (shrink)

Flying several miles above ground for several thousand miles gives one pause for reflection. "Don't worry about the world coming to an end today, sir," says one of the children in Peanuts. "It's already tomorrow in Australia." Enroute to Taipei, I suspected that travelling halfway around the world to participate in the 3rd International Conference Philosophy for Children would stand me on my head. I was right. I knew before I left that half of today in Taipei is somehow concurrent (...) with half of yesterday in Kalamazoo. So my head was already spinning a bit as my plane traversed time zone after time zone, making today earlier and earlier until, suddenly--it was tomorrow. (shrink)