Abstract
This article describes the development and teaching of a course on global engineering ethics in Shanghai Jiao Tong University, China. It outlines course objectives, methods, and contents, and instructor experience and plans for future development. This is done with the goal of helping educators to plan standalone courses and/or integrated modules on global engineering and technology ethics, which address challenges arising from the increasingly cross-cultural and international environments of contemporary technology and engineering practice. These efforts are motivated by the global environments of engineering, as well as recent research in empirical moral psychology. Although this course was developed and taught in China, as a course on global engineering ethics taught to students from throughout the world, its approach could be beneficial elsewhere.
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12 January 2021
A Correction to this paper has been published: https://doi.org/10.1007/s40889-020-00118-8
Notes
This gulf is not unique to engineering ethics education. Empirical moral psychology has focused on ethical judgments, awareness, reasoning, knowledge, and so on, but much less on the relation between these and behaviors (Graham and Valdesolo 2018).
This and further descriptions refer to the version of the course at the UM-SJTU JI rather than that at PU. The latter is set up as an elective, three-credit hour course, which includes more reading materials, case studies, and contact hours.
The case-study procedure used here is based on and described in Luegenbiehl and Clancy 2017. A further description and discussion of this procedure is also provided below.
This paradigm is introduced into the course in terms of safety, an explanation of which can be found below.
If and how slow, reflective cognitive processes can shape fast, intuitive ones is a point of ongoing debate within empirical moral psychology.
Case studies used in recent versions of the course tend not to focus on China. Although somewhat ironic – for a course on global engineering ethics, taking place in China – this is intentional: Focusing on Chinese cases can lead to a backlash against perceived “China bashing” among students, especially given recent, strained relations between China and the US. This is further discussed below. An anonymous reviewer noted that a choice of case studies could be based on whether the cases dealt with 1. basic/fundamental research 2. research and development 3. engineering design and construction. These would entail different kinds of discussions and understandings of “ethics,” from issues of research misconduct to public safety and environmental denigration.
In midterm and end-of-the-semester evaluations, students have mentioned how much they like watching and discussing this episode and the movie Deepwater Horizon. Again, this is discussed at greater length below.
MFT has its critics, and criticisms have fallen into roughly three categories, based on claims that 1. the cognitive systems underlying moral judgments are not “modular,” informationally encapsulated, in the way MFT presents them (Suhler and Churchland 2011) 2. moral judgments are not about many things but only one (Schein and Gray 2018) 3. MFT’s taxonomy of moral judgements (the number and kinds of things morality is about) is incorrect (Curry et al. 2019; Piazza et al. 2019; Suhler and Churchland 2011). The final set of criticisms are probably true, that MFT’s taxonomy is incorrect/in need of revision, but this is not damning. Future course iterations could swap out MFT for the “morality as cooperation paradigm,” for example, better supported by evidence than MFT (Curry et al. 2019). For the present purposes, the most important thing is that MFT is realist and pluralist, beginning with how people actually think about ethics and that ethics is about many things rather than only one.
That is not to say that all ethical theories are other regarding, for instance, normative ethical egoism is not other regarding.
A full list of ethical principles and rights introduced throughout the course and used in case-study analysis can be found in Luegenbiehl and Clancy 2017. They are typical of ones found in professional codes of ethics, altered to address the global environments of contemporary engineering.
Case-study analysis has taken and could take various forms, from simply reading cases, to answering questions, to applying philosophical theories and/or professional codes, and so on (Barry and Ohland 2009; Hess et al. 2017; Hess and Fore 2018; Troesch 2015) . A full explanation of and justification for the procedure used here would extend beyond the length of a journal article, but the interested reader can consult Luegenbiehl and Clancy 2017.
These accounts of “profession” and “professionals” are based on a synthesis of the contract model, paradigm/ideal type, central characteristic, and prestige understandings of “profession” and “professionals” (Luegenbiehl and Clancy 2017).
The two need not clash: Even if the only thing a business cares about is making money, it should still care about the safety and wellbeing of its customers, since if it endangers the safety and wellbeing of its customers, then they will ultimately be unwilling to pay money for the goods and services the business provides. However, companies have not always recognized or acted according to these facts, such that these topics should still be addressed in ethics education. This point is further addressed below.
Some have argued this is not the case since, in acting loyally to/protecting the public, an employee would be acting loyally to/protecting the organization (Vandekerckhove and Commers 2004).
This score assesses the prevalence of postconventional relative to preconventional ethical reasoning (Borenstein et al. 2010).
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This work was partially funded by a Purdue University Innovative Education Grant 2016.
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Clancy, R.F. The Development of a Case-Based Course on Global Engineering Ethics in China. International Journal of Ethics Education 6, 51–73 (2021). https://doi.org/10.1007/s40889-020-00103-1
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DOI: https://doi.org/10.1007/s40889-020-00103-1