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1.
Gereon Wolters 《Axiomathes》2009,19(4):481-508
In theoretical matters, ecclesiastical claims to knowledge have lead to various conflicts with science. Claims in orientational matters, sometimes connected to attempts to establish them as a rule for legislation, have often been in conflict with the
justified claims of non-believers. In addition they violate the Principle of Autonomy of the individual, which is at the very
heart of European identity so decisively shaped by the Enlightenment. The Principle of Autonomy implies that state legislation
should not interfere in the life of individual citizens, as long as his or her actions do not violate the rights of others.
This paper—using the example of the theory of evolution—rejects ecclesiastical claims to theoretical knowledge as completely
unfounded and preposterous. In the case of orientational knowledge—using the example of euthanasia—ecclesiastical claims to
(universalizable) knowledge are shown to be unfounded as well. The Church’s position with respect to euthanasia and a range
of other bio-ethical topics, such as pre-marital sex, contraception, abortion, indissolubility of marriage, and homosexuality,
rests on a very peculiar ethical position. This ethical position is the natural right theory, which—far from being universalizable—is
shared by very few people. Among other things, this position presupposes the belief in God as the creator of nature, and the
assumption that ethical norms can be derived from this premise. Thus ecclesiastical knowledge claims, cannot be justified
in a way which could be reasonably supposed to be universally acceptable. Kant (see the quote) was the first to require this
sort of justification. Claims that fail to implement Kant’s stipulations should be eliminated by what I would like to call
“Kant’s razor”. 相似文献
2.
Professor Stephen H. Unger 《Science and engineering ethics》1998,4(3):287-290
Some argue that individuals and organizations doing business in countries where corruption is prevalent should not be expected
to adhere to strict standards of ethical practice. The basis for such arguments is faulty. Ethics, unlike etiquette, has a
universal basis; it is fundamentally the same all over the world. Even in a practical sense, there are long range advantages
to be gained by ethical behavior in these situations. Engineering employees of companies operating in areas where corruption
is common are sometimes forced to make very difficult decisions.
The focus in this paper is on the ethical aspects of the problem. Laws applying to companies doing business abroad, for example
the US Corrupt Practices Act, are not discussed.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries”, Durham, NC, USA, September 1997. 相似文献
3.
The research reported in this paper set out to investigate ethics in the initial stages of construction projects. Briefing
is the first real contact stage between the commissioner (client/employer) of a project — at this stage a potential project
— and those involved in project realization — the designers and, subsequently, the constructors. It is well known that early
decisions are of greatest impact and so, the importance of the initial contacts, communications and consequent decisions are
paramount. Different project participants are known to pursue individual objectives to varying degrees as well as possessing
different perspectives and perceptions and operating/behaving in different ways. Hence, determination of the appropriate form,
content etc. of a project is, inevitably, a matter of exercising value judgements and compromises and so, involves ethical
considerations.
A case study of a project through the briefing stage is reported and analysed, from initial contacts to scheme approval. It
is apparent that a number of ethical concerns are manifest through the various actions of the major participants.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
4.
Marsha Woodbury Ph.D. 《Science and engineering ethics》1998,4(2):203-212
The design of Web browsers has resulted in a transfer of power to Web users and developers who often lack an ethical framework
in which to act. For example, the technology makes it simple to copy and use other people’s Web page formatting without their
permission. The author argues that we need to educate more people about ethical Web practices, and the author asks for “rules
of the road” which amateurs and professionals can understand and follow. This article discusses four areas of concern about
Web development: the browser wars, information storage and retrieval, access for the handicapped, and cookies. For teachers,
there are suggestions on how to use browsers to help students learn about Web ethics.
“We are all idiots and we are going to make mistakes.” Scott Adams
An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9,
1997. This paper is one of a series edited by Michael C. Loui. See Volume 3, No. 4, 1997 for other papers in this series. 相似文献
5.
Stephanie J. Bird PhD 《Science and engineering ethics》1998,4(3):315-320
In discussions of professional standards and ethical values it is reasonable to consider who will develop the codes of conduct
and guidelines for behavior that will reflect the standards and values of the community. Also worthy of consideration is whether
the standards or guidelines are enforceable, and how and to what extent they will be enforced. The development of guidelines
or professional codes of conduct is a responsibility that has been adopted by many professional societies. Useful to this
discussion is an examination of the rationale behind the development of ethical codes by professional societies. The Ethics
in Science Committee of the Council of Scientific Society Presidents (CSSP) has examined the codes of some of its member societies
and some observations regarding them are pertinent. The nature and uses of ethical statements, codes and guidelines developed
by professional societies are multiple and diverse. Their enforcement raises both practical and ethical concerns.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries”, Durham, NC, USA, 14–17 September 1997. 相似文献
6.
Charles Glagola Moshe Kam Caroline Whitebeck Michael C. Loui 《Science and engineering ethics》1997,3(4):463-480
At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and
computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical
theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering
faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed
comments, particularly on teaching ethical theory and on student assessment.
This panel discussion took place at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9,
1997.
Biographical information on panelists:
Charles Glagola is an assistant professor of civil engineering at the University of Florida. He is a registered professional engineer in
the states of Florida and Alabama. Before coming to academia, he had extensive industry experience culminating with his owning
and operating a construction and engineering firm in Pensacola, Florida. He currently teaches engineering ethics as part of
a professional issues course in the Department of Civil Engineering, and a one-hour engineering ethics course that is offered
to all engineering students through the College of Engineering.
Moshe Kam is professor of electrical and computer engineering at Drexel University. He heads Drexel’s Data Fusion Laboratory which
specializes in multisensor systems and robot navigation. His professional interests include detection and estimation, distributed
decision making, forensic applications of image processing, and engineering ethics.
Michael Loui is professor of electrical and computer engineering and associate dean of the Graduate College at the University of Illinois
at Urbana-Champaign. From 1990 to 1991, he served at the National Science Foundation in Washington, D.C. His scholarly interests
include computational complexity theory, theory of parallel and distributed computation, fault-tolerant software, and professional
ethics.
Caroline Whitbeck is a philosopher of science, technology and medicine and is the Elmer G. Beamer-Hubert H. Shneider Professor in Ethics at
Case-Western Reserve University. She also directs the WWW Ethics Center for Engineering & Science— http://ethics.cwru.edu—
under a grant from the National Science Foundation. The focus of her current work is practical ethics, especially ethics in
scholarly and scientific research. Her book, Ethics in Engineering Practice and Research, will appear from Cambridge University Press in winter 1997–98. 相似文献
7.
In a fascinating recent article, Michael Otsuka seeks to bypass the debates about the Principle of Alternative Possibilities
by presenting and defending a different, but related, principle, which he calls the “Principle of Avoidable Blame.” According
to this principle, one is blameworthy for performing an act only if one could instead have behaved in an entirely blameless
manner. Otsuka claims that although Frankfurt-cases do undermine the Principle of Alternative Possibilities, they do not undermine
the Principle of Avoidable Blame. In this brief paper, we offer a critical discussion of the core of Otsuka’s argument, especially
the claim that his favored principle cannot be refuted by Frankfurt-cases. We do not believe that Otsuka has offered good
reason to suppose that the Principle of Avoidable Blame—and the related incompatibilism—fares any better than the original
Principle of Alternative Possibilities. 相似文献
8.
Dr. Caroline Whitbeck 《Science and engineering ethics》1995,1(3):299-308
In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central
aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating
material on professional and research ethics into technical courses, as well as for free-standing ethics courses.
The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced
by those who must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as
multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives.
Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation.
To foster in students the skills they need, teaching examples should preserve the open-ended, multiply-constrained, and ambiguous
character of problem situations as experienced by the agent. I give guidelines for constructing open-ended scenarios that
present moral problems much as an agent would experience them — guidelines which strongly influenced the construction of ‘cases’
in the latest edition of “On Being a Scientist” — and I discuss how to present historical cases and cases from the instructor’s
own experience to best foster agent-centered learning.
This paper is a modification of material originally included in the handbook which accompanied the AAAS Seminar “Teaching
Ethics in Science and Engineering”, 10–11 February 1993. 相似文献
9.
In this paper we describe and explore a management tool called the Caux Round Table Self-Assessment and Improvement Process
(SAIP). Based upon the Caux Round Table Principles for Business — a stakeholder-based, transcultural statement of business
values — the SAIP assists executives with the task of shaping their firm’s conscience through an organizational self-appraisal
process. This process is modeled after the self-assessment methodology pioneered by the Malcolm Baldrige National Quality
Award Program.
After briefly describing the SAIP, we address three topics. First, we examine similarities and differences between the Baldrige
approach to corporate self-assessment and the self-assessment process utilized within the SAIP. Second, we report initial
findings from two beta tests of the tool. These illustrate both the SAIP’s ability to help organizations strengthen their
commitment to ethically responsible conduct, and some of the tool’s limitations. Third, we briefly analyze various dimensions
of the business scandals of 2001–2002 (Enron, WorldCom, Tyco, etc.) in light of the ethical requirements articulated with
the SAIP. This analysis suggests that the SAIP can help link the current concerns of stakeholders — for example, investors
and the general public — to organizational practice, by providing companies with a practical way to incorporate critical lessons
from these unfortunate events.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
10.
Sauser WI 《Science and engineering ethics》2004,10(2):337-342
Without question “business ethics” is one of the hot topics of the day. Over the past months we have seen business after business
charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate
management, and has had severe economic consequences. From many quarters business educators have heard the call to put more
emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since
the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions.
In the summer of 2002, Auburn University’s Engineering Professional Development program made the decision to produce—based
on the author’s Executive MBA course in Business Ethics—a distance-delivered continuing education program for professional
engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with
respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes
its production, distribution, application, and evaluation.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
11.
Joseph R. Herkert 《Science and engineering ethics》1998,4(3):333-346
This paper explores the concept of sustainable development and its ethical and public policy implications for engineering
and multinational corporations. Sustainable development involves achieving objectives in three realms: ecological (sustainable
scale), economic (efficient allocation) and social (just distribution). While movement toward a sustainable society is dependent
upon satisfying all three objectives, questions of just distribution and other questions of equity are often left off the
table or downplayed when engineers and corporate leaders consider sustainable development issues. Indeed, almost all the effort
of engineers and engineering organizations on the issue of sustainable development has been focused on striking a balance
between economic development and environmental protection. Similarly, corporate approaches rely on technological fixes to
the challenges posed by sustainable development. While there have been some efforts aimed at incorporating environmental and
social equity concepts into engineering codes of ethics, social concerns have been secondary to environmental issues. The
incongruity between the ideal of sustainable development and the way in which it is typically characterized by the engineering
and business communities has significant implications for engineering and public policy, engineering ethics, and the potential
roles of engineers and multinational corporations as facilitators of a transition to a sustainable society.
Presented at the Engineering Foundation Conference on “Ethics for Science and Engineering Based International Industries”,
Durham, NC, USA, September 1997. An earlier version was presented at and appeared in the proceedings of the “1997 International
Symposium on Technology and Society”, IEEE Society on Social Implications of Technology, Glasgow, Scotland, UK, June 1997.
The author, an Assistant Prolessor of Multidisciplinary Studies, teaches in the Science, Technology and Society Program and
is Director of the Benjamin Franklin Scholars Program, a dual-degree program in engineering and humanities/social sciences. 相似文献
12.
Samuel Gorovitz 《Science and engineering ethics》1998,4(2):235-250
Concern about the employment prospects of Ph.D.’s in the sciences and engineering has prompted overdue interest in the ethical
aspects of graduate education. It is not possible to isolate an ethical inquiry that focuses solely on job-related issues.
The ethical problems in graduate education are each related to employment, but none is related to employment only. We can
illuminate potential ethical problems by considering conflicts of interest at each point from the decision to offer a graduate
program through the treatment of its alumni. Such consideration prompts reassessment of program content, relations with students,
and the objectives of graduate programs.
This paper is a revised and expanded version of a presentation given at the American Association for the Advancement of Science
meeting in Seattle, WA, February, 1997, during a program organized by the National Science Foundation (“Ethics, Employment,
and Graduate Education in Science and Engineering,” Rachelle Hollander, Organizer).
Samuel Gorovitz is Professor of Philosophy and of Public Administration at Syracuse University. 相似文献
13.
Vivian M. Weil 《Science and engineering ethics》1998,4(3):303-314
A summary of the career of a Russian engineer who practiced a century ago in western Europe, as well as in Russia, provides
an example of how ethical standards can influence practice across national boundaries. An examination of his career and his
conception of engineering, of the evolution of engineering standards and codes, and of the process of formulating codes in
particular instances explains how international standards can shape practice in an international context.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries”, Durham, NC, USA, 14–17 September 1997. 相似文献
14.
Dyke FV 《Science and engineering ethics》2005,11(4):659-669
The general public and environmental policy makers often perceive management actions of environmental managers as “science,”
when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires
ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine
a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically evaluate a management action
by precisely identifying: 1) the proposed management action, 2) the deficiency of the system to be remedied by the action,
3) the stakeholders affected by the action, and 4) the category and type of values affirmed in the management action. Through
such analysis, students are taught to recognize implicit and explicit value judgments associated with management actions,
identify stakeholders to whom managers have legitimate ethical obligations, and practice a general method of ethical analysis
applicable to many forms of environmental management.
An earlier version of this paper was presented at the Fourteenth Annual Meeting, Association for Practical and Professional
Ethics, February 24–27, 2005. 相似文献
15.
Unger SH 《Science and engineering ethics》2000,6(3):423-430
Nine examples are presented illustrating the kinds of problems encountered in actual practice by conscientious engineers.
These cases are drawn fom the records of the IEEE Ethics Committee, and from the experience of the ethics help-line initiated
recently by the Online Ethics Center for Engineering and Science. They range from situations in which companies try to cheat
one another to those in which human health and safety are jeopardized. In one case, an engineer learned that even a quiet
resignation can prove very costly in a personal sense. Some ways in which professional societies might make ethical practice
of engineering somewhat easier are mentioned.
An carlier, shorter version of this paper was presented at the International Conference on Ethics in Engineering and Computer
Science, Case Western Reserve University, Cleveland, March 21–24, 1999, and can be accessed on line at http://onlineethics.org/cases/unger.html.
In all cases described in this paper, the names of individuals and organizations have been suppressed or fictionalized.
Professor Unger was Chairman of the IEEE (Institute of Electrical and Electronics Engineers) Ethics Committee (1997–1998). 相似文献
16.
Simonson L 《Science and engineering ethics》2005,11(4):655-658
This paper describes how the Electrical and Computer Engineering Department at South Dakota School of Mines and Technology
has chosen to integrate ethics into their curriculum. All university freshmen engineering students are introduced to ethics
through the presentation of ethical dilemmas. During this exercise, students are forced to argue both sides (‘for’ and ‘against’)
of a hypothetical ethical engineering dilemma. It provides a setting for great discussion with the desired outcome that they
learn to carefully analyze a situation before they draw conclusions. In the sophomore year, students are introduced to methods
to use the fundamental principles, the fundamental canons, and the suggested guidelines for use with the fundamental canons
of ethics when analyzing appropriate action to be taken when confronted with ethical dilemmas. We currently use the ‘sophomore’
method for seniors because the sequencing is just beginning. Next year the seniors will do more indepth analysis of ethical
case studies.
An earlier version of this paper was presented at the Fourteenth Annual Meeting, Association for Practical and Professional
Ethics, February 24–27, 2005. 相似文献
17.
Kolar R 《Science and engineering ethics》2006,12(1):111-122
Millions of animals are used every year in oftentimes extremely painful and distressing scientific procedures. Legislation
of animal experimentation in modern societies is based on the supposition that this is ethically acceptable when certain more
or less defined formal (e.g. logistical, technical) demands and ethical principles are met. The main parameters in this context
correspond to the “3Rs” concept as defined by Russel and Burch in 1959, i.e. that all efforts to replace, reduce and refine
experiments must be undertaken.
The licensing of animal experiments normally requires an ethical evaluation process, oftentimes undertaken by ethics committees.
The serious problems in putting this idea into practice include inter alia unclear conditions and standards for ethical decisions, insufficient management of experiments undertaken for specific (e.g.
regulatory) purposes, and conflicts of interest of ethics committees’ members.
There is an ongoing societal debate about ethical issues of animal use in science. Existing EU legislation on animal experimentation
for cosmetics testing is an example of both the public will for setting clear limits to animal experiments and the need to
further critically examine other fields and aspects of animal experimentation.
This paper was presented at the 6th International Bioethics Conference on the subject of ‘The Responsible Conduct of Basic
and Clinical Research’, held in Warsaw, Poland, 3–4 June 2005.
The paper has been expanded from an article to be published in the forthcoming Council of Europe publication entitled “Animal Protection and Welfare”. 相似文献
18.
Emison GA 《Science and engineering ethics》2004,10(2):225-233
The ethical choices faced by engineers today are increasingly complex. Competing and conflicting ethical demands from clients,
communities, employees, and personal objectives combine to suggest that engineers employ ethical approaches that are adaptive
yet grounded in three concrete professional circumstances: first, that engineers apply unique professional skills in the service
of a client, subject to protecting the public interest; second, that engineers advance the state of knowledge of their professional
field through reflection, research, and sharing experience in journals and conferences, and third, that they develop new professionals
by active mentoring. This paper examines five features of American pragmatism and suggests that its emphasis on specific,
context-based ethical decision making can assist engineers in a postmodern setting. In particular, it considers the venues
of interpersonal ethical choices, institutional ethical conflicts, and social choices that have ethical components. Pragmatism
suggests that in such a complex ethical climate, there is a need for the co-evolution of judgment and action, for individual
reflective judgment in particular situations, and for ceasing to search for a single, immutable principle for ethical choice.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
19.
《Journal of aggression, maltreatment & trauma》2013,22(1-2):63-85
Summary This article addresses ethical issues associated with the concept of professional and scientific responsibility as related to Principle C, “Integrity” of the APA's 2002 Ethics Code. Differences between aspirational and enforceable ethical standards are noted and contextualized in APA's and other professional society's ethics codes. Three case examples are presented and discussed. 相似文献
20.
This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within
already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs
may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising
possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well
integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and
students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering.
We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes
apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical
cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering
requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or
in separate courses in engineering ethics.
This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases
for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995.
For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program
in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the
Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works”
(NSF/EVS Grant SBR-930257).
Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA).
Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students. 相似文献