Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis |
| |
Authors: | Brad J Kallenberg |
| |
Institution: | (1) Religious Studies Department, University of Dayton, 300 College Park Dr., Dayton, OH 45469-1530, USA |
| |
Abstract: | In 1998, a lead researcher at a Midwestern university submitted as his own a document that had 64 instances of strings of
10 or more words that were identical to a consultant’s masters thesis and replicated a data chart, all of whose 16 entries
were identical to three and four significant figures. He was fired because his actions were wrong. Curiously, he was completely
unable to see that his actions were wrong. This phenomenon is discussed in light of recent advances in neuroscience and used
to argue for a change in the standard way engineering ethics is taught. I argue that engineering ethics is better taught in
the form of a design course in order to maximize “somatic” learning. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|