This research explores the perspectives of academic physicists from three national contexts concerning their roles and responsibilities within the realm of science. Using a dataset comprised of 211 interviews with scientists working in China, the United States, and the United Kingdom, the study seeks to explain whether and in what manner physicists conceptualize scientific ethics within a global or national framework. The empirical findings bring to light disparities across nations in the physicists’ perceptions of what constitutes responsible mentorship and engagement (...) in public service. These cross-national variations underscore the moral agency of physicists as they navigate the ethical standards embraced by the global scientific community vis-à-vis those that are specific to their respective national contexts. The study’s empirical insights may carry significant implications for both policymakers and ethicists, underscoring the imperative of soliciting and acknowledging the perspectives of academic scientists working and living in disparate national contexts when formulating comprehensive science ethics frameworks. Such inclusive and context-aware approaches to shaping ethics in science can contribute to the cultivation of a more robust and universally relevant ethical foundation for the scientific community. (shrink)

This paper aims to call attention to the potential of using film in engineering ethics education, which has not been thoroughly discussed as a pedagogical method in this field. A review of current approaches to teaching engineering ethics reveals that there are both learning outcomes that need more attention as well as additional pedagogical methods that could be adopted. Scholarship on teaching with film indicates that film can produce ethical experiences that go beyond those produced by both conventional methods of (...) teaching engineering ethics and more arts-based methods such as fiction, as well as connect ethics learning outcomes and issues to the lifeworld of a person. The paper further illustrates the potential of using Miyazaki Hayao’s film The Wind Rises for highlighting a range of ethical issues pertaining to engineering. It also discusses the important role educators play in how film can be used effectively in the classroom. Synthesizing a range of sources from film theory to the use of film in business and medical education, the paper makes the case for using film in engineering ethics education and calls for more research on the use of this method. (shrink)

Technological enthusiasm is a value that can influence engineering, shape technologies and subsequently transform human lifestyles. Despite its significant role, up until now, there has been little research done on this value. The dominant idea is that this value is commendable. However, based on consequentialism, a recently proposed idea describes TE as neither morally commendable nor reprehensible. In this paper, three arguments are presented against this recent idea, and a new idea is introduced, which challenges not only commendation for TE (...) but also neutrality of TE. Further, it is shown that a virtue ethics approach can be adopted to evaluate the moral role of TE. In the approach, TE can be considered a character trait or a virtue/vice. Then, three arguments are proposed to indicate that TE is not a virtue but a vice. This paper illustrates some advantages of virtue ethics in ethical evaluation of a problem in which consequentialism or utilitarianism is not effective. (shrink)

Technological enthusiasm is a value that can influence engineering, shape technologies and subsequently transform human lifestyles. Despite its significant role, up until now, there has been little research done on this value. The dominant idea is that this value is commendable. However, based on consequentialism, a recently proposed idea describes TE as neither morally commendable nor reprehensible. In this paper, three arguments are presented against this recent idea, and a new idea is introduced, which challenges not only commendation for TE (...) but also neutrality of TE. Further, it is shown that a virtue ethics approach can be adopted to evaluate the moral role of TE. In the approach, TE can be considered a character trait or a virtue/vice. Then, three arguments are proposed to indicate that TE is not a virtue but a vice. This paper illustrates some advantages of virtue ethics in ethical evaluation of a problem in which consequentialism or utilitarianism is not effective. (shrink)