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  1. A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics.Diana Adela Martin, Eddie Conlon & Brian Bowe - 2021 - Science and Engineering Ethics 27 (5):1-38.
    This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of (...)
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  • Engineering Ethics Education: A Comparative Study of Japan and Malaysia.Balamuralithara Balakrishnan, Fumihiko Tochinai & Hidekazu Kanemitsu - 2019 - Science and Engineering Ethics 25 (4):1069-1083.
    This paper reports the findings of a comparative study in which students’ perceived attainment of the objectives of an engineering ethics education and their attitude towards engineering ethics were investigated and compared. The investigation was carried out in Japan and Malaysia, involving 163 and 108 engineering undergraduates respectively. The research method used was based on a survey in which respondents were sent a questionnaire to elicit relevant data. Both descriptive and inferential statistical analyses were performed on the data. The results (...)
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  • Exploring Societal and Ethical Views of Nanotechnology REUs.Gina M. Eosco, Meghnaa Tallapragada, Katherine A. McComas & Merrill Brady - 2014 - NanoEthics 8 (1):91-99.
    Little previous research has examined attitudes about societal and ethical issues (SEI) among interns participating in research experience for undergraduate programs (REUs) in nanotechnology, thus neglecting an important population for understanding the burgeoning views of the next generation of nanotechnology researchers. This study surveyed a sample of interns (N = 85) participating in the National Nanotechnology Infrastructure Network’s (NNIN) REU program during the summer of 2012. Our questions focused on interns’ experiences with education on ethical issues, as well as their (...)
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  • Lose One Another... and Find One Another in Nanospace. ‘Nanotechnologies for Tomorrow’s Society: A Case for Reflective Action Research in Flanders ’. [REVIEW]Lieve Goorden, Michiel Van Oudheusden, Johan Evers & Marian Deblonde - 2008 - NanoEthics 2 (3):213-230.
    The main objective of the Flemish research project ‘Nanotechnologies for tomorrow’s society’ (NanoSoc) is to develop and try out an interactive process as a suitable methodology for rendering nanoresearchers aware of underlying assumptions that guide nanotech research and integrating social considerations into the research choices they face. In particular, the NanoSoc process should sustain scientists’ capacities to address growing uncertainties on the strategic, scientific and public acceptance level. The article elaborates on these uncertainties and involved dilemmas scientists are facing and (...)
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  • Teaching the Ethics of Scientific Research Through Novels.Juris Dilevko & Rachel Barton - 2014 - Journal of Information Ethics 23 (1):65-82.
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  • Socio-ethical Education in Nanotechnology Engineering Programmes: A Case Study in Malaysia. [REVIEW]Balamuralithara Balakrishnan, Pek Hoon Er & Punita Visvanathan - 2013 - Science and Engineering Ethics 19 (3):1341-1355.
    The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In (...)
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  • Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.Olivia Walling - 2015 - Science and Engineering Ethics 21 (6):1637-1656.
    Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics “experiment” on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, (...)
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  • “Nanoselves”: NBIC and the Culture of Convergence.Priya Venkatesan - 2010 - Bulletin of Science, Technology and Society 30 (2):119-129.
    The subject of this essay is NBIC convergence (nanotechnology, biotechnology, information technology and cognitive science convergence). NBIC convergence is a recurring trope that is dominated by the paradigm of integration of the sciences. It is largely influenced by the considerations of social and economic impact, and it assumes positivism in the name of technological progress. The culture of NBIC convergence, including NBIC discourses, is ensconced on the borders between modernity/ postmodernity, ambition/restraint, unity/fragmentation, and rational intellect/creativity. Both the rhetoric of ambition (...)
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  • Learning From Fiction: Applications in Emerging Technologies.Ruthanna Gordon - 2009 - Bulletin of Science, Technology and Society 29 (6):470-475.
    Understanding the development of public opinion about emerging technologies, when the scope of that emergence is still speculative, poses particular challenges. Opinions and beliefs may be drawn from conflicting experts in multiple fields, media portrayals with varying biases, and fictional narratives that portray diverse possible futures. This article draws on research in cognitive and social psychology to discuss how fiction in particular may influence beliefs about emerging technologies such as nanotechnology and biotechnology. Fiction can affect beliefs about the developments that (...)
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  • Teaching Ethics to Engineers: A Socratic Experience.Gonzalo Génova & M. Rosario González - 2016 - Science and Engineering Ethics 22 (2):567-580.
    In this paper we present the authors’ experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course, and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as (...)
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  • Teaching Science and Ethics to Undergraduates: A Multidisciplinary Approach.Alan H. McGowan - 2013 - Science and Engineering Ethics 19 (2):535-543.
    The teaching of the ethical implications of scientific advances in science courses for undergraduates has significant advantages for both science and non-science majors. The article describes three courses taught by the author as examples of the concept, and examines the disadvantages as well as the advantages. A significant advantage of this approach is that many students take the courses primarily because of the ethical component who would not otherwise take science. A disadvantage is less time in the course for the (...)
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  • What is there to be experienced in a narrative artwork? Notes for an ethical-aesthetic education.Andrés Mejía - 2019 - Ixtli 6 (12):191-221.
    Various educational strategies use narrative artworks to pursue ethical training purposes. Based on the works of Dewey and Greene I show how these strategies do not always contribute to an aesthetic education ‒one that promotes experiences with artworks in which we develop sensitivities and capacities necessary to more richly, deeply and intensely experience what these and other artworks have to be experienced‒ and therefore end up having an instrumental use. This is the case with the most commonly used strategies: the (...)
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  • Stitching Together Creativity and Responsibility: Interpreting Frankenstein Across Disciplines.David H. Guston, Ed Finn, Joey Eschrich, Jathan Sadowski & Megan K. Halpern - 2016 - Bulletin of Science, Technology and Society 36 (1):49-57.
    This article explores Mary Shelley’s Frankenstein as an “object of care” for use in examining the relationship between creativity and responsibility in the sciences and beyond. Through three short sketches from different disciplinary lenses—literature, science and technology studies, and feminist studies—readers get a sense of the different ways scholars might consider Shelley’s text as an object of care. Through an analysis and synthesis of these three sketches, the authors illustrate the value of such an object in thinking about broad cultural (...)
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  • Converging Institutions: Shaping Relationships Between Nanotechnologies, Economy, and Society.Christian Papilloud & Ingrid Ott - 2007 - Bulletin of Science, Technology and Society 27 (6):455-466.
    Nanotechnologies are technologies applied to a molecular level, which can be embedded in materials including human cells and atoms of mineral, chemical, or physical substrates. Nanotechnologies have been used in attempts to foster interactions between a multitude of products, production processes, and social actors. Just like bio, info, and cognitive science, nanotechnologies belong to the so-called converging technologies, which are expected to change main societal paths toward a more functional and coarser mesh. However, research, development, and di fusion of converging (...)
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  • Responsible Development of Nanoscience and Nanotechnology: Contextualizing Socio-Technical Integration into the Nanofabrication Laboratories in the USA. [REVIEW]Debasmita Patra - 2011 - NanoEthics 5 (2):143-157.
    There have been several conscious efforts made by different stakeholders in the area of nanoscience and nanotechnology to increase the awareness of social and ethical issues (SEI) among its practitioners. But so far, little has been done at the laboratory level to integrate a SEI component into the laboratory orientation schedule of practitioners. Since the laboratory serves as the locus of activities of the scientific community, it is important to introduce SEI there to stimulate thinking and discussion of SEI among (...)
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