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 (...) the methodology and teaching resources employed to have students achieve a genuine philosophical reflection on the ethical aspects of the profession, starting from their own mindset as engineers. Finally we offer some results based on opinion surveys of the students, as well as a more personal assessment by the authors, recapitulating the most significant achievements of the course and indicating its underlying Socratic structure. (shrink)

Among the various contemporary schools of moral thinking, consequence-based ethics, as opposed to rule-based, seems to have a good acceptance among professionals such as software engineers. But naïve consequentialism is intellectually too weak to serve as a practical guide in the profession. Besides, the complexity of software systems makes it very hard to know in advance the consequences that will derive from professional activities in the production of software. Therefore, following the spirit of well-known codes of ethics such as the (...) ACM/IEEE’s, we advocate for a more solid position in the ethical education of software engineers, which we call ‘moderate deontologism’, that takes into account both rules and consequences to assess the goodness of actions, and at the same time pays an adequate consideration to the absolute values of human dignity. In order to educate responsible professionals, however, this position should be complemented with a pedagogical approach to virtue ethics. (shrink)

ABSTRACT Philosophy may be accused of being an exclusive theoretical enterprise. Although it is concerned with the important issues of life it may appear to be a purely academic matter pursued by few educated scholars and therefore somehow detached from everyday way of being of people uneducated in philosophy. In the field of the philosophy of sport, the essential ambition is to provide relevant insights into a vast area of sport that will promote our philosophical understanding and knowledge of the (...) relevant topics. This paper offers another perspective on the role of philosophy in sport. I argue that philosophy is not just about reflecting from an academic distance, but the process of philosophizing could be situated within the sporting practices. This type of relationship between philosophy and sport is already apparent in ancient Greece where philosophers (such as Pythagoras or Socrates) liked to be engaged in physical exercises and to combine them with philosophical discussions with athletes. The article explores a practical role of philosophy in sport, namely the process of philosophical thinking and dialogue with athletes and their coaches. It offers insights into methodology, goals, benefits, and limits of using philosophy in practice. I reflect on my personal experience of being a mental coach and philosophical consultant in sport in the Czech Republic. The aim of this article is to demonstrate the relevance of using philosophy (philosophical practice) in the sporting environment. In doing so, I reflect on the nature and purpose of philosophical thinking and its possible relation to sport psychology and mental coaching. (shrink)

This review presents the principal themes of Robert Spaemann's Persons: The Difference between ‘Someone’ and ‘Something.’ To be a person is not to be identical with one's teleological nature, but rather, to have that nature. Personal consciousness is necessarily temporal consciousness. Persons have a range of distinctively personal acts, such as recognizing and respecting one another, understanding their lives as wholes, making judgments of conscience, promising, and forgiving. All members of the human species, whatever their stage of development or limitations, (...) are persons. The present review also briefly considers certain objections that have been raised against Spaemann's position. (shrink)