Knowledge of the responsibilities of engineers is the foundation for answering ethical questions about the work of engineers. This paper defines the responsibilities of engineers by considering what constitutes the nature of engineering as a particular form of activity. Specifically, this paper focuses on the ethical responsibilities of engineers qua engineers. Such responsibilities refer to the duties acquired in virtue of being a member of a group. We examine the practice of engineering, drawing on the idea of practices developed by (...) philosopher Alasdair MacIntyre, and show how the idea of a practice is important for identifying and justifying the responsibilities of engineers. To demonstrate the contribution that knowledge of the responsibilities of engineers makes to engineering ethics, a case study from structural engineering is discussed. The discussion of the failure of the Sleipner A Platform off the coast of Norway in 1991 demonstrates how the responsibilities of engineers can be derived from knowledge of the nature of engineering and its context. (shrink)

John McDowell's Mind and World is widely acknowledged to be one of the most important contributions to philosophy in recent years. In this volume leading philosophers examine the nature and extent of McDowell's achievement in Mind and World and related writings. The chapters, most of which were specially commissioned for this volume, are divided into five parts. The essays in part one consider Mind and World 's location in the modern philosophical tradition, particularly its relation to Kant's critical project. Parts (...) two and three cover issues in epistemology and philosophy of mind, while in part four the focus turns to problems of rationality, realism and ethics. In the final part of the book McDowell responds to the contributors and further elaborates his own views. Together, the essays provide an indispensable resource for understanding McDowell's work and they offer a timely snapshot of the state of play in contemporary philosophy. Reading McDowell is an important and critical contribution to the debates in analytic philosophy and will be a valuable resource for all those interested in Mind and World , philosophy of mind, and epistemology. (shrink)

When we say that good parenting is an ethical and not a technical matter, what is the nature of the warrant we can give for identifying one way of parenting as good and another as bad? There is, of course, a general issue here about the giving of reasons in ethics. The issue may seem to arise with peculiar force in parenting since parenting casts our whole being into uncertainty: here, above all, it seems, we do not scrutinise our commitments (...) from a moral standpoint that is itself secure, and such moral judgements as we make must be tentative. I attempt to illustrate this from the point of view not of parenting but of owning a dog, where the uncertainty and the tentativeness are more marked still and can be deeply disconcerting. A strong case, however, can be made for saying that these are inevitable and proper features of the essentially dialogic and self-reflexive nature of ethical discourse. When we appreciate this, parenting appears less an especially problematic or marginal field of ethical inquiry than a paradigm case of it. (shrink)

When Carol Gilligan, Nel Noddings, and other ethicists of caring draw the contrast between supposedly masculine and supposedly feminine moral thinking, they put such things as justice, autonomy, and rights together under the first rubric and such things as caring, responsibility for others, and connection together under the second. This division naturally leaves caring ethicists with the issue of how to deal with topics such as justice, autonomy, and rights, but it also leaves defenders of more traditional moral theories with (...) the problem of how to treat the sorts of issues that ethicists of caring raise. (shrink)

There are a number of different ways of teaching ethics, and there is ample room for a number of different ways of teaching ethics. I am sure that there is no one way that is right, but I am also sure that there are a number of ways, some of them in widespread use, that are wrong. It is wrong, for example, to teach ethics by simply presenting and discussing a number of ethical theories, in isolation from the actual or (...) imagined problems of morality that these theories were developed in response to. It is wrong, in other words, to present ethics as a series or collection of disembodied abstractions. It is also a mistake to attempt to teach ethics simply by presenting the history of the subject, because this still presents the subject as consisting in the unregulated combat of a number of rival theories, and from this one’s students can get no idea of what the problems are with which these theories were attempting to deal, or even whether they were all attempting to deal with the same problems. Yet this is better, if only because the early and important moral philosophers almost all had a very lively sense of what the problems were with which they were attempting to deal, and a careful reading of their works will bring these out. The move to higher and higher orders of abstraction started in the nineteenth century, and has reached its peak, apparently, in this one. (shrink)

A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing knowledge and skills. While important, this ignores significant ways in which students? beliefs about the concept or nature of controversy itself might affect such discussions and potentially, the sort of citizen (...) that educators are fostering. We argue that examining the concept of ?controversy? is central to conducting such discussions and propose a framework of four crucial virtues or habits of mind that can be developed through such an examination. We illustrate how these four habits of mind are essential for establishing classroom ?counterpublics? that aim to develop more justice-oriented democratic citizens. (shrink)

This paper attempts to give an insight into emerging ethical issues due to the increased usage of the Internet in our lives. We discuss three main theoretical approaches relating to the ethics involved in the information technology era: first, the use of IT as a tool; second, the use of social constructivist methods; and third, the approach of phenomenologists. Certain aspects of ethics and IT have been discussed based on a phenomenological approach and moral development. Further, ethical issues related to (...) social networking sites are discussed. A plausible way to make the virtual world ethically responsive is collective responsibility which proposes that society has the power to influence but not control behavior in the virtual world. (shrink)

There are striking parallels, largely unexplored in the literature, between skeptical arguments against theism and against moral realism. After sketching four arguments meant to do this double duty, I restrict my attention to an explanatory argument that claims that we have most reason to deny the existence of moral facts (and so, by extrapolation, theistic ones), because such putative facts have no causal-explanatory power. I reject the proposed parity, and offer reasons to think that the potential vulnerabilities of moral realism (...) on this front are quite different from those of the theist. Key Words: causal power • explanatory power • Gilbert Harman • moral facts • moral realism • theism. (shrink)

This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) space. As such, human (...) behavior and decision-making are embedded in a broad range of possibilities that may become actualities in the process of responding intelligently to what is perceived in the environment. This article also brings into the conversation some contemporary discourse in bioethics and neuroscience that appears to have an uncanny affinity to Peirce's and Dewey's much earlier conceptualizations. Human intelligence proper arises in the interactions between mind, body, and the environing world: we learn from experience that necessarily has a value-element embedded in this triadic matrix. (shrink)

The proposal that care ethic be subsumed under the framework of virtue ethic is both promising and problematic for feminists. Although some attempts to construe care as a virtue are more commendable than others, they cannot duplicate a freestanding feminist CE. Sander-Staudt recommends a model of theoretical collaboration between VE and CE that retains their comprehensiveness, allows CE to enhance VE as well as be enhanced by it, and leaves CE open to other collaborations.

This chapter contains sections titled: Editor's Prologue Rousseau's Philosophy of Transformative, “Denaturing” Education Dewey.

Emergent scholarship on the most radical technological invention of our time confirms what most of us know from first-hand experience - that the internet has fundamentally altered our perceptions and our knowledge, as well as our sense of subjectivity, community and agency (see for example Vries, 2002: 19). The American scholar of religion and communications, Stephen O'Leary, one of the first scholars to analyze the role of the new media for religious communities, claims that the advent of the internet has (...) been as revolutionary for religious growth and dissemination as was the invention of the printing press (O'Leary, 1996). (shrink)

To consequentialize a non-consequentialist theory, take whatever considerations that the non-consequentialist theory holds to be relevant to determining the deontic statuses of actions and insist that those considerations are relevant to determining the proper ranking of outcomes. In this way, the consequentialist can produce an ordering of outcomes that when combined with her criterion of rightness yields the same set of deontic verdicts that the non-consequentialist theory yields. In this paper, I argue that any plausible non-consequentialist theory can be consequentialized. (...) I explain the motivation for the consequentializing project and defend it against recent criticisms by Mark Schroeder and others. (shrink)

This paper is an attack on the Dummett-Prawitz view that the principle of bivalence has a crucial double significance, metaphysical and meaning theoretical. On the one hand it is said that holding bivalence valid is what characterizes a realistic view, i.e. a view in metaphysics, and on the other hand it is said that there are meaning theoretical arguments against its acceptability. I argue that these two aspects are incompatible. If the failure of validity of bivalence depends on properties of (...) linguistic meaning, then there are no metaphysical consequences to be drawn. The case for this view is straightforward as long as we are discussing a language different from our own. But it seems that the distinction between failure because of meaning and failure because of reality cannot be applied to our own language, simply because our own language is just what we use to represent reality. I argue that this impression is illusory. In order to draw a conclusion about reality, meaning must be connected with truth in a non-trivial way, and precisely this cannot be done in the language for which the meaning theory itself is correct. (shrink)

The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching style based on (...) a multi-dimensional model is given. Results of outcome measurements performed for ABET assessment are provided. Challenges and solutions related to teaching a large class are discussed. (shrink)

On 10 December 1948, the General Assembly ofthe United Nations adopted and proclaimed the Universal Declaration of Human Rights, a truly historic document, the full text of which is reproduced here. Following this historic act, the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories." Jacques Maritain was (...) actively involved in the drafting of the Declaration, especially its clauses regarding freedom of conscience and religious expression. (shrink)

Philosophy with children (P4C)1 presents significant positive challenges for educators. Its ‘community of enquiry’ pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of ‘child’ and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation of (...) P4C in mainstream education. These recurring pedagogical tensions in my practice as P4C teacher, teacher educator and mentor of teacher educators cause disequilibrium that opens up rich opportunities for philosophy of education in supporting novice P4Cers. Disequilibrium is a positive force that opens up a space in which educators need to reflect upon their values, their beliefs about learning and teaching, and ultimately encourages educators to rethink their own role. Plato’s metaphor of the stingray highlights the role of the P4C teacher educator as model of the P4C teacher in any setting: ‘to numb and to be numbed’. The P4C community and its institutions need to address the questions arising from these pedagogical tensions; and this needs to be done with integrity, that is, in communities of enquiry that include children. If not, in the long term, a more instrumental version of P4C may prevail. (shrink)

In this article, transhumanism is considered to be a quasi-medical ideology that seeks to promote a variety of therapeutic and human-enhancing aims. Moderate conceptions are distinguished from strong conceptions of transhumanism and the strong conceptions were found to be more problematic than the moderate ones. A particular critique of Boström’s defence of transhumanism is presented. Various forms of slippery slope arguments that may be used for and against transhumanism are discussed and one particular criticism, moral arbitrariness, that undermines both weak (...) and strong transhumanism is highlighted. (shrink)

For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...) a familiar view that argues that we have a central obligation to cultivate good citizens. The article will focus on the tensions which inevitably arise from the sometimes conflicting interests between them. (shrink)

While the notion of risk remains under-theorised in moral philosophy, risk aversion and moralist self-protection appear as dominant cultural tendencies saturating educational orientation and practice. Philosophy of education has responded to the educational emphasis on risk management by exposing the unavoidable and positive presence of risk in any endeavour to learn and teach. Taking such responses into account, I discuss how the theoretical connection of risk and education could be radicalised through an ethical approach combined with epistemological and existential concerns. (...) My aim is to propose an ethics that is sensitive to the difference between risks taken and risks imposed and to the cultural variations of what counts as danger. Finally, I explain how the educational relevance of such an ethics requires a prior questioning of the western understanding of self and world that has functioned as a subtext of the dominant view of risk. (shrink)

Wilhelm Dilthey's contributions to hermeneutics go back to 1860 when he wrote a long manuscript entitled “Schleiermacher's Hermeneutical System in Relation to Earlier Protestant Hermeneutics”. Because of the long hold that theology had over hermeneutics as the theory of interpretation, the important theoretical writings that contribute to Dilthey's life project of a Critique of Historical Reason before 1900 refer less to the problems of interpretation and more to the nature of understanding. Dilthey prefers the term lived experience (Erlebnis) and increasingly (...) focuses on the capacity of lived experience to encompass both inner and outer sense. Dilthey's last essay on hermeneutics entitled “The Understanding of Other Persons and Their Manifestations of Life”, he reiterates the three levels of understanding: the elementary understanding that derives from the commonalities that nurture us from birth, the higher conceptual understanding contributed by the sciences, and, finally, re‐experiencing as reflective assessment. (shrink)

The issues of human cloning and stem cell retrieval are inseparable in circumstances in which the rationale of self-preservation may be invoked as a negative right. I apply this rationale to a hypothetical case in which cloning is necessary to preserve the bodily integrity or life of an individual. Self-preservation as moral integrity is examined in a narrower context, i.e., as applicable to those for whom deliberate termination of embryonic life is morally-problematic. This issue is addressed through comparison with two (...) paradigms commonly used in support of clinical practice: the distinction between letting die and killing, and the permissibility of vital organ retrieval after death. Although these paradigms are questionable in their own right, they offer a rationale by which scientists and clinicians may respect the negative right to moral integrity of those with whom they disagree. (shrink)

The widespread use of social network sites by children has significantly reconfigured how they communicate, with whom and with what consequences. This article analyzes cross-national interviews and focus groups to explore the risky opportunities children experience online. It introduces the notion of social media literacy and examines how children learn to interpret and engage with the technological and textual affordances and social dimensions of SNSs in determining what is risky and why. Informed by media literacy research, a social developmental pathway (...) is proposed according to which children are first recipients, then participants, and finally actors in their social media worlds. The findings suggest that SNSs face children with the fundamental question of what is real or fake. By around 11–13, they are more absorbed by the question of what is fun, even if it is transgressive or fake. By age 14–16, the increasing complexity of their social and emotional lives, as well as their greater maturity, contributes to a refocusing on what is valuable for them. Their changing orientation to social networking online appears to be shaped by their changing peer and parental relations, and has implications for their perceptions of risk of harm. (shrink)

This study investigates the efficacy of three corporate social responsibility (CSR) initiatives—sponsorship, cause-related marketing (CRM), and philanthropy—on consumer–company identification (C–C identification) and brand attitude and, in turn, consumer citizenship behaviors. CSR reputation is proposed as the moderating variable that affects the relationship between CSR initiatives, C–C identification, and brand attitude. A conceptual model that integrates the hypothesized relationships and the moderating effect of CSR reputation is used to frame the study. Using a between-subjects factorial designed experiment, the results showed that (...) all three CSR initiatives have a significant effect on C–C identification and brand attitude. The level of that influence, however, varied according to a firm’s CSR reputation. Managerial implications of these findings are also discussed. (shrink)

I focus on North America, a locale with nations financially well-situated to avoid the worst of climate change harms for the longest duration through financial buttressing (at least for a subset of the population). Environmental action is often taken when one is affected negatively in direct and concrete ways. It is therefore unfortunate that populations with the most fiscal and political power have the greatest ability to avoid the sorts of environmental harm that pragmatically necessitate an immediate and comprehensive response. (...) Within North America I focus my analysis on the population whose job it is to advance moral theory, namely practicing ethicists. I also focus on their students—those intellectually .. (shrink)

Dale Jamieson has claimed that conventional human-directed ethical concepts are an inadequate means for accurately understanding our duty to respond to climate change. Furthermore, he suggests that a responsibility to respect nature can instead provide the appropriate framework with which to understand such a duty. Stephen Gardiner has responded by claiming that climate change is a clear case of ethical responsibility, but the failure of institutions to respond to it creates a (not unprecedented) political problem. In assessing the debate between (...) Gardiner and Jamieson, I develop an analysis which shows a three-part structure to the problem of climate change, in which the problem Gardiner identifies is only one of three sub-problems of climate change. This analysis highlights difficulties with Jamieson’s argument that the duty of respect for nature is necessary for a full understanding of climate ethics, and suggests how a human-directed approach based on the three-part analysis can avoid Jamieson’s charge of inadequacy. (shrink)

We present a novel procedure to engage the public in ethical deliberations on the potential impacts of brain machine interface technology. We call this procedure a convergence seminar, a form of scenario-based group discussion that is founded on the idea of hypothetical retrospection. The theoretical background of this procedure and the results of five seminars are presented.

Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to appear a quite natural (...) one. So much is this case that the idea of education as a sui generis practice may seem a bit eccentric at first sight. Some preliminary work is called for then to render intelligible the claim that education is indeed a practice in its own right, and to illustrate the original starting point this gives for an exploration of educational ethics. In undertaking this preliminary work, central themes from two major sources are explored and reviewed: Richard Peters? well-known study Ethics and education and MacIntyre's After virtue. The suggestive merits of both works for advancing a sui generis understanding of education and its conduct are identified. But crucial occlusions are also highlighted in the arguments of both authors, the recognition of which might have enabled their thinking on educational matters to venture onto a different plane. The kind of thinking that emerges from these investigations as most promising for educational ethics is seen to differ in its key features from what the various branches of academic philosophy have to offer by way of ethical theory. (shrink)

In this work, the author has fashioned out of the logical and linguistic theses of his earlier books a full-scale but readily intelligible account of moral argument.

A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed to rebut the attack on (...) critical thinking can in large measure be found in the literature from Dewey on. (shrink)

: The paper argues that care ethics should be subsumed under virtue ethics by construing care as an important virtue. Doing so allows us to achieve two desirable goals. First, we preserve what is important about care ethics (for example, its insistence on particularity, partiality, emotional engagement, and the importance of care to our moral lives). Second, we avoid two important objections to care ethics, namely, that it neglects justice, and that it contains no mechanism by which care can be (...) regulated so as not to be become morally corrupt. (shrink)