Ethic of Care: Guiding Principles for Engineering Teaching &amp; Practice

Pantazidou, Marina; Nair, Indira

doi:10.1002/j.2168-9830.1999.tb00436.x

Cited by 86 publications

(78 citation statements)

References 6 publications

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“…This is the primary value underlying ethical decisions in using utilitarian or Kantian theory [16]. Care providers may want decision-support systems to assist in allocating resources (i.e., linking the patient to the doctor that serves its needs best).…”

Section: Introductionmentioning

confidence: 99%

Moral Coppélia - Combining Ratio with Affect in Ethical Reasoning

Pontier¹,

Widdershoven

Hoorn³

2012

Lecture Notes in Computer Science

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Abstract. We present an integration of rational moral reasoning with emotional intelligence. The moral reasoning system alone could not simulate the different human reactions to the Trolley dilemma and the Footbridge dilemma. However, the combined system can simulate these human moral decision making processes. The introduction of affect in rational ethics is important when robots communicate with humans in a practical context that includes moral relations and decisions. Moreover, the combination of ratio and affect may be useful for applications in which human moral decision making behavior is simulated, for example, when agent systems or robots provide healthcare support.

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Section: Introductionmentioning

confidence: 99%

Moral Coppélia - Combining Ratio with Affect in Ethical Reasoning

Pontier¹,

Widdershoven

Hoorn³

2012

Lecture Notes in Computer Science

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“…Guided by the U.S. Accreditation Board for Engineering and Technology (ABET), undergraduate engineering programs aim to help students develop "an understanding of professional and ethical responsibility" 31 . In general, however, engineering ethics have emphasized principles such as accountability to the client-defined as the people or organizations who have retained the engineer's services, not as the broader public for whom a given product or innovation will result in either benefit or harm 30 .…”

Section: Discussionmentioning

confidence: 99%

Ideologies of Depoliticization in Engineering Education: A Mediated Discourse Analysis of Student Presentations in a First-year Projects Course

O’Connor

Peck

Cafarella

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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project, she is studying how design in constructed in different environments to better understand what is needed to ensure successful design projects. Dr. Daria A Kotys-Schwartz, University of Colorado BoulderDaria Kotys-Schwartz is the Director of the Idea Forge-a flexible, cross-disciplinary design space at University of Colorado Boulder. She is also the Design Center Colorado Director of Undergraduate Programs and a Senior Instructor in the Department of Mechanical Engineering. She received B.S. and M.S degrees in mechanical engineering from The Ohio State University and a Ph.D. in mechanical engineering from the University of Colorado Boulder. Kotys-Schwartz has focused her research in engineering student learning, retention, and student identity development within the context of engineering design. She is currently investigating the impact of cultural norms in an engineering classroom context, performing comparative studies between engineering education and professional design practices, examining holistic approaches to student retention, and exploring informal learning in engineering education. Dr. Jenna McWilliams, University of Colorado, Boulder Jacob (Jenna) McWilliams is a postdoctoral researcher in the Learning Sciences program at the University of Colorado Boulder. Jacob's research focuses on issues of gender and sexual diversity in education, and recent work involves developing queer pedagogies for supporting new media literacies practices in the elementary classroom and, most recently, drawing on queer and transgender theory for understanding the dominant discourses of engineering education and how those discourses marginalize and exclude people from traditionally vulnerable gender, sexual, and ethnic groups.

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“…This particular framework has been employed by others for conceptual explorations in engineering [6][7][8] ; however, to our knowledge, neither Tronto's framework nor any other framework for care ethics has yet been used as a lens to explore empirical data collected to better understand how care might be reflected in what engineers do and the ways they might think (especially in situations that one might reasonably expect caring qualities to be important, such as in problems of a humanitarian or social justice nature).…”

Section: Ethical Framework *mentioning

confidence: 99%

“…A few examples of papers that focus directly on care ethics in engineering include the pioneering work of Pantazidou & Nair [6] , who illustrated how care ethics can guide engineering practice by mapping its elements to the processes of engineering design and problem solving. Also, Kardon [7] used case studies of published engineering failures to align care ethics with an engineer's "standard of care."…”

Section: Introductionmentioning

confidence: 99%

Ethics in Engineering Students' Design Considerations: Case Studies of Electric Power Systems for the "Developing World"

Campbell¹,

Yasuhara²,

Wilson³

2015 ASEE Annual Conference and Exposition Proceedings

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This work explores engineering ethics empirically in a "developing world" context through a framework of care ethics. Care ethics, a.k.a., the ethic(s) of care, is particularly suitable for the "developing world" context because it helps draw attention to imbalances of power (e.g., inequality, differential opportunity, and limitations on autonomy) that are often neglected by other ethical frameworks. In this work, we selected one element of care ethics (responsibility) and operationalized it in several ways: the language of responsibility; notions of paternalism; and awareness of key, influencing stakeholders. These lenses were developed and refined iteratively by employing them in case study analyses of two design project reports written by teams of senior undergraduate engineering students. Our interpretive analysis of this data outlined significant differences in care-ethical responsibility as viewed through each lens. For example, one group demonstrated little paternalism and considered several key, influencing stakeholders in their report, while the other group employed a more paternalistic approach and considered fewer key influencing stakeholders. In the interest of broadening ethical awareness in engineering, the findings and outcomes of this work can be used by educators to inform the design of course materials, exercises, and evaluation/grading criteria, such as by adapting these lenses for use in self-and/or peer-assessment. This work can also be used by researchers interested in care ethics and/or engineering student responses to issues of humanitarian or social justice nature to inform interview question and survey item design. Finally, this work contributes to the discourse of engineering ethics by developing and applying an ethical framework from the wider literature that has not received much attention in engineering ethics to date.

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Ethic of Care: Guiding Principles for Engineering Teaching & Practice

Cited by 86 publications

References 6 publications

Moral Coppélia - Combining Ratio with Affect in Ethical Reasoning

Moral Coppélia - Combining Ratio with Affect in Ethical Reasoning

Ideologies of Depoliticization in Engineering Education: A Mediated Discourse Analysis of Student Presentations in a First-year Projects Course

Ethics in Engineering Students' Design Considerations: Case Studies of Electric Power Systems for the "Developing World"

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