Performing ethics of technology: Using improvisational performance-based techniques in engineering ethics education

The paper explores the potential for improvisational techniques used in ethics tutorials with the aim of fostering moral sensitivity. Recently there has been an increased interest in researching how performance-based techniques can foster certain ethical competencies. In ethics education for engineering, role-playing games have been an example...

How to Teach Engineering Ethics?: A Retrospective and Prospective Sketch of TU Delft’s Approach to Engineering Ethics Education

This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach...

Notes on note-making: Introduction

This special issue aims to explore what is educational in the seemingly humble gesture of making notes: not only how and why the practice of note-taking is educative in and of itself, but also what it says about education as such. The contributions to the issue each highlight different aspects of note-making and approach it differently, but all...

Ethics education for engineers, creating open educational materials

We propose a workshop on creating Open Educational Materials for teaching ethics to engineering students, based on a project encouraging the reuse, creation and open publication of Case-Based Exercises within a community of ethics and philosophy of technology scholars in the Netherlands.

Workshop on open-access educational materials

This workshop is targeted at anyone interested in teaching ethics to engineering students. It aims to introduce the participants to the 4TU. Centre for Ethics and Technology method of building up Case-Based Exercises by having them apply it to create a Case-Based Exercise of their own. Participants will work in small groups (break-out rooms),...

Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla?

The switch to online education that occurred during the Corona pandemic brought to the fore questions about the value and desirability of a fully online university. This article explores to what extent is a fully online university desirable from an educational perspective, whereby education is seen as a valuable experience taken in itself,...

Learning to Reframe Problems Through Moral Sensitivity and Critical Thinking in Environmental Ethics for Engineers

As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as...

Review of Tyson E. Lewis and Peter B. Hyland (2022). Studious Drift: Movements and Protocols for a Postdigital Education

How Engineers Can Care from a Distance: Promoting Moral Sensitivity in Engineering Ethics Education

Moral (or ethical) sensitivity is widely viewed as a foundational learning goal in engineering ethics education. We have argued in this paper is that this view of moral sensitivity cannot be readily transported from the nursing context to the engineering context on the basis of a care-analogy. The particularized care characteristic of the...

Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help

It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: ‘how do we anticipate the socio-ethical implications of emerging technologies responsibly?’ And ‘how can such responsible...

Tinkering with Technology: How Experiential Engineering Ethics Pedagogy Can Accommodate Neurodivergent Students and Expose Ableist Assumptions

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose...