This paper proposes and reflects on a teaching methodology for introducing relational ethics in the engineering curriculum based on a pilot at TU Delft in the Netherlands in a course for robotics engineers. Differently from prevalent models of ethics courses, we shifted from having students apply ethical theories to technologies to having them reflect on different aspects of human-robot relations from a more-than-human perspective. This redesign was prompted by conceptual and practical motivations related to (1) a lack of methodological examples of relational ethics in engineering ethics education, (2) a call for more experiential education, and (3) a push to re-evaluate course assessment due to Generative AI. Aside from the lecture content, students explored various dimensions of relational ethics in a thinking-through-doing manner by crafting a companion robot in the tutorials. This culminated in an individual essay in which students reflected on the question ‘How to live well with robots?,’ reflecting on their developing relations with their robotic companion and supported by visual evidence of their human-robot interactions throughout the course. Finally, we provide reflections on this experimental course redesign, outlining several considerations for those intending to integrate relational ethics into their curricula and suggesting avenues for further work.

While the prevalent view positions data as an objective and unbiased resource of truth about the world, scholars have noted that this understanding cannot be all-encompassing and data activists may comprehend the relationship between knowledge, reality, and data differently. Data activists are civil society actors with a critical stance towards datafication; they either consider data as a political issue or employ it to advance desirable social change. This article investigates activists’ data epistemologies in a twofold manner. First, it poses the question of how activists can simultaneously use a certain dataset while questioning its credibility. Second, the article explores how activists’ data epistemology transforms other domains of socio-political grassroots interventions. To answer these questions, I turn to the case of the DTP Map–an interactive geoweb map of traffic accidents in Russia made by activists using the official governmental data. Turning to the concept of contentious data politics, I demonstrate how the project transforms by continuously dealing with the data’s epistemologically ambiguous nature. In their data practices aimed at gaining and maintaining the users’ trust, activists have tried to ensure their project will be employed by various collectives for the common goal of reducing traffic accidents in Russia. Their data practices can be considered both a repertoire of social change and a stake of activist intervention. Crucially, in the process of map-making, activists do not gain the epistemologically unambiguous view of data but rather they manage to retain this ambiguity and make it a constitutive part of their project.