Engineering ethics is the field of system of moral principles that apply to the practice of engineering. The field examines and sets the obligations by engineers to society, to their clients, and to the profession. As a scholarly discipline, it is closely related to subjects such as the philosophy of science, the philosophy of engineering, and the ethics of technology.
As engineering rose as a distinct profession during the 19th century, engineers saw themselves as either independent professional practitioners or technical employees of large enterprises. There was considerable tension between the two sides as large industrial employers fought to maintain control of their employees.
In the United States growing professionalism gave rise to the development of four founding engineering societies: The American Society of Civil Engineers (ASCE) (1851), the American Institute of Electrical Engineers (AIEE) (1884), the American Society of Mechanical Engineers (ASME) (1880), and the American Institute of Mining Engineers (AIME) (1871). ASCE and AIEE were more closely identified with the engineer as learned professional, where ASME, to an extent, and AIME almost entirely, identified with the view that the engineer is a technical employee.
Even so, at that time ethics was viewed as a personal rather than a broad professional concern.
When the 19th century drew to a close and the 20th century began, there had been series of significant structural failures, including some spectacular bridge failures, notably the Ashtabula River Railroad Disaster (1876), Tay Bridge Disaster (1879), and the Quebec Bridge collapse (1907). These had a profound effect on engineers and forced the profession to confront shortcomings in technical and construction practice, as well as ethical standards.
One response was the development of formal codes of ethics by three of the four founding engineering societies. AIEE adopted theirs in 1912. ASCE and ASME did so in 1914. AIME did not adopt a code of ethics in its history.
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The American Society of Civil Engineers (ASCE) is a tax-exempt professional body founded in 1852 to represent members of the civil engineering profession worldwide. Headquartered in Reston, Virginia, it is the oldest national engineering society in the United States. Its constitution was based on the older Boston Society of Civil Engineers from 1848. ASCE is dedicated to the advancement of the science and profession of civil engineering and the enhancement of human welfare through the activities of society members.
Regulation and licensure in engineering is established by various jurisdictions of the world to encourage life, public welfare, safety, well-being, then environment and other interests of the general public and to define the licensure process through which an engineer becomes licensed to practice engineering and to provide professional services and products to the public. As with many other professions and activities, engineering is often a restricted activity.
Engineers, as practitioners of engineering, are professionals who invent, design, analyze, build and test machines, complex systems, structures, gadgets and materials to fulfill functional objectives and requirements while considering the limitations imposed by practicality, regulation, safety and cost. The word engineer (Latin ingeniator) is derived from the Latin words ingeniare ("to contrive, devise") and ingenium ("cleverness").
L'objectif de ce séminaire est d'amener les étudiants à réfléchir aux enjeux éthiques que les nouvelles technologies peuvent soulever, parmi lesquels leur incompatibilité avec l'autonomie, la liberté
Students will develop an understanding of the psychological and social processes of learning the following competences: (i) ethical sensitivity, (ii) ethical reasoning, (iii) ethical motivation, and (
The students will understand the cognitive and social factors which affect learning - particularly in science and engineering. They will be able to use social research techniques as part of the design
Background: There has been an increase in interest in emotion in engineering and science ethics education. There is also evidence that emotional content in case studies may improve students’ learning and enhance awareness, understanding, and motivation con ...
2023
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This paper reports on the development of a brief scenario-based challenge to prompt engineering students’ reflection about the broader impacts of their design decisions, and thereby increase their ethical sensitivity and motivation. The game scenario asks ...
Despite the growing interest in emotions in engineering education, empirical research on incorporating them into engineering ethics education is limited. Therefore, we designed this experimental study to assess how different methods for integrating compass ...