Operationalizing Ethical Becoming as a Theoretical Framework for Teaching Engineering Design Ethics

Ethical becoming represents a novel framework for teaching engineering ethics. This framework insists on the complementarity of pragmatism, care, and virtue. The dispositional nature of the self is a central concern, as are relational considerations. However, unlike previous conceptual work, this pa...

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Bibliographic Details
Published in:Science and engineering ethics 2020-06, Vol.26 (3), p.1353-1375
Main Authors: Fore, Grant A., Hess, Justin L.
Format: Article
Language:English
Subjects:
Bioethics
Biomedical Engineering and Bioengineering
Complementarity
Design engineering
Education
Engineering
Engineering education
Ethics
Medicine/Public Health
Original Research/Scholarship
Philosophy
Philosophy of Science
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Summary:Ethical becoming represents a novel framework for teaching engineering ethics. This framework insists on the complementarity of pragmatism, care, and virtue. The dispositional nature of the self is a central concern, as are relational considerations. However, unlike previous conceptual work, this paper introduces additional lenses for exploring ethical relationality by focusing on indebtedness, harmony, potency, and reflective thought. This paper first reviews relevant contributions in the engineering ethics literature. Then, the relational process ontology of Alfred North Whitehead is described and identified as the foundation of the ethical becoming concept. Following this, ethical becoming is imagined as comprising five components: relationality and indebtedness, harmony and potency (i.e., beauty), care, freedom and reflective thought, and ethical inquiry. Each component will be unpacked and knit together to argue that (1) becoming in all its forms is relational and, therefore, whatever becomes is indebted to all to which it relates; (2) one’s ethical engagement must be directed toward the creation of harmony and potency; (3) care practices are necessary to ensure that multiplicity is valued and safeguarded in the meeting of needs; (4) the capacity for reflective thought is necessary to fashion one’s self and others in the direction of harmony, potency, and care; and (5) ethical thought and action must operate through a cycle of ethical inquiry. This paper will close with a brief exploration of how ethical becoming could be utilized in engineering education contexts.
ISSN:1353-3452
1471-5546
DOI:10.1007/s11948-019-00160-w