Professional Ethics

1. Explain the skills needed to handle problems about moral issues in engineering

ethics.

Adult moral concern can be evoked on specific occasions by any number of influences such as: friends, politicians, social events, novels, movies, family and role model etc. The main goal of the engineering ethics is to improve the ability to reflect critically on moral issues. This is accomplished by improving various practical skills that will help produce effective independent thought about moral issues. The following skills are needed to handle the moral issues in the engineering ethics:

1. Proficiency in recognizing moral problems and issues – to differentiate and relate the problems in law, economics, religious doctrine, description in science etc.

2. Skill in comprehending, clarifying and assessing arguments of the opposing sides of moral issues.

3. The ability to form consistent and comprehensive view points based on the facts.

4. Imagine the alternate responses to the issues and find solutions for practical difficulties.

5. Sensitivity to difficulties and subtleties – willingness to undergo and tolerate uncertainty in making troublesome moral judgment.

6. Precise use of common ethical language. 7. Appreciation of the using rational dialogue in resolving moral conflicts and tolerance of differences in perspective of morally reasonable people.

8. Integration of one’s professional life and personal conviction in maintaining the moral integrity.

2. Discuss the different models of professional roles.

The profession of engineering aims the promotion of public good by taking care of public

safety, public health and welfare. There are general models that are followed by the engineers. These models help the engineer to organize thinking and crystallize the attitudes and they are as follows:

1. Service

 2. Guardian

 3.Bureaucratic servant

4. Social servant

 5.Social enabler and catalyst

6. Game player.

3. State the similarities to view engineering projects as experiments.

The engineering projects are more or less are experiments. However, there are similarities and differences between engineering projects and experiments. The similarities between the engineering projects and experiments are:

1. The engineering projects like the experiments are carried out in partial uncertainties. They include in the:

· Design calculations

· Exact properties of raw materials used

· Constancies of materials processing and fabrication and

· Nature of working of the final product

4. TYPES OF INQUIRIES

1. NORMATIVE INQUIRY

These are about what ought to be and what is good. These questions identify and also justify the morally desirable norms or standards.

Some of the questions are:

A.	How far	engineers  are obligated to protect public safety in given
situations?
B.	When should engineers start whistle blowing on dangerous practices of
their employers?

C.                     Whose values are primary in taking a moral decision, employee, public or govt?

D.                    Why are engineers obligated to protect public safety?

E.                       When is govt justified in interfering on such issues and why?

2.   CONCEPTUAL INQUIRY:

These questions should lead to clarifications on concepts, principles and issues in ethics. Examples are:

A)                     What is SAFETY and  how is it related to RISK

B)                     Protect the safety, health and welfare of public-What does this statement mean?

C)                     What is a bribe?

D)                     What is a profession and who are „professionals?

3.  FACTUAL (DESCRIPTIVE) INQUIRIES

These are inquiries used to uncover information using scientific techniques. These inquiries get to information about business realities, history of engineering profession, procedures used in assessment of risks and engineers psychology.

5.KOHLBERG’S THEORY AND GILLIGAN’S THEORY

STAGES OF MORAL DEVELOPMENT

•         Pre-conventional Level

Whatever benefits oneself or avoids punishment. This is the level of development of all young children. -Avoid punishment & Gain Reward

•         Conventional Level

Uncritical acceptance of on‟s family, group or society are accepted as final standard of morality. Most adults do not mature beyond this stage. –

1.Gain Approval & Avoid Disapproval &

2. Duty & Guilt

•           Post-conventional Level

Motivation to do what is morally reasonable for its own sake, rather than solely from ulterior motives, with also a desire to maintain their moral integrity, self-respect and the respect of other autonomous individuals. They are „Morally autonomous people.

1. Agreed upon rights &

2. Personal moral standards

GILLIGAN’S THEORY

·      Pre-conventional Level

This is the same as Kohlberg‟s first level in that the person is preoccupied with self centered reasoning, caring for the needs and desires of self.

·      Conventional

Here the thinking is opposite in that, one is preoccupied with not hurting others and a willingness to sacrifice one‟s own interests in order to help or nurture others (or retain friendship).

·      Post-conventional Level

Achieved through context-oriented reasoning, rather than by applying abstract rules ranked in a hierarchy of importance. Here the individual becomes able to strike a reasoned balance between caring about other people and pursuing ones own self-interest while exercising ones rights.