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spacerIDEESE: General Resources

The materials on this pay may be used with any of the IDEESE case studies and modules. They may serve as background readings for instructors in preparing their courses, or they may serve as introductory or optional readings for students.

BACKGROUND READINGS

Thomas J. Murray. 2009. Introduction to Principles of Ethics and Morality for Scientists and Engineers. International Dimensions of Ethics Education in Science and Engineering.

Summary: This document, sections of which might be assigned as required or optional reading, is provided to give students an overview of some overarching concepts and themes in ethics, particularly as they relate to the professional experiences of scientists and engineers. It should provide students some vocabulary and ideas to deepen their analysis and discuss of the case studies. It may also serve as a guide to instructors by outlining themes and discussion questions to expand upon.

M.J. Peterson. 2008. Roots of Interconnection: Communications, Transportation and Phases of the Industrial Revolution. International Dimensions of Ethics Education in Science and Engineering.

Summary: Broadening access to communication technology and transportation have increased the possibility of interconnection between societies. Until the Industrial Revolution, interconnection between societies were limited to education in foreign universities, occasional collaboration in labs or projects, and exchange of research outcomes through publications and conference presentations.

M.J. Peterson. 2008. Transnational Aspects of Ethical Debate. International Dimensions of Ethics Education in Science and Engineering.

Summary: In today's globalized world, ethical theory and moral philosophy have to address the challenges of cultural moral relativism. The different ethical beliefs of many societies around the world deserve equal respect whatever and wherever the content rule is derived from.

M.J. Peterson. 2008. Resolving Ethical Disagreements. International Dimensions of Ethics Education in Science and Engineering.

Summary: Resolving ethical disagreements in scientific, technical, and/or engineering fields could be feasible or difficult depending on the state of the objective information, and the quality of the ethical reasoning behind it. Good ethical debate must bring the resources of both objective knowledge formation and ethical reasoning together to ensure that the situation in which the ethics will be applied is understood as accurately as possible.

M.J. Peterson. 2008. Multinational Corporations in Transnational Accountability. International Dimensions of Ethics Education in Science and Engineering.

Summary: National and transnational effort to expand accountability in the development and application of science and technology focuses on multinational corporations (MNC). They are one of the primary channels for transnational diffusion and use of new developments in applied science.

M.J. Peterson. 2008. Diagrams of Scientific Organizations. International Dimensions of Ethics Education in Science and Engineering.

Summary: Presentations of organizational diagrams of the International Council of Scientific Unions, UNESCO, and others.

M.J. Peterson. 2008. Mechanisms of Transnational Accountability. International Dimensions of Ethics Education in Science and Engineering.

Summary: The absence of a world government means there are no central world courts or regulatory agencies who can step-in when an individual or a corporation causes harm to others on a transnational level. However, there are ways to take advantage of regulatory and standard systems around the world that when enforced, can hold persons or groups doing the harm accountable for.

M.J. Peterson. 2008. Diagrams of Transnational Diffusion. International Dimensions of Ethics Education in Science and Engineering.

Summary: Diagrams showing transnational diffusion of ethical standards and physical effects.

MJ. Peterson. 2008. Appropriate Technology. International Dimensions of Ethics Education in Science and Engineering.

Summary: Appropriate Technology described as "low impact technology" is based on highly advanced scientific and engineering research. The strong attraction to industrial and developing countries is due to its low cost, small scale, and low environmental impact.

M.J. Peterson. 2008. Transnational Diffusion of Ideas and Technologies. International Dimensions of Ethics Education in Science and Engineering.

Summary: Most historians of ideas and technological change agree that a hazard model can best describe the spread of ideas, practices, or innovations from the originators to others. The elements of the hazard model also direct attention to the likelihood that people will first learn about a new idea or technological advance and then choose to adopt it.

M.J. Peterson with Ilke Ercan. 2009. Efforts to Control Information Flows. International Dimensions of Ethics Education in Science and Engineering.

Summary: Since the mid-20th century, the importance of intellectual property rights have become a major avenue for governments, corporations, and other groups to control and limit the diffusion of scientific and technical information. Some of these limits are efforts to regulate who has what information through general censorship.

M.J. Peterson. 2009. Cultural Competence in a Transnational Workplace. International Dimensions of Ethics Education in Science and Engineering.

Summary: Many considerations, sensitivities, and cross-cultural awareness contribute to creating a successful transnational workplace. Developing the ability to negotiate with individuals of other cultures requires an understanding of which methods are acceptable or unacceptable to a particular culture.

M.J. Peterson. 2009. Transnational Differences in Ethical and Regulatory Standards. International Dimensions of Ethics Education in Science and Engineering.

Summary: Scientsits and engineers need to be aware of the ways in which regulatory responses can differ across national boundaries. Some of these differences stem from variations in the perceived acceptability of an activity in different cultures. Others stem from different approaches to the common problem of identifying and regulating hazardous activity. Yet, others stem from differences in reaction to scientific or technological breakthroughs.

M.J. Peterson. 2009. Hints on Cross Cultural Skills. International Dimensions of Ethics Education in Science and Engineering.

Summary: This document outlines suggestions on dealing with cultural differences among collaborators drawn from business literature. Different authors present different schemes, but there is broad consensus on three elements of effective cross-cultural interaction.

M.J. Peterson. 2009. The Concepts of Social Inclusion and Social Equity. International Dimensions of Ethics Education in Science and Engineering.

Summary: The rapid growth in transnational professional activity has encouraged Intergovernmental Organizations (IGO), and other international professional associations to develop cross-national regulations and standards to promote worldwide policy coordination and standardization.

M.J. Peterson. 2009. Diagrams: Networks and Organizations. International Dimensions of Ethics Education in Science and Engineering.

Summary: Diagrams representing typical bureaucratic organizations, networks, and communication hubs.

M.J. Peterson with Ronald Sandler. 2009. Ethical Evaluation of New Technologies: Genetically Modified Organisms and Plants. International Dimensions of Ethics Education in Science and Engineering.

Summary: As developments in biotechnology continue, new ethical questions arise concerning our ability to manipulate and intervene with what is conceived as "natural". Genetic modification (GM) is one clear example of this revolutionary development in biotechnology which inspires debate on its impact to human welfare.

M.J. Peterson. 2009. Responsible Participation by Scientists and Engineers in International Political Process. International Dimensions of Ethics Education in Science and Engineering.

Summary: Conditions of globalization and increasing prominence of scientific and technical matters in everyday life has created a need for scientists and engineers to participate in national and international debates about solving problems, applying technologies to particular purposes, and avoiding or minimizing serious harm. Policy-makers and others concerned with particular issues seek various types of expert advice depending on how well the issue is understood, and how urgent addressing it appears to be.

M.J. Peterson.2009. International Forums for Addressing Social Inclusion and Social Equity Issues. International Dimensions of Ethics Education in Science and Engineering.

Summary: Global intergovernmental organizations such as the United Nations (UN), World Bank, and the World Trade Organization (WTO), have been some of the primary forums for discussion of social inclusion at the global level since 1945. There are regional intergovernmental organizations however, such as the European Union (EU), African Union (AU), and other elite forums that also address social issues depending on what the governments of member states wish to discuss.

M.J. Peterson with Ilke Ercan. 2009. Stakeholders. International Dimensions of Ethics Education in Science and Engineering.

Summary: Two distinct concepts of "stakeholder" have developed in recent decades. The first existing in politics to describe anyone affected by a decision occurring within the domains of a ruling government, and the second being used in business management manuals, where it applies to the relationship between a business firm and an individual or group, interested in the firm's success.

 

 

 

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Funding for the International Dimensions of Ethics Education in Science and Engineering Project comes from the National Science Foundation through grant number 0734887. Any opinions, findings, conclusions or recommendations expressed here are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

 

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