Article
Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis
Science and Engineering Ethics
Document Type
Article
Publication Date
1-1-2009
Abstract
In 1998, a lead researcher at a Midwestern university submitted as his own a document that had 64 instances of strings of 10 or more words that were identical to a consultant's masters thesis and replicated a data chart, all of whose 16 entries were identical to three and four significant figures. He was fired because his actions were wrong. Curiously, he was completely unable to see that his actions were wrong. This phenomenon is discussed in light of recent advances in neuroscience and used to argue for a change in the standard way engineering ethics is taught. I argue that engineering ethics is better taught in the form of a design course in order to maximize "somatic" learning.
Inclusive pages
563-576
ISBN/ISSN
1353-3452
Document Version
Postprint
Copyright
Copyright © 2009, Science and Engineering Ethics and Springer Science and Business Media.
Publisher
Springer
Peer Reviewed
Yes
Keywords
- research misconduct,
- engineering ethics,
- design,
- somatic learning,
- Antonio Damasio,
- plagiarism
Disciplines
Citation Information
Brad Kallenberg. "Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis" Science and Engineering Ethics Vol. 15 Iss. 4 (2009) Available at: http://works.bepress.com/brad_kallenberg/33/
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