Abstract
In this Work in Progress, we present a new, simple, and fun way of incorporating drama into engineering ethics education with students producing, performing, and watching drama. The method differs from more established drama-based pedagogies in engineering ethics education, such as role-plays. We argue that this method can contribute to learning by stimulating moral imagination, empathy and sympathy, which balances the otherwise cognitive focus in engineering ethics courses. The component has been tested in practice three times in 2019-2020 in the Engineering Ethics course at Uppsala University. Student feedback is used to illustrate how the method has been perceived by students.
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