Training responsible engineers. Phronesis and the role of virtues in teaching engineering ethics

Abstract

ABSTRACT Engineering ethics courses aim to improve students’ ethical competence by developing skills such as ethical sensitivity, awareness, analysis and judgement. We present a type of virtue engineering ethics that bridges the gap between academic knowledge (in both ethics and engineering) and its application in engineering practice (particularly design). To clarify why learning about virtues can enrich students’ ethical thinking and competences, we specifically consider the virtue of practical wisdom, phronesis. At the core of the paper, we put forward a theoretical argument for including phronesis in teaching ethics within innovation courses. Training this virtue will help engineering students in dealing with the various uncertainties that will emerge from their future engineering practices. With regard to implementing our proposal, we suggest to integrate practical wisdom in ‘semi-technical’ courses that combine theoretical in-class learning and practical design experiences. We discuss the structure, aims and assessment methods of an integrated product development course that we deem preferable to and potentially more effective than stand-alone engineering ethics classes. An engineering virtue ethics can help engineering students develop a personal reflective way of thinking about concrete courses of action in engineering practice, and may have beneficial ripple effects on their lives, society and the environment.