Title

Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis

Author(s)

Brad Kallenberg, University of DaytonFollow

Document Type

Article

Publication Date

2009

Publication Source

Science and Engineering Ethics

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

Comments

The document available for download is the author's accepted manuscript, provided here in compliance with the publisher's policies on self-archiving. All content must be cited appropriately; because some differences may exist between the accepted manuscript and the published version, it is suggested that researchers quoting directly from the article consult the version of record.

Permission documentation is on file.

Copyright

Copyright © 2009, Science and Engineering Ethics and Springer Science and Business Media.

Publisher

Springer

Volume

15

Issue

4

Peer Reviewed

yes

Keywords

research misconduct, engineering ethics, design, somatic learning, Antonio Damasio, plagiarism

eCommons Citation

Kallenberg, Brad, "Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis" (2009). Religious Studies Faculty Publications. 86.
https://ecommons.udayton.edu/rel_fac_pub/86