Our experience with the DC Lead Crisis and its aftermath convinced us that engineering ethics, as is often taught, can leave students unprepared to confront the more complex moral dilemmas encountered in professional practice.
The case method, broadly viewed as the best vehicle for professional ethics education and the most popular instruction tool in engineering ethics classes in the US, certainly lends itself to the empirical exploration of engineering and science ethics dilemmas. Traditionally, engineering ethics cases appear in the form of real-world or fictional narratives, detailed or abbreviated, that are used to facilitate moral sensitivity, reasoning, and expression on the basis of moral theory, professional codes of ethics, common morality, and key ethics concepts. They support exercises in identification of relevant facts, definition of ethical dilemmas, assessment of plausible solutions, evaluation of short- and long-term consequences, and determination of morally preferable courses of action. When used successfully, they are believed to operate as cognitive prototypes that can be retrieved at a later time to resolve new, but similar, dilemmas.
Typically, however, the social context of these narratives is deliberately predetermined, and the facts selected for presentation are purposefully fixed. The perspectives of the publics involved are absent or, in the rare circumstances when they are mentioned, are devoid of real-world depth and texture. The relevant ethical questions themselves are predefined and often even disclosed in titles and discussion questions. Ethical reasoning is thus confined to a bounded, “two-dimensional” cognitive space that essentially isolates students from society, and deprives them of the critically important first steps of uncovering the often confusing facts of unfolding ethical dilemmas. In the absence of this process, engineers and scientists can never be sure that their understanding of a case reflects accurately the views and knowledge of its stakeholders – especially in relation to real-world scientific uncertainties, costs, practical benefits, and determinations of acceptable risk. Without extreme awareness of such complexities, engineering and science students may not even recognize that they are involved in a moral dilemma, much less have the capacity and resolve to investigate and gather the facts necessary to begin the resolution process that is typically taught in the classroom.
We built our course, “Engineering Ethics and the Public,” on the conviction that competent ethical reasoning requires engineers and scientists to understand far more than moral theory, professional codes of ethics, common moral values, and the “facts” of engineering ethics cases as typically presented in traditional case study narratives. In our view, competent ethical reasoning also requires ethical contextualism – that is, grounding of ethical dilemmas in the societal context in which they unfold through consideration of diverse stakeholder perspectives, as articulated by stakeholders themselves.
Indeed, if the main obligation of the engineer is to better the human condition through technological solutions to societal problems, then we believe that an empirical approach to engineering ethics education can offer students important insights into how society defines its problems and what engineering solutions it desires. As political philosopher Langdon Winner asserts, “Ethical responsibility now involves more than leading a decent, honest, truthful life, as important as such lives certainly remain… Our moral obligations must now include a willingness to engage others in the difficult work of defining what the crucial choices are that confront technological society and how intelligently to confront them.”
We chose the DC Lead Crisis as our main case study because:
- It was triggered by multiple illegal and unethical acts involving engineers and scientists;
- It is a still-unfolding, multi-stakeholder, high-profile case that exemplifies the intricate interconnections between engineering, science, public health, public policy, medicine, law, economics, politics, and the environment;
- It is documented extensively in numerous primary sources, including newspaper articles, Congressional investigations, court documents, videotaped testimonies, and radio and television programs;
- It embeds multiple and compelling ethical dilemmas, many of which remain unresolved;
- It includes a diverse group of stakeholders (e.g., parents, environmental health advocates, whistleblowers, independent scientists, health professionals, science reporters, policy-makers, government representatives), with differing views on what would constitute a proper resolution as well as willingness to share their experiences and perspectives with our students;
- It is a case that we have studied extensively and discussed at length in Congressional and City Council testimonies, invited lectures and keynote addresses, letters-to-the-editor and radio programs, and peer-reviewed papers.
We believe that unfolding, real-world cases like the DC Lead Crisis have the potential to stimulate students’ moral imagination in ways fictional or closed cases do not. Although we recognize the challenge of using complex and contested cases for ethics instruction in the classroom, we contend that grappling with such cases is a logical and necessary “next step” in applied ethics education. A case like the DC Lead Crisis can place students in roles resembling the real-world workplace, where engineers are often required to make decisions in the absence of all the facts, and where engineering is one of many professions shaping the ultimate outcome.
Questions that such cases raise include not only what constitutes ethically appropriate action, but also how one acts ethically in the face of uncertainty; how one knows that one’s decision is “right” for the specific social context to which it applies; and what responsibility one has for a societal response to which one contributed, but did not fully control. Such cases also offer engineers and scientists the opportunity to see themselves in relation to society, which has been recognized as a necessary condition for “an adequate account of [engineers’] ethical responsibilities.”
Our course lays the groundwork for teaching engineering ethics through application of not only moral theory, professional codes of ethics, common morality, and key ethics concepts, but also ethnographic listening to “thick” unfolding case studies at the intersection of engineering, science, and society. We support students to begin to bridge the relational gap between themselves and the public by helping them to recognize that:
- Applications of technical expertise are often political. They, therefore, require awareness, vigilance, and moral action to advocate for those in greatest need of technological interventions or at greatest risk of harm from such interventions. Although some may object that an engineer’s/scientist’s involvement in social matters risks marring “objective” knowledge with subjective positions, engineers/scientists assume such positions even when politically inactive. This is because inaction is as much of a political stance as action, albeit one that tends to reinforce dominant systems of thought and power. As such, its political dimensions tend to remain invisible to the profession, which does not mean they don’t exist.
- The public constitutes a vital resource and potential partner who often possesses information and perspectives that engineers/scientists lack. Knowledge acquired through personal experience or informal channels of learning can in fact expand, challenge, and even correct officially-sanctioned beliefs, theories, and claims, thus providing a form of oversight on professional power that can otherwise operate unchecked and be misused.
Our pedagogy aims at fostering a generation of 21st century engineers who appreciate their social power, professional responsibility, and moral agency as technical experts, and who have the necessary competencies to implement their expertise in socially desirable and just ways.