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Existing pedagogical approaches to ethics education in engineering and science reinforce what this paper terms “the fallacy of the individual decision-maker” by suggesting an oversimplified, individualistic model of ethical decision-making, rather than recognizing the organizational, cultural, or group deliberative context of an ethical dilemma. Consequently, students fail to develop the group deliberative...
Introduction of the principles of sustainable development into the canons of engineering professional societies has presented several serious challenges to science and engineering educators. There are few pedagogical guideposts for current educators teaching sustainability as an ethical concept. Moreover, traditional approaches to ethics education in science and engineering courses is unlikely to...
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