TYPES OF INQUIRY: eng.ethics combines inquiries into values, meanings& facts Three types of inquiry 1. Normative inquiries 2.

Conceptual inquiries 3. Factual inquiries. 1. Normative inquiries. are useful to i!entify the values that gui!e the in!ivi!uals&groups in ta"ing a !ecision. are meant for i!entifying& establishing the morally !esirable norms. #$ample% 1. &hy must some engineering information "ept confi!ential' 2. (o) an engineer can protect the public safety in a given situation' 2. Conceptual inquiries% inquiries are useful in clarifying the meaning of concept, principles, an! issues in engineering ethics to get various information such as the history of engineering profession, effectiveness of professional societies in promoting moral con!uct. possibly e$pressing by single )or! or by statements.
#*+,-.#%

1. )hat is safety' 2. &hat is meant by ris"' 3. &hat is a bribe' &hen a gift becomes a bribe' 3. Factual inquiries. are also "no)n as !escriptive or e$ploratory inquiries. factual inquiries are helpful in un!erstan!ing the business, social& political realities in )hich the company operates. #*+,-.#% 1.&hat are the la)s enforce! in the intellectual property rights la) recently' 2. &hat is the vali!ity perio! of a patente! pro!uct' !: $$are situations in )hich t)o or more moral obligation, !uties, rights, goo! or i!eals come into conflict )ith others . $$$solving one moral principle can create t)o or more conflicting application for a particular situation. Causes o% oral &ilemma: 1. -roblem of vagueness. 2. -roblem of conflicting reasons & 3. -roblem of !isagreement. OR!" #I"E

1. Pro'lem o% va(ueness: means not clearly e$presse!, not specific or e$act. #$ample% consi!er an engineer, starting ane) assignment as quality inspector chec"ing the incoming ra) materials /spare parts from the supplier. 0upplier offers 1on behalf of some festival, say 2eepavali3 him an e$pensive 242 player as agift& issues in eng.ethics. No) the situation is amoral !ilemma .because the engineer is unclear about )hat to !o' &hether accept or not. &hether the thing offere! is a gift 5r a bribe' &ill create a conflict of interest' 2. Pro'lem o% con%lictin( reasons: + situation )here t)o or more problems conflicting each other, each of )hich seems to be correct. &here t)o or more moral obligation, !uties, rights or i!eals come into conflict )ith each other. #$ample% 1. .aunching the challenger space shuttle !espite there )as an un"no)n probability that the shuttle )oul! e$plo!e. &hich )ill "ill all the persons on the boar!' 2. -ostoning the launch, )hich may lea! to loss of future, contracts from N+0+ the loss of 6ob to many )or"ers. 3. Pro'lem o% &isa(reement% in!ivi!uals & groups may have !ifferent vie)s, suggestion, interpretations, an! solutions on a moral problem in particular situations. #$ample% 7n most corporations, there are !isagreements among managers regar!ing )hether customers can be allo)e! to inspect their plants& proce!ures as a confi!ence buil!ing measures.

Steps in con%rontin( moral &ilemmas :) %ace*overcome moral &ilemma+

Step ,.I&enti%-in( t.e pertinent moral %actors/ reasons $$$$$$$$$solutions for conflicting responsibilities, opposing rights. Step0.collecting all the available moral consi!eration Step1.8an"ing the above collecte! moral consi!erations on the basis of importance. Step2. a3in( %actual inquiries .fin!ing the alternative course of action to resolve the moral !ilemmas. Step4. Inviting !iscussions, suggestions from colleagues, frien!s& other involve! persons to critically e$amine the moral !ilemma. Step5. Ta3in( %inal &ecision.

oral autonom-: T.e practical aim in stu!ying& teaching this engineering ethics course is to foster the moral autonomy of future engineers means self !etermining or in!epen!ent Factor in%luencin( t.e moral concern ,. +tmosphere in )hich the person is brought up in his chil!hoo!. 0. 5ne9s relationship )ith frien!s & relatives. 1. 5ne9s interaction )ith his neighbors. 2. 5ne9s family structures the family economy. 4. 7nfluence of religious institution such as temples, churches, mosques etc. 5. 7nfluence of teachers an! other mentors 6. 7nfluence of me!ia li"e ne)spapers televisions etc S3ills require& improvin( moral autonom-: ,. S3ill require! to i!entify& to !ifferentiate problems relate! to la), economics, environment, society or religion. 0. 0"ill in un!erstan!ing ,clarifying &critically evaluating the arguments 1. +bility to form consistent &complete perspective on the basis of relevant facts. 2. to imaginative &creative alternatives solution

T.eories o% !evelopment.

oral &evelopment very much relate! to the stu!y of psychology of moral

The three levels of moral !evelopment suggeste! by :ohlberg 1. -re conventional level. 2. Conventional level& 3. -ost ;conventional level. ,. Pre$ conventional level. 1. 7s base! on the !esire to !erive benefits for oneself 2. 7n!ivi!ual behaves accor!ing to socially acceptable norms, )hich are taught mainly by parents& teachers. 3. 7n!ivi!uals are motivate! mainly by their interest to avoi! punishment. <. .evel of !evelopment of all young chil!ren & some a!ults, )ho are unable to reach beyon! a certain limits.

0. Conventional level: 1. The moral thin"ing &behavior of the in!ivi!ual are !etermine! by the stan!ar!s of their family, community & society. 2. 7n!ivi!uals are motivate! by the !esire to please others to meet the social .units9 e$pectations. 3. 7n!ivi!ual gives more importance to loyalty an! close i!entification )ith others, than their o)n self ;interest. <. ,ost a!ults are living at this level only. 1. Post$ conventional level: ,. The in!ivi!uals are gui!e! by strong principles & convictions not by selfish nee!s or pressures from society. 2. These in!ivi!uals are calle! as =autonomous =because they thin" for/ by themselves an! also they !o not believe that9s customs. 3. The ma6ority of a!ults !o not reach the post conventional level Summari7e t.e 8O9I:ER;<S levels o% moral &evelopment .evel +ppropriate age ,oral !evelopment range -re >irth to? years 0elf centere! attitu!e conventional &illingness to avoi! punishment 2esire to gain re)ar! conventional +ges ?to2@ years 8espect for conventional rules an! authority &illingness to please or satisfy others 7mportance to loyalty &close i!entification )ith others Thin"ing for& by themselves +gree! upon universal general principles. -ersonal moral stan!s

-ost conventional

5ver2@years or may be never

C!RO" ;I""I;!N T9EORY: , .Carol Ailligan, a former stu!ent &colleague of :ohlberg, has criticiBe! :ohlberg9s theory as male biase!. 2. +cc.to Ailligan, males have ten!ency to over ri!e the importance of moral rules& convictions )hile resolving moral !ilemmas. 3. Female have ten!ency to try har! to preserve personal relationships )ith all people involve! in a situation. 2. Ailligan felt that men mostly focus their attention on content of the problem )hereas )omen focus their attention on the conte$t ie., situation of the problem.

C. Ailligan refers et.ics o% care/ 8ohlberg9s refers et.ics o% rules/ ri(.ts ;illi(an<s levels o% moral &evelopment% Pre$ conventional level: ,. This is almost the same as :ohlberg9s first level. 2. 7n this level an in!ivi!ual is concerne! )ith self ; centere! reasoning Conventional level: ,. This level !iffers from :ohlberg9s secon! level. 0. +cc.to Ailligan, )omen )ill not hurt others & have a )illingness to sacrifice their o)n interests in or!er to help other. Post$conventional level: ,. This level also !iffers from :ohlberg9s thir! level. 0. 7n!ivi!uals are able to maintain balance bet)een his o)n nee!s )ith the nee!s of others. 1. #$amining all facts, people & circumstances involve!. Summari7es t.e ;illi(an<s levels o% moral &evelopment "evel -re conventional !ppropriate a(e ran(e oral &evelopment Not liste! Aoal is in!ivi!ual survival 0elf ;centere! attitu!e Transition is form selfishness to responsibility to others Conventional not liste! 0#.F sacrifice is goo!ness,ie in!ivi!uals sacrifice their interest to others. Transition is from goo!ness to truth that she is a person too -ost conventional maybe never -rinciple of nonviolence !o not hurt others or self. To balance bet)een oneDs o)n nee!s )ith the nee!s of others

CONSENSUS / CONTRO=ERSY: Consensus means =agreement9 &controversy means =!isagreement9. &hen an in!ivi!ual e$ercise moral autonomy he may not be able to attain the same results as other people obtain in practicing their moral autonomy. (ere there might be some !ifferences in the practical application of moral autonomy. This "in! of controversies i.e !isagreement are inevitable. 0ince e$ercising the moral autonomy is not as precise & clear cut as arithmetic Relations.ip 'et>een autonom- /aut.orit-. Illustration: Consi!er the relationship bet)een autonomy an! authority )ith reference to a classroom. 7n the classroom the teachers have authority over stu!ents. +uthorities of the teachers help in maintaining the !ignity an! !ecorum of aca!emic climate in an institutionE also in restoring the confi!ence an! respect bet)een teachers an! stu!ents. +s per the first point, there shoul! be the acceptance of authority by both the teachers an! stu!ents in or!er to con!uct the classes in or!erly )ays. &hen the authority is misuse!, conflicts may arise bet)een autonomy an! authority. +s per the secon! point, allo)ing open !iscussions bet)een teachers an! stu!ents can re!uce the unhealthy aca!emic atmosphere.

PROFESSIONS. The )or! profession means the act or fact of professing. 7t means, The occupation )hich one professes to be s"ille! in& to follo) + vocation in &hich professe! "no)le!ge of some branch of learning is use! in its application to the affairs of others, or in the practice of an art base! upon it. EN;INEERIN; IS ! PROFESSION ,. 8no>le&(e: very sophisticate! s"ills that can9t be mechaniBe!. 7t requires 6u!gment 1as to use appropriately the available materials, components, !evices etc to achieve! the specifie! pro!ucts3 & it requires !iscretion 1as "eeping the employers or clients9 intellectual property & business information confi!ential3 2. Or(ani7ation: each !iscipline )ithin engineering has a professional society such as 7###, etc. aspect of the public goo!. )elfare. 3. -ublic goo!% #ngineering serves an important To protect the public health, safety &