MODULE 2:

ENGINEERING ETHICS AND PROFESSIONALISM

Senses of Engineering Ethics - Variety of Moral Issues- Types of Inquiry, ­Moral Dilemmas -Moral
Autonomy - Kohlberg's Theory- Gilligan's Theory, ­Consensus and Controversy-profession and
Professionalism- Models of Professional Roles - Theories about Right Action - Self Interest -
Customs and Religion- Uses of Ethical Theories.
PROFESSION:

• A vocation that requires a high level of education and practical experience in the field.

PROFESSIONAL:
• A professional is a person who is paid to undertake a specialized set of tasks and to
complete them for a fee.
• The traditional professions were doctors, lawyers, clergymen and commissioned military
officers.
• Today, the term is applied to architects, accountants, educators, engineers, scientists, social
workers and many more…
• What’s a Computer Professional
• Education
• Accreditation
• Skills Development
• Certification
• Licensing
• Professional Development
• Code of Ethics
• Professional Society – ACM, IEI
 ENGINEERING ETHICS
• Engineering is the process of developing an efficient mechanism which quickens and
eases the work using limited resources, with the help of technology.
• Ethics are the principles accepted by the society, which also equate to the moral
standards of human beings.
• An engineer with ethics, can help the society in a better way.
• Hence the study of Engineering ethics, where such ethics are implemented in
engineering by the engineers, is necessary for the good of the society.
• Engineering Ethics is the study of decisions, policies and values that are morally
desirable in engineering practice and research.
ACCEPTING/GIVING GIFTS, MEALS, ETC.

• Find out policy when you start work with a company or agency
• Keep in mind that as a professional, you are an agent for the owner, state,
contractor, company, etc.
• Any indecency can cause the same damage as doing it.
• There is no such thing as a “free lunch”
AIM OF ALL ETHICAL DECISION MAKING -

happiness/ contentment/ fulfillment

• Lowest stage - decision making focuses on the individual;
• Intermediate stages – decision making guided by Codes, Rules and the Law
• Highest stage on all parties and over all time.
PROFESSIONAL ETHICS

• Who decides
• Standards adopted by professional community and established
companies
• IEEE, ACM, ISC, etc.
• May conflict with personal ethics
• Case studies used to set examples, standards
NATIONAL SOCIETY OF PROFESSIONAL ENGINEERS (NSPE)
GUIDELINES FOR ENGINEERS

• Engineers, in fulfillment of their professional duties, shall:

• Hold paramount the safety, health and welfare of the public.
• Perform services only in areas of their competence.
• Issue public statements only in an objective and truthful manner.
• Act for each employer or client as faithful agents or trustees.
• Avoid misleading acts.
• Conduct themselves honorably, responsibly, ethically, and lawfully so as
to enhance the honor, reputation, and usefulness of the profession.
CASE STUDIES
• Engineering ethics is often times best explained through the use of case
studies.
• Case studies allow examples of good and bad decision making in a real
world context.
CREDIT FOR ENGINEERING WORK

• Engineer A is designing a software as part of an public safety system.

• Engineer B is asked to help with the design and helps design critical
elements of the software.
• Engineer A enters the software design into a national competition and
wins, but fails to credit Engineer B for his/her part in the design.
CREDIT FOR ENGINEERING WORK

Question
Was it ethical for Engineer A to fail to give credit to Engineer B for
her/his part in the design?
PROBLEM SOLVING IN ENGINEERING ETHICS

State the
Problem

Get the Facts

Defend
Viewpoints

Formulate
Opinion

Qualify
Recommendation
STATE THE PROBLEM

• Clearly define exact nature of ethical problem or dilemma.

• Need to be clear so that we can anticipate the kind of solution that is
required.
• Want to provide an answer that is relevant to the interests at stake.
GET THE FACTS

• Want to make an informed decision.

• Must possess and understand the relevant facts.

• Must make clear any interpretations of factual matters or the

values that underlie conflicting moral viewpoints.
IDENTIFY & DEFEND COMPETING MORAL VIEWPOINTS

• Critically assess the strengths and weaknesses of competing moral

viewpoints.
• Begin by identifying what we believe to be the most convincing reason
for the course of action.
• We must be able to justify the course of action.
FORMULATE AN OPINION

• As engineers we do not have the luxury of postponing questions or

leaving a question unresolved.
• Decide which of the reasonable viewpoints is the most convincing.
• The committee approach (voting) is advantageous because the decision
is representative of the general public.
QUALIFY THE OPINIONS OR RECOMMENDATIONS

• Committees must qualify the recommendations they make by

describing the level of consensus that was received.

• Should include the voting distribution and any dissenting

opinions.
ENGINEERING ETHICS
Engineering Ethics is the activity and discipline aimed at
• Understanding the moral values that ought to guide engineering profession or
practice,
• Resolving moral issues in engineering, and Justifying the moral judgments in
engineering.
• It deals with set of moral problems and issues connected with engineering.
• Engineering ethics is defined by the codes and standards of conduct endorsed by
engineering (professional) societies with respect to the particular set of beliefs,
attitudes and habits displayed by the individual or group.
• Another important goal of engineering ethics is the discovery of the set of
justified moral principles of obligation, rights and ideals that ought to be
endorsed by the engineers and apply them to concrete situations.
ENGINEERING ETHICS
Scope
•The scope of engineering ethics is twofold:
1. Ethics of the workplace which
involves the co-workers and
employees in an organization.
2. Ethics related to the product or work which
involves the transportation, warehousing, and
use, besides the safety of the end product and
the environment outside the factory.
ENGINEERING ETHICS
Approach
• There are conventionally two approaches in the
study of ethics:
1.Micro-ethics which deals with decisions and
problems of individuals, professionals, and
companies.
2.Macro-ethics which deals with the societal problems
on a regional/national level.
For example, global issues, collective responsibilities
of groups such as professional societies and consumer.
SENSES OF ENGINEERING ETHICS
• There are two different senses (meanings) of engineering ethics, namely
the Normative and the Descriptive senses.
• The normative sense include:
(a) Knowing moral values, finding accurate solutions to moral problems and
justifying moral judgments in engineering practices,
(b) Study of decisions, policies, and values that are morally desirable in the
engineering practice and research, and
(c) Using codes of ethics and standards and applying them in their transactions by
engineers.
• The descriptive sense refers to what specific individual or group of
engineers believe and act, without justifying their beliefs or actions.
VARIETY OF MORAL ISSUES

• According to the Oxford dictionary, morality means principles

concerning right and wrong or good and bad behavior.
The word morality is concerned with:
1. What morally ought or ought not to be given in a situation
2. What is morally right or wrong in handling a situation
3. What is morally good or bad about the people, policies, and ideals
involved in it?
VARIETY OF MORAL ISSUES

• It would be relevant to know why and how do moral issues

(problems) arise in a profession or why do people behave
unethically?
• The reasons for people including the employer and
employees, behaving unethically may be classified into
three categories:
1. Resource Crunch
2. Opportunity
3. Attitude
REASONS FOR MORAL ISSUES

Poor attitude of the employees set in due to

 Low morale of the employees because of dissatisfaction and
downsizing,
 Absence of grievance redressal mechanism,
 Lack of promotion or career development policies or denied promotions,
 Lack of transparency,
 Absence of recognition and reward system, and
 Poor working environments.
 REASONS FOR MORAL ISSUES
• Double standards or behavior of the employers towards the employees and
the public. The unethical behaviors of World Com (in USA), Enron (in
USA as well as India) executives in 2002 resulted in bankruptcy for those
companies,
• Management projecting their own interests more than that of their
employees. Some organizations over-emphasize short-term gains and
results at the expense of themselves and others,
• Emphasis on results and gains at the expense of the employees, and
• Management by objectives, without focus on empowerment and
improvement of the infrastructure. This is best encountered by developing
policies that allow ‘conscience keepers’ and whistle blowers and appointing
ombudsman, who can work confidentially with people to solve the unethical
problems internally.
OVERCOMING MORAL ISSUES
• Giving ethics training for all.
• Recognizing ethical conduct in work place, including ethics in
performance appraisal.
• Encouraging open discussion on ethical issues
• Ethical standards must be set and adopted by the senior
management, with input from all personnel.
INQUIRIES
• The moral issues can be resolved by following an investigation
procedure, step by step in order to have a clear understanding
towards the issue.
• Judging the issues has to be followed by a systematic procedure
to avoid any flaws.
• Engineering ethics involves investigations into values, meanings
and facts.
TYPES OF INQUIRIES
The three types of inquiries, in solving ethical problems are:
• Normative Inquiry
• Conceptual Inquiry
• Factual or Descriptive Inquiry
TYPES OF INQUIRIES
Normative Inquiry
 It seeks to identify and justify the morally-desirable norms or standards that should
guide individuals and groups. It also has the theoretical goal of justifying particular
moral judgments.
 Normative questions are about what ought to be and what is good, based on moral
values.
 For example,
o When, if ever, should engineers be expected to blow whistle on dangerous
practices of their employers?
o When and why is the government justified in interfering with the organizations?
o What are the reasons on which the engineers show their obligations to their
employers, clients or public
TYPES OF INQUIRIES
Conceptual Inquiry
• It is directed to clarify the meaning of concepts or ideas or principles
that are expressed by words or by questions and statements.
• For example,
o What is meant by safety?
o How is it related to risk?
o What is a bribe?
o What is a profession?
• When moral concepts are discussed, normative and conceptual issues are
closely interconnected.
TYPES OF INQUIRIES
Factual or Descriptive Inquiry
• It is aimed to obtain facts needed for understanding and resolving value issues.
• Researchers conduct factual inquiries using mathematical or statistical techniques.
• The inquiry provide important information on business realities, engineering practice,
and the effectiveness of professional societies in fostering moral conduct.
• For example,
o How were the benefits assessed?
o What are procedures followed in risk assessment?
o What are short-term and long-term effects of drinking water being polluted?
o Who conducted the tests on materials?
MORAL DILEMMAS
• At times, the situations occur where one cannot make immediate decisions as the moral
reasons come into conflict.
• The moral reasons can be rights, duties, goods or obligations, which make the decision
making complex.
• These situations do not mean that things had gone wrong, but they only indicate the
presence of moral complexity.

A person promised to meet a friend and dine, but he has to help his
uncle who is involved in an accident — one has to fix the priority.
REASONS FOR MORAL DILEMMAS

The problem of conflicting

The problem of vagueness Disagreement
reasons

This refers to the condition

where the doubt lies in When you know about the
whether the action refers to solutions you have, the There may be two or
good or bad. making of better choice more solutions and
among the ones you have, none of them mandatory.
This is just like having a will be the internal
thought that following the conflict.
rules is mandatory.
This sometimes includes the Fixing the priorities These solutions may be
unwritten rules like being depends upon the better or worse in some
loyal, having respect, knowledge and the moral respects but not in all
maintaining confidentiality, values one has. aspects.
etc.
STEPS IN FACING MORAL DILEMMAS

• Whenever a person is faced with a moral dilemma, the issue is to be solved with a stepwise
approach as this will generate a better output.

Identificatio Final
Ranking Inquiries Discussions
n Solution
SOLVING MORAL DILEMMAS
Identification
• The issue has to be thoroughly understood.
• The duties and the responsibilities of the persons involved are to be clearly known.
• The moral factors related to the issue are to be understood.
• The conflicting responsibilities, the competing rights and the clashing ideas
involved are to be identified.
SOLVING MORAL DILEMMAS
Ranking
• The considerations in the issue are to be listed down.
• Then they have to be ranked according to the priorities.
• The moral aspect has to be considered to rank the issues.
• The advantages of a single person should never be given any importance unless
any moral reason is there behind it.
• No partiality is allowed.
SOLVING MORAL DILEMMAS
Inquiries
• Generate alternate courses of action to resolve the dilemma.
• Write down the main options and sub-options as a matrix or decision tree to
ensure that all options are included.
SOLVING MORAL DILEMMAS
Discussions

• Discuss with colleagues and obtain their perspectives, priorities, and suggestions on
various alternatives.
• The complete analysis of a problem gives chances to different viewpoints,
perspectives and opinions from which a better solution can be drawn.
SOLVING MORAL DILEMMAS
Final Solution

• After analyzing different perspectives and considering the facts and reasons on the
basis of truths and understanding the flaws which lead to the issue, a final solution
has to be drawn out.
• This solution will add value to the whole analysis, in all aspects.
MORAL AUTONOMY
• ‘Autonomy’ is acting independently without the influence or distortion of others.
• Moral Autonomy is concerned with independent attitude of a person related to
moral/ethical issues.
• The moral autonomy relates to the individual ideas whether right or wrong conduct
which is independent of ethical issues.
• Moral autonomy may also be defined as a skill and habit of thinking sensibly about
the ethical issues.
MORAL AUTONOMY – SKILLS
• Proficiency in recognizing moral problems in engineering and ability to distinguish
as well as relate them to problems in law, economics, and religion,
• Skill in comprehending, clarifying, and critically-assessing arguments on different
aspects of moral issues,
• Ability to form consistent and comprehensive view points based on facts,
• Awareness of alternate responses to the issues and creative solutions for practical
difficulties,
• Sensitivity to genuine difficulties and subtleties, including willingness to undergo
and tolerate some uncertainty while making decisions,
• Using rational dialogue in resolving moral conflicts and developing tolerance of
different perspectives among morally reasonable people.
• Maintaining moral integrity.
MORAL DEVELOPMENT AND REASONING
• Moral reasoning is a study in psychology that overlaps with moral philosophy.
• People can make moral decisions about what is right and wrong; this makes morality
fundamental to the human conditions.
• Moral reasoning, is a part of morality that occurs both within and between individuals.

THEORIES ON MORAL DEVELOPMENTS

1. Lawrence Kohlberg Theory
2. Carol Gilligan Theory
KOHLBERG’S THEORY

• Lawrence Kohlberg was a professor at Harvard University

during the early 1970s.
• Kohlberg proposed that people progress in moral reasoning
based on their ethical behavior.
• He postulated this theory based on the thinking of younger
children throughout their growing period as adults.
• He conveyed that younger children make judgment based
on the consequences that might occur and the older
children make judgment based on their intuitions.
KOHLBERG’S THEORY

• There are six stages of moral development which are further classified
into three levels.
KOHLBERG’S THEORY - LEVELS

Pre-conventional Level
• Pre-conventional Level is understood as the first level of moral thinking, which is
generally found at Elementary school level.
• The thinker at this stage tends to think and behave based on the direct consequences
that might occur.
KOHLBERG’S THEORY - LEVELS
Pre-conventional Level
Avoid Punishments
• A thinker at this stage generally thinks and believes that the judgment are to be made as per the
socially acceptable norms as they are said so by some higher official (a teacher or a parent).
• This is a child-like obedience, in order to avoid punishments.
• These thoughts are based on the idea that the character should not disobey the law or rules.
Self–interest
• A thinker at this stage, shows interest in making decisions according to the rewards they get in
exchange.
• This second stage is characterized by a view that right behavior means acting in one's own best
interests.
• In this stage, they tend to follow the rules of authority because they believe that this is necessary
to ensure positive relationships and societal order.
KOHLBERG’S THEORY - LEVELS

Conventional Level
• This can be understood as the second level of moral thinking, which is generally
found at the primary and high school level.
• The thinker at this stage tends to think and behave based on the want to please
others.
KOHLBERG’S THEORY - LEVELS
Conventional Level
Getting people to like them
• At this stage, the ideas of the society are considered.
• This level can be that where the protagonist behaves on account of the moral grounds which people
decide for decision making.
• This decision may or may not support the law.
• Whatever the result is, the thinking process is based on how to impress others or society and on
how to please the people around.
Maintain functioning in society
• A thinker at this stage, considers to follow the rules for the good of the society.
• The moral grounds on how people in the society will consider the job done will be the priority,
because the thinker believes that a social order is maintained by abiding by the rules.
KOHLBERG’S THEORY - LEVELS
Post-Conventional Level
• This third level of Moral thinking is generally found after the high school level.
• The thinker at this stage tends to think and behave based on a sense of justice.
KOHLBERG’S THEORY - LEVELS
Post-Conventional Level
Reject rigidity of laws
• In this level, the thinker uses his moral thinking skills at a commendable pace.
• He starts to feel for the protagonist based on moral grounds.
• He also might have an opinion that the rules have to be changed according to humanitarian
values.
• The thinker rejects the rigidity of the existing laws and rules at this stage.
Sense of justice
• This is the pinnacle stage of Moral development where the thinker feels a sense of justice
for the protagonist.
• The thinker has great moral values that he keeps himself free from the external factors that
53
KOHLBERG’S THEORY - EXAMPLE
Heinz’s Dilemma
A story of a middle-aged ordinary middle-class man, called Heinz is considered as an example. Heinz is
an ordinary man having a wife. His wife suffers from a dreadful disease. Doctors believe that a special
drug which was invented recently and is available at the BIG pharma store, can only save his wife.

When Heinz went to buy the drug, the drug-seller costed it around $2,000 dollars, while the actual
manufacturing cost of the drug is $20 dollars. Heinz borrowed the money from friends and lenders and
could finally collect only $1,000 dollars. Though Heinz pleaded a lot, the greedy drug-seller refused to
sell the drug at low cost.

Now, Heinz had no other option but to steal the drug from the shop to save the life of his wife. Is this a
better option to do? What is your judgment?

https://forms.gle/VGzcazdeKEytBx2u8
KOHLBERG’S THEORY - LEVELS
Heinz’s Dilemma
1. Heinz should not steal the drug because it is the disobedience of law.

2. Heinz can steal the drug, but should be punished by the law.

3. Heinz can steal the drug and no law should punish him.
KOHLBERG’S THEORY - LEVELS
Heinz’s Dilemma
1. Heinz should not steal the drug because it is the disobedience of law.
This decision makes it impossible for Heinz to save his wife. His wife dies and the rich drug-seller
becomes richer. Though the law was obeyed, no moral justice was done. This is a pre-conventional level
of moral thinking.

2. Heinz can steal the drug, but should be punished by the law.
This decision helps Heinz save his wife, but Heinz will be kept in prison. Though Heinz took a moral
decision, he had to undergo the punishment. This is a Conventional level of moral thinking.

3. Heinz can steal the drug and no law should punish him.
This decision lets Heinz save his wife and both of them can live happily. This thinking is based on the
thought that the rigidity in law should be rejected and justice should be done on moral grounds. This is a
post-conventional level of moral thinking.
GILLIGAN’S THEORY
• Carol Gilligan, a psychological theorist was born on Nov 28, 1936
in the New York city.
• Gilligan was a research assistant for Lawrence Kohlberg, but she
eventually became independent and criticized some of his theories.
• This is an advancement of Kohlberg’s theory.
• It had been observed that Kohlberg’s theory was proposed based on
the moral thinking of privileged white men and boys.
• Hence this theory was popularized by taking both male and female
thinking capabilities into account.
GILLIGAN’S THEORY

• Though the names of the stages are the same, the stages differ in this method.
• The moral development in Gilligan’s theory are based on pro-social behaviors such as
Altruism, caring and helping and the traits such as honesty, fairness and respect.
GILLIGAN’S THEORY
• Pre-conventional Level
o A person in this stage cares for oneself to ensure survival.
o Though the person’s attitude is selfish, this is the transition phase, where the person
finds the connection between oneself and others.
• Conventional Level
o In this stage, the person feels responsible and shows care towards other people.
o Carol Gilligan believes that this moral thinking can be identified in the role of a
mother and a wife. This sometimes leads to the ignorance of the self.
• Post-conventional Level
o This is the stage, where the principle of care for self as well as others, is accepted.
o However, a section of people may never reach this level.
GILLIGAN’S THEORY

• According to the Carol Gilligan’s theory of moral development, changes

occur due to the change of self rather than the critical thinking.
• It was stated that the post-conventional level of Kohlberg is not attained
by women.
• But Carol Gilligan researched and found that the post-conventional level
of thinking is not being easy for women to go through because
they care for the relationships.
GILLIGAN’S THEORY
Levels of Thinking
• Carol Gilligan states that the post-
conventional level of moral thinking can be
dealt based on the two types of thinking.
• Gilligan’s theory is based on the two main
ideas, the care-based morality (usually
found in women) and the justice-based
morality (usually found in men).
GILLIGAN’S THEORY
Care-based Morality

• Care-based morality is the kind of thinking found in women.

• This is based on the following principles.
o More emphasis is given to inter-connected relationships and universality.
o Acting justly focuses on avoidance of violence.
o Women with this are usually interested in helping others.
o More common in girls because of their connections to their mothers.
o Because girls remain connected to their mothers, they are less inclined to worry
about issues of fairness.
GILLIGAN’S THEORY
Justice-based Morality
• Justice-based morality is the kind of thinking found in men.
• This is based on the following principles.
o They view the world as being composed of autonomous individuals who interact with
one another.
o Acting justly means avoiding inequality.
o Individuals with this are usually interested in protecting individuality.
o Thought to be more common among boys because of their need to differentiate
between themselves and their mothers.
o Because they are separated from their mothers, boys become more concerned with the
concept of inequality.
EXAMPLE OF GILLIGAN’S THEORY

In order to understand Gilligan’s theory, a popular example is usually considered. A

group of moles give shelter to a porcupine. But they are being continuously stabbed by
the porcupine’s quills. Now, what should they do?
EXAMPLE OF GILLIGAN’S THEORY

• The Pre-conventional level of thinking states that to think for the good of oneself,
either the moles or the porcupine only can live there. The other has to leave the place.
• According to the Conventional level of thinking, which brings a transition, from self
to the good of others and which might even lead to sacrifice, either the moles or the
porcupine has to sacrifice and again this leads to a stage where only moles or the
porcupine can live in the burrow.
• According to the Post-conventional level of thinking, which states that the good of
both the parties has to be considered, both the moles and the porcupine come to an
agreement that both will have separate places in the same burrow, where they limit to
behave themselves and will not cause any trouble to other. This helps both of them to
live in the same place with peace.
EXAMPLE OF GILLIGAN’S THEORY

• The researchers found that the solution to this scenario is different with different
individuals; gender also plays an important role. The thinkers were observed viewing
the problem in two different perspectives, the care-based and the justice-based.
• In a Justice-based perspective, the solution to the problem is viewed as a conflict
between two individual groups. Only one of them can have the property. Either moles
or the porcupine will get the place in the burrow. Hence the solution to the dilemma, is
not a resolution of the conflict, it is a verdict.
EXAMPLE OF GILLIGAN’S THEORY

• In a Care-based perspective, the approach differs. The problem is viewed as a difficult

situation faced by both the parties together, rather than a fight between both of them.
Hence the solution is sought in a way around the problem or to remove the problem
completely. The solution may sound compromising but not damaging. The relationship
will still be the same, after the resolution.
• Researchers found that Justice-based perspective is pre-dominant among males while
Care-based prospective is among females.
CONSENSUS AND CONTROVERSY

• The moral judgment may lead to conflicts if they are not delivered properly without
hurting the feelings of the persons involved.
• There are two stages after the judgement.
• Consensus
o This is that state where people come into agreement with the judgement given by getting
convinced with the moral reasons.
o This will leave the persons with a feel that justice has been done, the verdict may favor any
party.
• Controversy
o This is that state where the persons involved in an issue are not satisfied by the verdict and
might feel that it was decided on partial interests.
o This will leave the people with a sense of dissatisfaction that justice was not done, which
might lead to another conflict.
PROFESSION

• Profession means a job or an occupation, that helps a person earn his

living. The main criteria of a profession involves the following.
• Advanced expertise − The criteria of a profession is to have sound
knowledge in both technical aspects and liberal arts as well. In general,
continuing education and updating knowledge are also important.
• Self-regulation − An organization that provides a profession, plays a major
role in setting standards for the admission to the profession, drafting codes
of ethics, enforcing the standards of conduct and representing the
profession before the public and the government.
• Public good − Any occupation serves some public good by maintaining
high ethical standards throughout a profession. This is a part of
professional ethics where each occupation is intended to serve for the
welfare of the public, directly or indirectly to a certain extent.
 PROFESSIONALS

• A person who is paid for getting involved in a particular profession in order to earn a living as well
as to satisfy the laws of that profession can be understood as a Professional. The definition of a
professional is given differently by different experts in the field. Let us see the following definitions
−
• “Professionals have to meet the expectations of clients and employers. Professional restrains are to
be imposed by only laws and government regulations and not by personal conscience.” − Samuel
Florman
• “Engineers are professionals when they attain standards of achievement in education, job
performance or creativity in engineering and accept the most basic moral responsibilities to the
public as well as employers, clients, colleagues and subordinates.” - Mike martin and Ronald
Schinzinger
MODELS OF PROFESSIONAL ENGINEERS
• An engineer who is a professional, has some tasks to perform by which he acts as any of the following,
which can be termed as Models of Professional Engineers.
• Savior − A person who saves someone or something from any danger is called a Savior. An engineer
who saves a group of people or a company from a technical danger can also be called a Savior. The
Y2K problem that created problems for computers and computer networks around the world was solved
by engineers who were the saviors.
• Guardian − A person who knows the direction towards a better future is known to be the Guardian for
the same. An engineer who knows the direction in which there is scope for the technology to develop
can also be called a Guardian. This engineer provides the organization with innovative ideas for
technological development.
• Bureaucratic Servant − A person who is loyal and can solve problems when they occur using his own
skills, is a Bureaucratic servant. An engineer who can be a loyal person to the organization and also the
one who solves the technical problems the company encounters, using his special skills can be termed as
a Bureaucratic servant. The company relies on his decision-making capability for the future growth.
MODELS OF PROFESSIONAL ENGINEERS

• Social Servant − A person who works for the benefit of the society without any selfish interest and does
not work on any business grounds, is called a Social servant. An engineer who receives a task as part of
the government’s concern for the society considering the directives laid by the society and accomplishes
the assigned tasks can be termed as a Social Servant. He knows what the society needs.
• Social Enabler or Catalyst − A person who makes the society understand its welfare and works towards
the benefits of the people in it, is a Social Enabler. An engineer who plays a vital role in a company and
helps company along with society to understand their needs and supports their decisions in work can be
termed as a Social Enabler or Catalyst. This person quickens the procedure and helps maintain good
environment in the company.
• Game Player − A person who plays a game according to the rules given is a Game player in general. An
engineer who acts as neither a servant nor a master, but provides his services and plans his works
according to the economic game rules in a given time, can be termed as a Game player. He is smart
enough to handle the economic conditions of the company.
PROFESSIONALISM

• Professionalism covers comprehensively all areas of practice of a particular profession.

It requires skills and responsibilities involved in engineering profession.
Professionalism implies a certain set of attitudes.
• The art of Professionalism can be understood as the practice of doing the right thing,
regardless of how others feels.
• Professionals make a profession of the specific kind of activity and conduct to which
they commit themselves and to which they can be expected to conform.
• Virtues are desirable ways of relating to other individuals, groups and organizations.
Virtues involve motives, attitudes and emotions.
• According to Aristotle, virtues are the “acquired habits that enable us to engage
effectively in rational activities that defines us as human beings.”
PROFESSIONALISM- PROFESSIONAL IDEALS AND VIRTUES

• The virtues represent excellence in core moral behavior.

• The essentials for any professional to excel in the profession are behavior, skills and
knowledge.
• The moral ideals specify the virtue, i.e., the desirable character traits that talk a lot
about the motives, attitude and emotions of an individual.
o Public spirited virtues
o Proficiency virtues
o Team work virtues
o Self-governance virtues

• The virtues mentioned above show the professional responsibility of an individual.

Hence, the professionalism that comes in with these virtues is called Responsible
Professionalism.
PROFESSIONALISM- PROFESSIONAL IDEALS AND VIRTUES

Public-spirited Virtues
• An engineer should focus on the good for the clients and the public at large, which means no harm
should be done intentionally.
• The code of professional conduct in the field of engineering includes avoiding harm and protecting,
as well promoting the public safety, health and welfare.
Proficiency Virtues
• These refer to the virtues followed in the profession according to the talent and intellect of an
engineer.
• The moral values that include this virtue are competence and diligence.
• The competence is being successful in the job being done and the diligence is taking care and
having alertness to dangers in the job.
• Creativity should also be present in accomplishing the assigned task.
 PROFESSIONALISM- PROFESSIONAL IDEALS AND VIRTUES

Teamwork Virtues
• Teamwork virtues represent the coordination among team members which means working
successfully with other professionals.
• These include cooperative nature along with loyalty and respect towards their organization, which
makes the engineers motivate the team professionals to work towards their valuable goals.

Self-governance Virtues
• These virtues are concerned with moral responsibilities which represent integrity and self-respect
of the person.
• The integrity actually means the moral integrity which refers to the actions, attitude and
emotions of the person concerned during his professional period.
• The self-governance virtues center on commitment, courage, self-discipline, perseverance, self-
respect and integrity.
THEORIES ABOUT RIGHT ACTION (ETHICAL THEORIES)

• An engineer with ethics is a person who is expected to possess the moral integrity with
rich ethical values.
• The ethics are mainly divided into two categories depending upon the morality of
humanity. They are
1. Consequential Ethics
• The Consequential ethics are values the outcome of which determine the morality
behind a particular action. E.g. A lie which saves a life, comes under this.
2. Non-consequential Ethics
• The non-consequential ethics are values followed where the source of morality comes
from the standard values.
• The moral law which states that a lie is a lie, and shouldn’t be done, though it ends in a
good deed can be taken as an example of non-consequential ethics.
THEORIES ABOUT RIGHT ACTION (ETHICAL THEORIES)

The ethical theories are useful in many respects.

1. In understanding moral dilemma. They provide clarity, consistency, systematic and
comprehensive understanding.
2. It provides helpful practical guidance in moral issues towards the solution.
3. Justifying professional obligations and decisions, and
4. In relating ordinary and professional morality.
ETHICAL THEORIES/APPROACHES
• Several ethical theories have been developed over different times, each of them
stressing certain ethical principles or features.

1. Utilitarian
Ethical Theories Theory
2. Duty Ethics

3. Rights Theory

4. The Virtue Theory

5. Self-realisation

6. Justice (Fairness) Theory

1. UTILITARIAN THEORY

• The term Utilitarianism was conceived in the 19th century by Jeremy Bentham and
John Stuart Mill to help legislators determine which laws were morally best.
• They suggested that the standard of right conduct is maximization of good
consequences.
• Good consequences mean either ‘utilities’ or the ‘balance of good over evil’.
• This approach weighs the costs and benefits. Right actions are the ones that produce
the greatest satisfaction on the preferences of the affected persons.
• In analyzing an issue in this approach, we have to:
(a) Identify the various courses of action available to us.
(b) Ask who will be affected by each action and what benefits or harms will be derived
from each.
(c) Choose the action that will produce the greatest benefits and the least harm. The
ethical action is the one that provides the greatest good for the greatest number.
 The ACT UTILITARIAN theory proposed by J.S. Mill (1806-73) focuses on actions,
rather than on general rules. An action is right, if it generates the most overall good
for the most people involved.
 The RULE UTILITARIAN theory, developed by Richard Brandt (1910-97), stressed
on the rules, such as ‘do not steal’, ‘do no harm others’, ‘do not bribe’, as of primary
importance.
 He suggested that individual actions are right when they are required by set of rules
which maximizes the public good.
 The act utilitarian theory permitted a few immoral actions. Hence, there was need to
develop rule utilitarian theory to establish morality and justice, in the transactions.
• For example, stealing an old computer from the employer will benefit the employee more
than the loss to the employer. As per Act, utilitarian this action is right. But rule utilitarian
observes this as wrong, because the employee should act as ‘faithful agent or trustee of the
employees’.
2. DUTY ETHICS
• The duty-based ethical theory was first proposed by Immanuel Kant.
• According to this theory, every person has a duty to follow which is accepted
universally, with no exceptions.
• Kant observed that everyone is bound to follow some moral laws.
There are four virtues that come under this law
 Prudence > Every individual has duties which should be done without any exception.
 Temperance > The temptations that might lead to the violation of duties and ethics
have to be restrained
 Fortitude > Sense of having tolerance
 Justice > Truth and fairness
2. DUTY ETHICS
• Duty ethics theory, as introduced by John Rawl, gave importance to the
actions that would be voluntarily agreed upon by all persons concerned,
assuming impartiality.
• His view emphasized the autonomy each person exercises in forming
agreements with other rational people.
• Rawl proposed two basic moral principles;
• Each person is entitled to extensive authority well-matched to others.
• Differences in social power and economic benefits are justified only when they are
likely to benefit every one, including members of the most disadvantaged groups.
2. DUTY ETHICS

• C.W.D. Ross, the British philosopher introduced the term prima facie duties, which
means duties might have justified exceptions.
• Ross assumed that the prima facie duties are intuitively obvious (self-evident), while
fixing priorities among duties.
• The principles such as ‘Do not kill’ and ‘protect innocent life’ involve high respect for
persons than other principles such as, ‘Do not lie’ (less harmful).
1. Fidelity : duty to keep promises.
2. Reparation : duty to compensate others when we harm them.
3. Gratitude : duty to thank those who help us.
4. Justice : duty to recognize merit.
5. Beneficence : duty to recognize inequality and improve the condition of others.
6. Self-improvement : duty to improve virtue and intelligence.
7. Non-malfeasance : duty not to injure others.
3. RIGHTS THEORY

 This theory was proposed by John Locke.

 According to this theory, the solution to a problem is by realizing that every person has a right
to live.
 Live and let live is the philosophy behind this theory.
 Rights ethics is distinctive in that it makes human rights the ultimate appeal
 The human rights of a person towards life, health, liberty, possession, etc. are taken care of
under this theory.
Human Rights
1. Rights are natural in so far as they are not invented or created by government.
2. They are universal, as they do not change from country to country.
3. They are equal since the rights are the same for all people, irrespective of caste, race, creed or
sex.
4. They are inalienable i.e., one cannot hand over his rights to another person such as selling
oneself to slavery.
3. RIGHTS THEORY

Economic rights:
• In the free-market economy, the very purpose of the existence of the manufacturer, the
sellers and the service providers is to serve the consumer.
• The consumer is eligible to exercise some rights.
• The consumers’ six basic rights are:
1. Right to Information
2. Right to Safety
3. Right to Choice
4. Right to be Heard
5. Right to Redressal
6. Right to Consumer Education
4. THE VIRTUE THEORY-GOLDEN MEAN
• This theory emphasizes on the character rather than the rights or duties.
• The character is the pattern of virtues (morally-desirable features).
• The Golden Mean Theory advocated by Aristotle, stressed on the inclination to act at proper balance
between extremes of conduct, emotion, desire, attitudes to find the golden mean between the extremes
of ‘excess’ or ‘deficiency’.
• Example
4. THE VIRTUE THEORY

• Virtue Theory proposed by Mac Intyre, highlighted on the actions aimed at achieving
common good and social (internal) good such as social justice, promotion of health,
creation of useful and safe technological products and services.
• Five types of virtues that constitute responsible professionalism, namely,
1. Public-spirited virtues,
2. Proficiency virtues,
3. Team-work virtues,
4. Self-governance virtues,
5. Cardinal virtues
5. SELF-REALISATION ETHICS

• Right action consists in seeking self-fulfillment.

• In one version of this theory, the self to be realized is defined by caring relationships
with other individuals and society.
• In another version called ethical egoism, the right action consists in always promoting
what is good for oneself. No caring and society relationships are assumed.
6. JUSTICE (FAIRNESS) THEORY

• The justice or fairness approach is based on the teachings of the ancient Greek
philosopher Aristotle, who said that “equals should be treated equally and unequals
unequally.”
• The basic moral question in this approach is: How fair is an action? Does it treat
everyone in the same way, or does it show favoritism and discrimination?
• Issues create controversies simply because we do not bother to check the fairness or
justice.
• Favoritism gives benefits to some people without a justifiable reason for singling them
out; discrimination imposes burdens on people who are no different from those on
whom burdens are not imposed.
• Both favoritism and discrimination are unjust and wrong.
APPROACHES
SELF-INTEREST
• Self-interest is being good and acceptable to oneself.
• It is pursuing what is good for oneself.
• It is very ethical to possess self-interest.
• As per utilitarian theory, this interest should provide for the respect of others also.
• Duty ethics recognizes this aspect as duties to ourselves, then only one can
help others.
• Right ethicist stresses our rights to pursue our own good.
• Virtue ethics also accepts the importance of self-Interest as link to social
practices
APPROACHES

RELIGIONS

• Religions have played major roles in shaping moral views and moral values, over
geographical regions.
• There is a strong psychological link between the moral and religious beliefs of people
following various religions and faiths.
• Religions support moral responsibility and they have set high moral standards.
• Faith in the religions provides trust and this trust inspires people to be moral.
• The religions insist on tolerance and moral concern for others.
APPROACHES
CUSTOMS

Ethical Pluralism
• Various cultures in our mixed society lead to tolerance for various customs, beliefs, and outlooks.
Similarly ethical pluralism also exists.
• Although many moral attitudes appear to be reasonable, the balanced and morally concerned
people cannot fully accept any one of the moral perspectives.
• There are many varied moral values, which allow variation in the understanding and application of
values by the individuals or groups in their everyday transactions.
• It means that even reasonable people will not agree on all moral issues and professional ethics.
Ethical Relativism
• According to this principle, actions are considered morally right when approved by law or custom,
and wrong when they violate the laws or customs.
• The deciding factor is the law or the customs of the society.
THEORIES ABOUT RIGHT ACTION (USES)

The ethical theories are useful in many respects.

1. In understanding moral dilemma. They provide clarity, consistency, systematic and
comprehensive understanding.
2. It provides helpful practical guidance in moral issues towards the solution.
3. Justifying professional obligations and decisions, and
4. In relating ordinary and professional morality.
THANK YOU