01 HSIR 14

PROFESSIONAL ETHICS

[Link]. - V Semester
Mechanical Engineering

NIT TRICHY
1
 Topics to be covered
• Syllabus Key Topics
• Faculty Intro
• Student Data Card – Blank
• Text Book
• Syllabus
• One / Other view
• Habit 1
• Subject Intro : Scope / Theme
Definition and Concepts
• Why study Engineering Ethics?
• Professions and Professionals
• How to study a Descriptive Subject?
• Three in a Bus Stop Video - Out of Box / Out of Syllabus
• Saving Citycorp Tower
• Key Concepts
• How to Study (SQ3R) 2
 HSIR 14 Syllabus Topics
Courtesy : Dr. T. Suthakar
1. Scope and Aims 2. Moral Reasoning and Ethical 3. Engineering as Social
Theories Experimentation
1. What is Engineering Ethics 1. Professional Ideals and Virtues 1. Engineering as Experimentation
2. Why Study Engineering Ethics 2. Theories about right action 2. Engineers as responsible
3. Professions and Professionalism 3. Self interest Experimenters
4. Customs / Religion 3. The Challenger case
5. Uses of Ethical Theories 4. Code of Ethics
5. A Balanced Outlook on Law
4. Responsibility to Safety 5. Responsibility to Employers
1. Safety and Risk Text Book, Ethics in 1. Collegiality and Loyalty
2. Assessment of Safety and Risk Engineering 2. Respect for Authority
3. Risk Benefit Analysis and by 3. Collective Bargaining
Reducing Risk Qin Zhu, Mike W. Martin 4. Confidentiality
4. Three mile Island, Chernobyl & 5. Conflicts of Interest
and Safe Exits Roland Schinzinger 6. Occupational Crime
5e McGrawHill
6. Rights of Engineers 7. Global Issues 8. Engineers as Managers,
Consultants and Leaders
1. Professional Rights 1. International Corporation 1. Consulting Engineers
2. Whistle Blowing 2. Environmental Ethics 2. Engineers as Expert Witnesses
3. The Bart case 3. Computer Ethics and Advisers
4. Employee Rights 4. Weapons Development 3. Molal Leadership
5. Discrimination 4. Concluding remarks
 Faculty Intro
Name : Baliah R.S.
Age : 78 yrs (young)
Roll no : nil
Town / State / Country
: Trichy/Tamil Nadu/India
Mob : 9042050491
Occupation of
Father : [Link] Govt.
Official 4
What would you like to be in life?
Someone a little useful to those
around
Your talents (what are you good at) :
Trying to be a Good Teacher
Your interests :
Improving ‘Teaching/ Learning
Effectiveness’
Sharing / Passing on Human values
Your passions (ex. reading, music, cooking
etc.):
Basic fitness
Learning (though slowly) 5
Education
B E (Mech. Engg.) – 1968
CIT, Coimbatore, TN
M Sc Engg. (Foundry Sc.) by research –
1972 - IISc, Bangalore

Experience
Research : 6 yrs
Industrial : 25 yrs
UG Teaching : 16+ yrs

6
Tech. Asst. – 1970-1974
Foundry Lab. – Mech. Engg. IISc,
Bengaluru

Development Engineer/Asst. Manager

– 1974-1981 – Aluminium Foundry,
India Pistons Ltd., Chennai

Foundry / Works / General Manager –

1981-1984 – TAFCO – Hosur, TN

Works Manager – 1984-1999 – Worth

Industries, Trichy, TN 7
Development Manager – 1999 – 2000 –
SAMCO – Kaniyambadi, Vellore, TN

Asst. Prof. / Prof – 2000-2006 –

Sudharsan Engg. College,
Sathyamangalam, Pudukkottai, TN

Professor – 2006-2016 – Saranathan

College of Engineering, Trichy – 13

Guest Faculty – Odd Sem. 2023-2024

NIT Trichy
8
Name _____________________ Passport size Photo

Roll no ___________________

Home Town / State / Country

_______________________________________
_______________________________________
Mob no _______________________________
email id _______________________________
Occupation of
Father :
Mother : 9
What would you like to be in life?

Your talents (what are you good at) :

Your interests :

Your passions (ex. reading, music, cooking

etc.):

10
 University of California, Irvine

ETHICS IN ENGINEERING
Fifth Edn (317 pages)
Qin Zhu
Assistant Professor of Humanities,
Arts & Social Sciences Colorado School of Mines

Mike W. Martin
Professor of Philosophy
Chapman University

Roland Schinzinger
Professor Emeritus of Electrical Engineering
 Link to download textbook softcopy
FIFTH EDITION (317 pages)

[Link]
qdownload/ise-ethics-in-
engineering-5nbsped-
1265254907-
[Link]
 We will use
Mike Martin –
3 authors 5e -
 Syllabus

You may download from

NITT Net

16
HSIR 14 PROFESSIONAL ETHICS

One View

Most Exiting
Very Practical
Helps to learn :
How to work in a team :
(where diverse views are held/shared)

Useful Throughout Professional life

17
HSIR 14 PROFESSIONAL ETHICS
Another View Our Options
Very Dry How to make it interesting
Descriptive How to master learning a
Philosophical descriptive/Philosophical
subject

Obviously basic immediate interest:

To work systematically / periodically and get a

good grade 18
19
N QB
01 F
7 Habits – Habit 1

[Link]. - V Semester
Mechanical Engineering
NIT TRICHY
20
All have habits.
Some habits are good.
Some are neither good or
bad.

Some habits are bad

but
habits can be
changed. 21
 Habit 1

Be
Proactive 22
 Freedom
Stimulus to Response
Choose

Self
Independent
Response Will

Imagination Conscience23
 Proactive
(Reactive people are affected
by their physical environment.
Weather is good they feel
good.)
Proactive people carry their
own weather with them. Rain
or sunshine makes no
difference. They are value
driven. Their value is to
produce good quality work. 24
Proactive people :

Know they are incharge

Know they are the

creators
25
Proactive - Reactive
behaviour is often
expressed in
attitudes – thoughts
and “language”
used.
26
Language need not be
verbal.
Can be dominant in
one’s mind and
thoughts.
“ Sound of Silence”
A few examples ... 27
Reactive Language Proactive Language
There’s nothing I can Let’s look at our
do alternatives
That’s just the way I I can choose a different
am approach
He makes me so mad I control my own feelings
They won’t allow that I can create an effective
presentation
I have to do that I will choose an
appropriate response
I can’t I choose
I must I prefer
28
If only I will
In conclusion
Habit 1
Be Proactive
You are in-
charge 29
 HSIR 14 Syllabus Topics
Courtesy : Dr. T. Suthakar
1. Scope and Aims 2. Moral Reasoning and Ethical 3. Engineering as Social
Theories Experimentation
1. What is Engineering Ethics 1. Professional Ideals and Virtues 1. Engineering as Experimentation
2. Why Study Engineering Ethics 2. Theories about right action 2. Engineers as responsible
3. Professions and Professionalism 3. Self interest Experimenters
4. Customs / Religion 3. The Challenger case
5. Uses of Ethical Theories 4. Code of Ethics
5. A Balanced Outlook on Law
4. Responsibility to Safety 5. Responsibility to Employers
1. Safety and Risk Text Book, Ethics in 1. Collegiality and Loyalty
2. Assessment of Safety and Risk Engineering 2. Respect for Authority
3. Risk Benefit Analysis and by 3. Collective Bargaining
Reducing Risk Qin Zhu, Mike W. Martin 4. Confidentiality
4. Three mile Island, Chernobyl & 5. Conflicts of Interest
and Safe Exits Roland Schinzinger 6. Occupational Crime
5e McGrawHill
6. Rights of Engineers 7. Global Issues 8. Engineers as Managers,
Consultants and Leaders
1. Professional Rights 1. International Corporation 1. Consulting Engineers
2. Whistle Blowing 2. Environmental Ethics 2. Engineers as Expert Witnesses
3. The Bart case 3. Computer Ethics and Advisers
4. Employee Rights 4. Weapons Development 3. Molal Leadership
5. Discrimination 4. Concluding remarks
 1. Scope and Aims

1. What is Engineering Ethics

2. Why Study Engineering
Ethics
3. Professions and
Professionalism
 Scope of
Engineering Ethics

Overview of
32
 Engineering integrates
science and math to solve
practical problems. It spans
various disciplines like civil,
mechanical, and electrical,
innovating technology and
infrastructure to improve
society's quality of life.
33
 Ethics encompass
principles guiding
right and wrong
conduct, determining
moral duties and
responsibilities in
personal and
professional contexts.
34
 Engineering ethics
involves principles
guiding responsible
conduct and decision-
making in engineering
practice, prioritizing
safety, honesty, and
societal welfare. 35
Themes

36
1 Engineering projects
are social experiments
with new possibilities
and risks. Engineers
create benefits,
prevent harm, and
identify dangers. 37
2 Moral values are
@

crucial, intertwining
with excellence.

38
 @
Moral

"Moral" refers to principles of

right and wrong behavior,
shaped by values, beliefs,
and ethical standards within
cultural contexts. 39
3 Personal convictions
matter, alongside
responsibility codes.

40
 4 Advocating good
outweighs punishing.

41
5 Ethical dilemmas @

arise from conflicting

values.

42
 @
dilemma
A dilemma is a situation
requiring a choice between
two equally undesirable or
conflicting alternatives,
often presenting a difficult
moral or ethical decision.
43
 Dilemma Example

a. Work-Life Balance
Dilemma

Balancing the demands of

work with personal and
family commitments,
deciding how to allocate 44
 Dilemma Example
b. Ethical Consumption
Dilemma

Choosing between
products or services
based on their
environmental impact,
labor conditions, or 45
 Dilemma Example
[Link] Media Dilemma:

Deciding how much

personal information to
share online, balancing
privacy concerns with the
desire for social
connection and personal46
6 Global engineering
faces complex ethical
issues.

47
 7 Caution
accompanies optimism
in AI development.

48
 Engineering
Ethics: Definitions
and Concepts

49
Engineering ethics
encompasses/covers
• moral values and
• principles
that guide ethical
decision-making
within the field of 50
In the broadest sense,
ethics equates to
morality,
encompassing
a) actions considered
morally required or
permissible,
b) desirable policies51
Engineering ethics thus
includes the
a) responsibilities,
b) rights,
c) ideals, and
d)personal commitments
that engineers should
uphold.
52
 Ethics also refers to
the study of morality
itself, examining
which actions,
principles, and laws
are morally justified.

53
Engineering ethics, as
a field of study,
focuses on identifying
the morally desirable
decisions, policies,
and values in
engineering practice
and research. 54
 These
normative@
aspects of ethics
contrast with
descriptive ones.
55
 @
normative

relating to, or
determining norms or
standard 56
Descriptively,ethics
can refer to the
beliefs and actions
of specific
individuals or groups
without implying
moral justification.
57
Social scientists study
these descriptive
aspects through
• polls,
• behavioral
observation, and
• analysis of
professional
documents. 58
Morality itself is
complex to define
precisely. It involves
• respecting
individuals,
• being fair and just,
• fulfilling obligations,
and
• respecting rights. 59
It also entails/involves
avoiding unnecessary
harm through
 dishonesty,
 cruelty, or
 arrogance, and
60
… and more importantly

promoting positive
character traits like
integrity and
compassion.

61
 Additionally,
morality extends to

minimizing harm
to animals and the
environment.
62
Ethical theories, such
as utilitarianism and
rights ethics, further
explore these
concepts in detail, as
discussed in
subsequently.
63
 Why Study
Engineering
Ethics?

64
Engineering ethics is
crucial for ensuring the
safety and utility of
technological products
and for impregnating@
engineers' work with
meaning.

65
@ impregnating

inspiring or
saturating with
feelings and/or
opinions 66
It is a complex field that
requires continual
reflection, starting from the
educational stage.
The study of engineering
ethics aims to enhance
individuals' ability to navigate
moral complexities within
engineering, fostering@ clear
and reasoned thinking about 67
 @ fostering

Helping or supporting or
encouraging the development
of something (especially
feelings or ideas)

68
 Central to this
endeavor is the
development of moral
autonomy, which
involves rational
deliberation based on
a deep sensitivity to
moral values, instilled
69
5 Goals
70
1. Moral awareness:

Proficiency in
recognizing moral
problems and issues
in engineering.

71
 2. Cogent moral
reasoning:

Comprehending,
clarifying, and
assessing arguments
on opposing sides of
moral issues. 72
3. Moral coherence:

Forming consistent
and comprehensive
viewpoints based upon
a consideration of
relevant facts.
73
4. Moral imagination:

Discerning alternative
responses to moral
issues and
receptivity to
creative solutions
for practical74
5. Moral communication:

Precision in the use of a

common ethical
language, a skill
needed to express
and support one’s
moral views
adequately to others.75
The above 5 goals
focus on cognitive
skills – skills in
thinking clearly and
cogently but it is
possible to have these
skills and yet not act
in morally responsible
76
We should therefore
add the following
goals that specify
• moral commitment
and
• responsible
conduct.
77
 6. Moral
reasonableness:

The willingness and

ability to be morally
reasonable.

78
 7. Respect for
persons:

Genuine concern for

the well-being of
others as well as
oneself.
79
 8. Tolerance of
diversity:
Within a broad range,
respect for ethnic
and religious
differences, and
acceptance of
reasonable 80
 9. Moral hope:

Enriched appreciation
of the possibilities of
using rational dialogue
in resolving moral
conflicts.
81
 10. Integrity:

Maintaining moral
integrity, and
integrating one’s
professional life and
personal convictions.
82
 11. Moral emotions:

Social emotions (feelings

or intuitions) that “are
linked to the interests or
welfare either of society
as a whole or at least of
persons other than the
judge or agent.” 83
 Obviously, there is little
moral point in studying
ethics without the
expectation that doing so
contributes to the goals.
These goals are often best
pursued implicitly and
indirectly, more in how
material is studied and
taught in preaching and 84
 A foundation of moral
concern must be
presupposed and triggered
and expanded.

85
Out of the Box….
Out of Syllabus

86
An infographic showing quite attractively the steps of the SQ3R method 87
88
What is the SQ3R study method and
how to use it?

SQ3R is developed on the basis of

research in cognitive## psychology
which promotes enhanced learning
of reading material

## relating to, being, or involving conscious

intellectual activity (such as thinking, reasoning,
or remembering). 89
What does SQ3R mean?

SQ3R is the acronym for Survey, Question,

Read, Recite, and Review, which are the
five steps proposed, when actively and
effectively reading one specific text.

Through this sequence, the readers are

expected to increase their understanding of
the text by engaging in the reading process,
both before, during, and after, intentionally.
90
91
Survey (S) : initially, the readers
start by reviewing the assigned text in
order to gain an initial understanding of
it by paying attention to its most
obvious elements, such as headings,
bolded text, or available charts. This
first skim / browsing provides readers a
framework for what will be presented in
the text. 92
93
Question (Q), also called Query:
from this initial preview, the readers are
in the position to start generating
questions about the content of the text.
For example, they could convert the
titles into questions, or they could create
more general questions such as “what is
this text about?” or “how could the
content of this text be beneficial for
me?”.
94
95
Read (R1): as the readers engage
in the reading of the text itself, they
do it actively, having as a
background the work done in the
two previous steps. Thus, the
questions which were generated
during the preview of the text help
readers to focus.
96
97
Recite (R2), also called Retrieve
or Recall: as readers move
through the text, they recite or
rehearse the answers to their
initial questions, using their own
words. This can be done either in
an oral or written form, and it is
aimed to support the personal
formulation and
conceptualization of the content
98
99
Review (R3): after the
reading is completed, readers
review the content of the text
by repeating back to
themselves what the main
ideas of the text were, by
using their own words.

100