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Christopher Preston Department of Philosophy and Center for Ethics University of Montana April 2, 2009 Thursday, 12:30pm-2:00pm Byrnes 413 When conducting research into powerful emerging technologies such as nanotechnology, graduate students in science and engineering need more than simply a 'standards of practice' ethics education. Learning not to plagiarize or falsify data is clearly important, but such standards of practice do not exhaust the possibilities of an ethics education. In fact, as the power of the technology increases, becoming educated into the larger social and ethical contours that will surround their area of expertise seems crucial if students are to become not only good scientists and engineers, but also good citizens. "Debating Science: A New Model For Ethics Education in Science and Engineering" is a National Science Foundation sponsored project now in its third year at the University of Montana designed to address this need for a different type of ethics education. The core of the project is a pragmatic model of ethics education for science and engineering students, taught partly face-to-face and partly on-line. This talk will be about the first two years of the Debating Science project; our successes and failures with the educational model through two cohorts of students. Included in the talk will be discussion of the effectiveness of our use of a "deliberative wiki" technology to assist students in thinking through particular problems in Nanotechnology, Climate Change, and Agricultural biotechnology. Christopher J Preston is an Associate Professor of Philosophy and a Fellow at the Center for Ethics at the University of Montana. His area of specialty is environmental ethics, with a special interest in ethics education for scientists. |
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Last updated 7/22/11 11:02 AM
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