Abstract
In 1998, a lead researcher at a Midwestern university submitted as his own a document that had 64 instances of strings of 10 or more words that were identical to a consultant’s masters thesis and replicated a data chart, all of whose 16 entries were identical to three and four significant figures. He was fired because his actions were wrong. Curiously, he was completely unable to see that his actions were wrong. This phenomenon is discussed in light of recent advances in neuroscience and used to argue for a change in the standard way engineering ethics is taught. I argue that engineering ethics is better taught in the form of a design course in order to maximize “somatic” learning.
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Notes
This case is a matter of public record. But since I am interested in the shape of Dr. M’s crime rather than his identity, I only refer to the case by its number, 1999 CV 05683. Full text of the ruling made in the Montgomery County Common Pleas Court is available online at http://www.clerk.co.montgomery.oh.us/pro/image_onbase.cfm?docket=5667438. This ruling was upheld by the Second District Court of Appeals. The appeal, Case No. 19476, is also a matter of public record: http://www.sconet.state.oh.us/rod/docs/pdf/2/2003/2003-ohio-1852.pdf (Web site accession number: 2003-Ohio-1852).
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Acknowledgements
I am very grateful to pointed criticisms and insightful additions offered on earlier drafts of this essay by my friends and gifted colleagues: Terry Tilley, Michael Cox, Kelly Johnson, Derek Hatch, Damon Martin, Herbie Miller, and Andrew Murray.
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Kallenberg, B.J. Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis. Sci Eng Ethics 15, 563–576 (2009). https://doi.org/10.1007/s11948-009-9129-2
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DOI: https://doi.org/10.1007/s11948-009-9129-2