EMC 4511: PROFESSIONAL ETHICS AND HUMAN VALUES IN ENGINEERING

Content:

1. Human Values. Collective Bargaining. Confidentiality. Conflicts of Interest. Respect for

Authority. Discrimination. Senses of engineering ethics: Variety of moral issued. Types
of inquiry. Moral dilemmas. Moral autonomy. Kohlberg’s theory. Gilligan’s theory.
Consensus and controversy.

• HUMAN VALUES AND PROFESSIONAL ETHICS

I. Definition of Human Values.

Human values are the virtues that guide one to take into account the human element when we
interact with other human beings.

a. How does value education help in fulfilling one's aspirations?

ANS. Character oriented education that instils basic values and ethnic values in one’s psyche is
called ‘Value Based Education’. The subject that enables us to understand ‘what is valuable’ for
human happiness is called value education. Value education is important to help everyone in
improving the value system that he/she holds and puts it to use. Once, one has understood his/
her values in life he/she can examine and control the various choices he/she makes in his/ her
life.

Values form the basis for all our thoughts, behaviours and actions. Once we know what is
valuable to us, these values become the basis, the anchor for our actions.

We also need to understand the universality of various human values, because only then we can
have a definite and common program for value education. Then only we can be assured of a
happy and harmonious human society.

b. Fundamentals of value education

The subject that enables us to understand ‘what is valuable’ for human happiness is called value
education. The following are fundamental in value education:

- Universal: It needs to be applicable to all the human beings irrespective of cast, creed,
nationalities, religion, etc., for all times and regions.
- Rational: It has to appeal to human reasoning. It has to be amenable to reasoning and not
based on dogmas or blind beliefs.

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 - Natural and verifiable: It has to be naturally acceptable to the human being who goes
through the course and it needs to be experientially verifiable, and not based on dogmas,
beliefs or assumptions.
- All encompassing: Value education is aimed at transforming our consciousness and
living. Hence, it needs to cover all the dimensions (thought, behavior, work and
realization) and levels (individual, family, society, nature and existence) of human life and
profession.
- Leading to harmony: The value education ultimately is targeted to promote harmony
within the individual, among human beings and with nature.

c. Importance of value education

✓ Correct identification of our aspirations.
✓ Understanding universal human values to fulfil our aspirations in continuity.
✓ Complementarity of values and skills.
✓ Hence, there is an essential complementarity between values and skills for the
success of any human endeavor.
✓ Evaluation of our beliefs.
✓ Technology and human values.
Example: Using Examples, explain how production skills and human values are
complementary

Answer:

Values means importance or participation and skills means qualities, training, and
capabilities. To fulfil our aspirations both values and skills are necessary. When we
identify and set the right goals and produced in right direction. This is known as value
domain, the domain of wisdom. Basically, we must know what really is useful to achieve
human happiness, the happiness to all and for all the time.
And when we learn and practices to actualize this goal to develop the techniques to make
this happen in real life, in various dimensions of human endeavour (struggle). This is
known as domain of skills. Hence, there is an essential complementarity between values
and skills for the success of any human endeavour.

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 II. Define self-exploration.
What is the content of self – exploration?

Answer:
Self-exploration is the process to find out what is valuable to one by investigating within
self, what is right, true, has to be judged.
Through self-exploration we get the value of ourself. We live with different entirety
(family, friends, air, soil, water, trees, etc.) and we want to understand our relationship
with all these.
For this we need to start observing inside. The main focus of self-exploration is myself -
the human being. Content of self-exploration is just finding answers to the following
fundamental questions of all human beings:
1. The Desire/Goal: What is my (human) Desire/ Goal? What do I really want in life, or
what is the goal of human life?
2. Program: What is my (human) program for fulfilling the desire? How to fulfil it? What
is the program to actualize the above?
In short, the above two questions cover the whole domain of human aspirations and
human endeavor. Thus, they form the content of self- exploration.

III. What is the difference between prosperity and wealth? What is more acceptable to us
and why?
Differentiate between prosperity and wealth with examples.
Answer:
Prosperity is a feeling of having more than required physical facilities; it is not just physical
facilities. Almost all of us feel that wealth alone means prosperity and try to explain this
phenomenon on this nonexistent or half fact. Wealth is a physical thing. It means having money,
or having a lot of physical facilities or both. This is a very important distinction. We mostly fail
to make this distinction today. We keep working for wealth, without realizing that the basic desire
is for the feeling of prosperity, to have a feeling of having enough. Prosperity is more acceptable
to us because wealth is just a part of prosperity. We are trying to achieve happiness and prosperity
by maximizing accumulation and consumption of physical facilities. It is becoming anti-

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ecological and anti-people, and threatening the human survival itself. A person has lot of money,
but does not want to share even a bit of it. The person ‘has wealth’ but feels ‘deprived’. If one felt
prosperous, he/she would have shared what one has, since there is lot more than enough wealth
anyway.
HUMAN VALUES
Basic human values refer to those values which are at the core of being human. The values
which are considered basic inherent values in humans include truth, honesty, loyalty,
love, peace, etc. because they bring out the fundamental goodness of human beings and
society at large.
Importance of Human Values
• Provides understanding of the attitudes, motivation and behaviours
• Influences our perception of the world around us
• Represents interpretation of “right and wrong”
• Provides a way to understand humans and organisation.
The five human values which are expected in all human beings, irrespective of whether
they are employees or not in whichever profession or service, are:
• Right Conduct – Contains values like self-help skills (modesty, self-reliance,
hygiene etc.), social skills (good behavior, good manners, environment awareness
etc.), ethical skills (courage, efficiency, initiative, punctuality etc.) and Ownership.
• Peace – Contains values like equality, focus, humility, optimism, patience, self-
confidence, self-control, self-esteem etc.
• Truth – Contains values like accuracy, fairness, honesty, justice, quest for
knowledge, determination etc.
• Peaceful co-existence – Contains values like psychological (benevolence,
compassion, consideration, morality, forgiveness etc.) and social (brotherhood,
equality, perseverance, respect for others, environmental awareness etc.)
• Discipline – Contains values like regulation, direction, order etc.

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Human values are integral part of one’s personality and affects employability quotient.
Many employers are inclined to hire those who have better human values.

COLLECTIVE BARGAINING

This is the ongoing process of negotiation between representatives of workers and

employers to establish the conditions of employment. The collectively determined
agreement may cover not only wages but hiring practices, layoffs, promotions, job
functions, working conditions and hours, worker discipline and termination, and benefit
programs.
The degree of centralization in the bargaining process and the functions performed by
collective agreements vary.

Contract negotiation may occur at the national, regional, or local level, depending on the
structure of industry within a country. National agreements, which are more common in
smaller countries, usually settle general matters, leaving more detailed issues for local
consideration. An agreement may, for example, set actual wage rates, or it might simply
establish minimum wage rates.

Collective agreements are not legally binding in all countries.

Kohlberg’s 6 Stages of Moral Development
Lawrence Kohlberg, an American psychologist, was among the pioneers of moral
development research. Kohlberg theorized that humans develop their moral judgements
in 6 stages.
Kohlberg postulated, that humans progress through the stages in a hierarchical order, as
their cognitive abilities develop.
Lawrence Kohlberg’s theory claims that our development of moral reasoning happens in
six stages. The stages themselves are structured in three levels: Pre-Conventional,
Conventional and Post-Conventional.

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Stage I: Obedience and Punishment
At stage one, we make moral judgments based on obedience and punishment. Ones sense
of good and bad is directly linked to whether he/she gets punished or not.
Stage II: Self - Interest
At stage two, we are motivated by self-interest.
Stage III: Interpersonal Accord and Conformity
At stage three, interpersonal accord and conformity guide our moral judgments.
Stage IV: Authority and Maintaining Social Order
At stage four, we value authority and want to maintain social-order.
Importance to follow the rules, otherwise chaos breaks out and that it is one’s duty to
uphold the rules that sustain a functioning society.
Stage V: Social Contract
At stage five, we understand rules as a social contract as opposed to a strict order. Rules
make sense only if they serve the right purpose.
Stage VI: Universal Ethical Principles
At stage six, we are guided by universal ethical principles. Rules are valid only if they are
grounded in justice. The commitment to justice carries with it an obligation to disobey
unjust rules.
Pre-Conventional Level
At the pre-conventional level, one is driven by fear and by self-interest. One is forced to
judge what is right or wrong by the direct consequences they expect for themselves, and
not by social norms.
Preconventional morality is the first stage of moral development, and lasts until
approximately age 9. At the preconventional level children don’t have a personal code of
morality, and instead moral decisions are shaped by the standards of adults and the
consequences of following or breaking their rules.
For example, if an action leads to punishment is must be bad, and if it leads to a reward
is must be good.

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Authority is outside the individual and children often make moral decisions based on the
physical consequences of actions.
Conventional Level
At the conventional level, the fairness of rules is seldom questioned.
Conventional morality is the second stage of moral development, and is characterized by
an acceptance of social rules concerning right and wrong. At the conventional level (most
adolescents and adults), we begin to internalize the moral standards of valued adult role
models.
Authority is internalized but not questioned, and reasoning is based on the norms of the
group to which the person belongs.
A social system that stresses the responsibilities of relationships as well as social order is
seen as desirable and must, therefore, influence our view of what is right and wrong.

Post-Conventional Level
At the post-conventional level, one follows a universal ethical idea, at complete
disconnect with what society thinks or the rules say. Here everything is solved through
compassion.
Postconventional morality is the third stage of moral development, and is characterized
by an individuals’ understanding of universal ethical principles. These are abstract and
ill-defined, but might include: the preservation of life at all costs, and the importance of
human dignity.
Individual judgment is based on self-chosen principles, and moral reasoning is based on
individual rights and justice. According to Kohlberg this level of moral reasoning is as
far as most people get.

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 Engineering Ethics - Gilligan’s Theory
Gilligan’s Theory
Carol Gilligan opines that Kohlberg’s theories are biased upon the male thinking process.
Hence, she proposed a theory which has the same three stages of Kohlberg but with
different stages of moral development.

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.
Pre-conventional Level
• A person in this stage cares for oneself to ensure survival.
• Though the person’s attitude is selfish, this is the transition phase, where the
person finds the connection between oneself and others.
Conventional Level
• In this stage, the person feels responsible and shows care towards other people.
• 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
• This is the stage, where the principle of care for self as well as others, is accepted.
• However, a section of people may never reach this level.
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-

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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.
TYPES OF INQUIRY – in Engineering
Inquiry means an investigation: -
Engineering ethics involves investigations into values, measures, facts.
Types of inquiries are:
• Normative Inquiries
• Conceptual Inquiries
• Factual or Descriptive Inquiries
Normative Inquiry
These are about „what ought to be‟ and “what is good”. These questions identify and
also justify the morally desirable norms or standards.
Examples are:
i. How far engineers are obligated to protect public safety in given situations?
ii. When should engineers start whistle blowing on dangerous practices of their
employers?
iii. Whose values are primary in taking a moral decision, employee, public or govt?
iv. Why are engineers obligated to protect public safety?
v. When is govt justified in interfering on such issues and why?
Conceptual Inquiry:
These are meant for describing the meaning of concepts, principles, and issues related to
Engineering Ethics.
Examples: are:
i. What is SAFETY and how is it related to RISK?
ii. Protect the safety, health and welfare of public-What does this statement mean?
iii. What is a bribe?
iv. What is a profession and who are professionals?

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Factual (Descriptive) Inquiries
These help to provide facts for understanding and solutions to value-based issues.
These are inquiries used to uncover information scientific techniques.
These inquiries get to information about business history of engineering profession,
procedures, assessment of risks and engineers’ psychology.

MORAL DILEMMMA
Why study engineering ethics?
Engineering ethics is not only teaching moral behavior in knowing about immoral in a
set of beliefs, but also increasing the ability of engineers and other professionals to face
boldly with the moral problems arising from technological advancements, changes and
other related activities.
MORAL DILEMMMA
Dilemmas are certain kind of situations in which a difficult choice has to be made.
Moral dilemmas have two or more foldings – moral obligations, duties, rights, goods or
ideals come into disagreement with each other.
One moral principle can have two or more conflicting applications for a particular given
situation.

There are three types of complexities.

VAGUENESS: This complexity arises due to the fact that it is not clear to individuals as
to which moral considerations or principles apply to their situation.
CONFLICTING REASONS: Even when it is perfectly clear as to which moral principle
is applicable to one’s situation, there could develop a situation where in two or more
clearly applicable moral principles come into conflict.
DISAGREEMENT:
Individuals and groups may disagree how to interpret, apply and balance moral reasons
in particular situations.

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STEPS / PROCEDURES IN FACING MORAL DILEMMAS
1) Identifying the relevant moral factors and reasons: i.e. Finding solutions for (i) the
conflicting responsibilities (ii) the competing rights and (iii) the clashing ideals
involved.
2) Collecting and gathering all the available facts which are relevant to the moral factors
while resolving.
3) Ranking the moral considerations or principles on the basis of importance as
applicable to the situation.
4) Considering alternative courses of action for resolving the problems and tracing the
full implications of each. i.e., conducting factual inquiries.
5) Having talked with the colleagues, friend about the problem getting their suggestions
and alternative ideas on resolving that dilemma.
6) Arriving at a careful and reasonable judgment or solution by taking into consideration
of all important moral factors and reasons on the basis of the facts or truths.

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