Proposals for an ethical code for scientists raise questions about the usefulness of the framework of professional ethics for debating relevant issues surrounding ethics and science. Is science a profession and if so should its professional ethic be self-derived or subject to external input? What needs to be addressed is the nature of the 'good' that science promotes. Explanations of science as a public good in terms of knowledge and diversity are possibilities, but science's answer (...) to the basic philosophical question of hope in the human condition should not be overlooked. (shrink)

This paper investigates four questions related to ethical issues associated with the involvement of engineers and scientists in 'military work', including the influence of ethical values and beliefs, the role of gendered perspectives and moves beyond the purely technical. It fits strongly into a human (and planet)-centred systems perspective and extends my previous AI and Society papers on othering and narrative ethics, and ethics and social responsibility. It has two main contributions. The first involves an analysis of (...) the literature through the application of different ethical theories and the application of gendered analysis to discussion of masculinities in engineering and the military. The second is a survey of scientists and engineers to investigate their opinions and experiences. The conclusions draw together the results of these two contributions to provide preliminary responses to the four questions and include a series of recommendations covering education and training, ethical approval of work not involving human participants or animals, the need for organisational support, approaches covering wider perspectives and the encouragement of individual ethical commitment. (shrink)

This encyclopedia, edited by the past editors and founder of the Journal of Business Ethics, is the only reference work dedicated entirely to business and professional ethics. Containing over 2000 entries, this multi-volume, major research reference work provides a broad-based disciplinary and interdisciplinary approach to all of the key topics in the field. The encyclopedia draws on three interdisciplinary and over-lapping fields: business ethics, professional ethics and applied ethics although the main focus is (...) on business ethics. The breadth of scope of this work draws upon the expertise of human and social scientists, as well as that of professionals and scientists in varying fields. This work has come to fruition by making use of the expert academic input from the extraordinarily rich population of current and past editorial board members and section editors of and contributors to the Journal of Business Ethics. (shrink)

In 1970 a coalition of student activists opposing the Vietnam War circulated documents revealing the involvement of several prominent social scientists in U.S. counterinsurgency activities in Thailand--activities that could cause harm to the people who were the subject of the scholars' research. The disclosure of these materials, which detailed meetings with the Agency for International Development and the Defense Department, prompted two members of the Ethics Committee of the American Anthropological Association to issue an unauthorized rebuke of the (...) accused. Over the next two years, the AAA agonized over the allegations and the appropriate response to them. Within an academic community already polarized by the war, political and professional acrimony reached unprecedented levels. Although the association ultimately passed a code of ethics, the key issues raised in the process were never fully resolved. Now back in print, Eric Wakin's Anthropology Goes to War is the first comprehensive study of what became known as the Thailand Controversy--and a timely reminder of a debate whose echoes may be heard in our own time. (shrink)

This book should prove provocative reading for philosophers, political scientists, social theorists, professionals of many stripes, and ethicists.

The use of Big Data—however the term is defined—involves a wide array of issues and stakeholders, thereby increasing numbers of complex decisions around issues including data acquisition, use, and sharing. Big Data is becoming a significant component of practice in an ever-increasing range of disciplines; however, since it is not a coherent “discipline” itself, specific codes of conduct for Big Data users and researchers do not exist. While many institutions have created, or will create, training opportunities to prepare people to (...) work in and around Big Data, insufficient time, space, and thought have been dedicated to training these people to engage with the ethical, legal, and social issues in this new domain. Since Big Data practitioners come from, and work in, diverse contexts, neither a relevant professional code of conduct nor specific formal ethics training are likely to be readily available. This normative paper describes an approach to conceptualizing ethical reasoning and integrating it into training for Big Data use and research. Our approach is based on a published framework that emphasizes ethical reasoning rather than topical knowledge. We describe the formation of professional community norms from two key disciplines that contribute to the emergent field of Big Data: computer science and statistics. Historical analogies from these professions suggest strategies for introducing trainees and orienting practitioners both to ethical reasoning and to a code of professional conduct itself. We include two semester course syllabi to strengthen our thesis that codes of conduct can be harnessed to support the development of ethical reasoning in, and a sense of professional identity among, Big Data practitioners. (shrink)

We read with great interest the commentaries submitted in response to our paper about clinical scientists and the role of ethical preparedness1. The responses raised some important themes that intersect with those discussed in our paper, and we are grateful for the opportunity to expand on them. Pruski2 highlights the importance of ethics education for clinical scientists, noting insufficient provision of such teaching within the clinical science profession. This gap means that scientists completing higher specialist training, (...) who now encounter more complex ethical challenges, are not benefitting from equivalent ethics education standards enjoyed by their counterparts in medical professions. We agree that clinical scientists deserve access to quality education in ethics in order to develop their skills in this area. Alongside a formal element to education, we see ethical preparedness (EP) as advocating for more informal education opportunities. This can be facilitated through the encouragement and creation of space (both physical and metaphorical) to discuss ethical issues as they arise in practice and explore potential scenarios in a supportive and judgement-free environment. Cultivating such an environment plays is crucial to develop professional skills in navigating ethical challenges, promoting a greater sense of collective responsibility and capability to do justice to ethical issues encountered. Van Steijvoort et al 3 draw …. (shrink)

Scientists seeking hard evidence of prayer's curative powers misunderstand the nature of prayer in the Western theistic traditions. Yet theistically consonant ways in which religious belief may influence health do not figure as they should in current professional practice.

Introduction -- Ethics and research -- Twenty questions : ethical research dilemmas and PHD students -- Research pitfalls for new entrants to the academy -- Scientists behaving badly: insights from the fraud triangle -- Slicing and dicing : ex ante approaches -- Slicing and dicing : ex post approaches -- Retraction : mistake or misconduct? -- Double-blind review in the age of google and powerpoint -- Ethics in research scenarios : what would you do? -- Thought leader (...) : Michael A. Hitt on ethics in research -- Ethics and teaching -- Beyond course content : ethical dilemmas in teaching -- Teaching and ethics : a critical incident -- Peer pressure or, I thought i was out of high school -- Teaching versus preaching: conversational ethics in the classroom -- My students want to friend me! boundaries and relationships with social networks -- What do we do when students despair? : considering pedagogical caring -- From content to relationship -- It's not just rate my professor anymore! : ethics and student evaluations -- Student recommendations : to give, or not to give, that is the question -- Thought leader : Robert A. Giacalone on "broken when entering" -- Ethics in professional life -- Codes and conflicts of interest -- When is a job offer really a job offer in the academy? -- Attending professional meetings -- Peer reviewing -- Managing university service work -- Tribalism -- Outside appointments -- Consulting -- Media engagement -- Thought leader : Andrew H. van de Ven on ethics and professional life -- Conclusions -- Connecting the dots : themes, practices and considering what's next -- Index. (shrink)

A guide to the everyday decisions about right and wrong faced by physical scientists and research engineers. This book offers the first comprehensive guide to ethics for physical scientists and engineers who conduct research. Written by a distinguished professor of chemistry and chemical engineering, the book focuses on the everyday decisions about right and wrong faced by scientists as they do research, interact with other people, and work within society. The goal is to nurture readers' ethical (...) intelligence so that they know an ethical issue when they see one, and to give them a way to think about ethical problems. After introductions to the philosophy of ethics and the philosophy of science, the book discusses research integrity, with a unique emphasis on how scientists make mistakes and how they can avoid them. It goes on to cover personal interactions among scientists, including authorship, collaborators, predecessors, reviewers, grantees, mentors, and whistle-blowers. It considers underrepresented groups in science as an ethical issue that matters not only to those groups but also to the development of science, and it examines human participants and animal subjects. Finally, the book examines scientifically relevant social issues, including public policy, weapons research, conflicts of interest, and intellectual property. Each chapter ends with discussion questions and case studies to encourage debate and further exploration of topics. The book can be used in classes and seminars in research ethics and will be an essential reference for scientists in academia, government, and industry. (shrink)

Studies of ethical challenges that can confront practicing scientists and engineers in the entrepreneurial stage of the overarching research-and-innovation process are virtually non-existent. This paper explores ethical challenges that arose at a specific entrepreneurial startup: Theranos, the defunct blood-testing company. The fundamental ethical responsibilities of scientists and engineers offer a framework useful for evaluating the conduct of practicing scientists and engineers from an ethical responsibility perspective. Questionable conduct by Theranos’s former top managers has been widely discussed. However, (...) the fact that a number of Theranos scientists and engineers responded to ethical challenges in several phases of the innovation/entrepreneurial stage with ethically responsible conduct has gone largely unrecognized. Ten mini cases involving these practitioners are discussed. Their deeds reflect different harm-prevention strategies. The Theranos case suggests several ethics-related takeaways for scientists and engineers who work or may work in technical startups. Familiarity with the FERSEs and knowledge of the ethical challenges, ethically responsible conduct, and harm-prevention strategies exhibited in the Theranos case provide valuable intellectual resources for startup scientists and engineers who aspire to be ethically responsible professionals. (shrink)

Minorities who disagree with the “scientific consensus” must be allowed to air their viewsI will begin by discussing the example used in Schüklenk’s paper1 of the self proclaimed “HIV dissidents” and then discuss whether the recommendations made are useful and could be applied to other examples in science.Schüklenk’s primary concern according to his title is with the professional responsibilities of biomedical scientists engaging in public discourse. The example given is of the effect that self proclaimed HIV dissidents have (...) had on the provision of HIV related public health measures in South Africa. Fundamental to the example given is a distinction that both Schüklenk and indeed the general public often fail to make. It is important to recognise the difference between biomedical science and clinical practice. Science and medicine are two distinct fields, each with their own historically founded methods and purposes; they have had little in common with each other until relatively recently. Schüklenk confuses the two when he judges a scientific hypothesis by its clinical utility."It certainly seemed prudent to me at the time to give support to critics of a hypothesis, the pursuit of which had done little to bring those in need closer to life extending or life saving AIDS drugs."He later reconsiders his position on the basis of new clinical evidence."My own conversion to the mainstream view took place roughly when dissident predictions about AIDS deaths resulting from what they believed were highly poisonous drug cocktails—that is, triple therapy, did not occur, and when it became clear that actually the opposite was true; these drugs were at least life extending. I saw … ". (shrink)

This article describes China’s century-long concern with the professional ethics of engineers, especially a succession of codes of engineering ethics going back at least to 1933. This description is the result both of our own archival research and of “philosophical history”, the application of concepts from the philosophy of professions to the facts historians (or we) have discovered. Engineers, historians, social scientists, and philosophers of technology, as well as students of professional ethics, should find (...) this description interesting. It certainly provides a reason to wonder whether those who write about codes of professional ethics as if they were an Anglo-American export unlikely to put down roots elsewhere might have overlooked many early codes outside English-speaking countries. While code writers in China plainly learned from Western codes, the Chinese codes were not mere copies of their Western counterparts. Indeed, the Chinese codes sometimes differed inventively from Western codes in form (for example, being wholly positive) or content (for example, protecting local culture). (shrink)

This article describes how a small but vocal group of biomedical scientists propagates the views that either HIV is not the cause of AIDS, or that it does not exist at all. When these views were rejected by mainstream science, this group took its views and arguments into the public domain, actively campaigning via newspapers, radio, and television to make its views known to the lay public. I describe some of the harmful consequences of the group's activities, and ask (...) two distinct ethical questions: what moral obligations do scientists who hold such minority views have with regard to a scientifically untrained lay audience, and what moral obligations do mainstream newspapers and government politicians have when it comes to such views. The latter question will be asked because the 'dissidents' succeeded for a number of years in convincing the South African government of the soundness of their views. The consequences of their stance affected millions of HIV infected South Africans severely. (shrink)

This paper argues that research for engineering ethics should routinely involve philosophers, social scientists, and engineers, and should focus for now on certain basic questions such as: Who is an engineer? What is engineering? What do engineers do? How do they make decisions? And how much control do they actually have over what they do?

Dr Stockmann, the principal character in Henrik Ibsen's A Public Enemy, is a classic example of a whistle-blower who, upon detecting and disclosing a serious case of environmental pollution, quickly finds himself transformed from a public benefactor into a political outcast by those in power. If we submit the play to a ‘second reading’, however, it becomes clear that the ethical intricacies of whistle-blowing are interwoven with epistemological issues. Basically, the play is about the complex task of communicating scientific (notably (...) microbiological) data to lay audiences. This becomes even more apparent when we realise that Stockmann was a contemporary of real ‘microbe hunters’ such as Pasteur and Koch. The play's basic message is that epoch-making scientists (such as Pasteur and Koch) not only produced convincing and reliable data from a scientific point of view, but also acquired the skills and insights needed to enter into a dialogue with their cultural and societal environment. (shrink)

BackgroundHealth data-driven activities have become central in diverse fields (research, AI development, wearables, etc.), and new ethical challenges have arisen with regards to privacy, integrity, and appropriateness of use. To ensure the protection of individuals’ fundamental rights and freedoms in a changing environment, including their right to the protection of personal data, we aim to identify the ethical approaches adopted by scientists during intensive data exploitation when collecting, using, or sharing peoples’ health data.MethodsTwelve scientists who were collecting, using, (...) or sharing health data in different contexts in Sweden, were interviewed. We used systematic expert interviews to access these scientists’ specialist knowledge, and analysed the interviews with thematic analysis. Phrases, sentences, or paragraphs through which ethical values and norms were expressed, were identified and coded. Codes that reflected similar concepts were grouped, subcategories were formulated, and categories were connected to traditional ethical approaches.ResultsThrough several examples, the respondents expressed four different ethical approaches, which formed the main conceptual categories: consideration of consequences, respect for rights, procedural compliance, and being professional.ConclusionsTo a large extent, the scientists’ ethical approaches were consistent with ethical and legal principles. Data sharing was considered important and worth pursuing, even though it is difficult. An awareness of the complex issues involved in data sharing was reflected from different perspectives, and the respondents commonly perceived a general lack of practical procedures that would by default ensure ethical and legally compliant data collection and sharing. We suggest that it is an opportune time to move on from policy discussions to practical technological ethics-by-design solutions that integrate these principles into practice. (shrink)

In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses. The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they (...) are experienced by those who must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives. Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation. (shrink)

In late nineteenth- and early twentieth-century Germany, the integration of product-evaluating certificates and reports ( Gutachten) into advertisements triggered repeated condemnations of “advertisement- Gutachten” ( Reklamegutachten), and scientists and science administrators introduced various restrictions to prevent the appearance of such documents. At the same time, the provision of Gutachten to private individuals and firms seemed crucial to the success of many private and public laboratories. Some chemical and other professionals, moreover, argued that the authoring and use of Reklamegutachten could (...) represent a “scientific” and, therefore, ethical practice. By examining the contested history of the advertisement- Gutachten, this article reveals how a previously tolerated knowledge service lost its legitimacy in a particular place and period of time, and highlights the challenges of eliminating this practice or restoring its legitimacy afterward. The article also explores how professional scientists’ approaches to maintaining a reputation for integrity in the face of commercial and competitive pressures related to the better-known efforts of professionals in other fields, particularly the medical. I emphasize that, in determining whether a Gutachten qualified as scientific, the nature and transparency of the underlying research process was only one of the criteria that were considered, and often not the most significant yardstick. At the same time, however, ideas about the personal and professional/institutional integrity of providers of Gutachten were inextricably connected with assessments of the honesty and objectivity of their research. (shrink)

This chapter contains sections titled: * 1 Science and Scientists in Conflict – the Case of Bohr and Heisenberg * 2 Professional/Personal Ethics in a Time Of War – Meitner, Einstein, Compton, and Wilson * 3 An Existential Experience: The Epiphany of the First Atomic Bomb Test * References.

When anthropologists and other social scientists study health services in medical institutions, tensions sometimes arise as a result of the social scientists and health care professionals having different ideas about the ethics of research. In order to resolve this type of conflict and to facilitate mutual learning, we describe two general categories of research ethics framing: those of anthropology and those of medicine. The latter focuses on protection of the individual through the preservation of autonomy expressed (...) through the requirement of informed consent whereas the former focuses on broader political implications. After providing an example of a conflict, we outline four issues that characterize the occasional clashes between social scientists and medical staff: (1) a discrepancy in the way anthropologists perceive patients and medical staff; (2) ambiguity concerning the role of medical staff in anthropological research; (3) impediments to informed consent in qualitative research projects; and (4) property rights in data. Enhanced dialogue could serve to invigorate the ethical debate in both traditions. (shrink)

Emerging medical biotechnology typically exhibits a ‘dual-use’ nature, which, while promoting human well-being, concurrently presents potential risks of misuse or abuse, thereby posing significant threats. Globally, including in China, emerging medical biotechnology is developing rapidly. To understand the views and perspectives of Chinese scientists on dual-use concerns, this empirical study conducted semistructured qualitative interviews with researchers (n=14) from various specialties within the Chinese medical field, analysing their perspectives and ethical considerations regarding dual-use concerns. The findings of this study reveal (...) a spectrum of attitudes among interviewees towards the exploration and application of emerging medical biotechnology, ranging from aggressive to conservative. This tension reflects the complexity and challenges of seeking a balance between promoting scientific innovation and maintaining ethical boundaries. Furthermore, while there is a consensus among scientists that the development and application of biotechnology encompass both risks and benefits, their stances on weighing these factors differ, reflecting how risk perception is influenced by professional limitations. Moreover, although scientists recognise the indispensability of both self-regulation and external oversight in practice, they also exhibit misunderstandings in ethical cognition and misinterpretations of regulatory measures. In light of these findings, it is imperative for us to urgently fortify national regulatory mechanisms and the construction of legal and ethical frameworks while also enhancing the ethical awareness and risk assessment capabilities of researchers. These measures are crucial for minimising the potential risks associated with dual use and fostering the sustainable and responsible development of emerging medical biotechnology. (shrink)

In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses.The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are (...) experienced by those who must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives. Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation.To foster in students the skills they need, teaching examples should preserve the open-ended, multiply-constrained, and ambiguous character of problem situations as experienced by the agent. I give guidelines for constructing open-ended scenarios that present moral problems much as an agent would experience them — guidelines which strongly influenced the construction of ‘cases’ in the latest edition of “On Being a Scientist” — and I discuss how to present historical cases and cases from the instructor’s own experience to best foster agent-centered learning. (shrink)

Surveys of almost 1,500 members of three professional societies that do risk analysis found that 3 in 10 respondents had observed a biased research design, 2 in 10 had observed plagiarism, and 1 in 10 observed data fabrication or falsification. Respondents with many years in risk analysis, business consultants, and industrial hygienists reported the greatest prevalence of misconduct. These respondents perceived poor science, economic implications of the research, and lack of training in ethics as causes of misconduct. They (...) supported the teaching of ethics but the vast majority did not support government auditing of their work. (shrink)

This study seeks to understand how underlying professional values may affect sustainable redevelopment outcomes. It considers the process by which a variety of professionals: engineers, scientists, designers, planners, architects and financial analysts, develop a professional norm of sustainability as they sustainably redevelop contaminated brownfield sites. Employees and associates of a private equity firm managing a portfolio of brownfield sites across North America and Western Europe were interviewed and resultant data were analyzed using grounded theory methodology. A framework (...) for the professionalization of sustainability is proposed. (shrink)

In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the (...) biological and social sciences using a pre-post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. (shrink)

This monograph consists of five parts: (1) introductory material including a conference overview; (2) papers presented at an international symposium on the topic of ethical issues in disability and rehabilitation as a section of the Annual Conference of the Society for Disability Studies; (3) responses to the symposium, prepared by four of the participants; (4) selected additional papers which offer views from perspectives or cultures not represented at the Denver conference; and (5) an annotated international bibliography. Representatives from 10 countries (...) discussed ethical issues and decision making in disability and rehabilitation. Conference papers include: "Genetic Engineering--The New Eugenics? Evolving Medical Attitudes towards the Quality of Life" (Hugh Gallagher);"Description of the Decision-Making Project" (Daryl Evans); "Treatment and Nontreatment Decisions with Respect to Extremely Premature, Very Low Birthweight Infants (500-750g)" (Ernle Young); "Allocation of Resources and Distributive Justice" (John Mather); "Quality Assurance as an Aid to Ethical Decision Making in Disability Management: Lessons from Recent Ethical Issues Involving Disadvantaged Groups in New Zealand" (Peter Gow); "Disability and Ethical Issues: A Point of View from the Netherlands" (Yolan Koster-Dreese); "Who Shall Live or How Shall They Live? Consumer and Professional Perspectives on Treatment/Non-Treatment Decisions" (Joseph Kaufert and Patricia Kaufert); and "Debates across Social Movements on Reproductive Technologies, Genetic Engineering, and Eugenics" (Theresia Degener). Conference commentaries include: "The Meeting of Disability and Bioethics: A Beginning Rapprochement" (Adrienne Asch); "A Plea for More Dialogue: Commentary on Ethics Conference" (Robert Slater); "Healing Our Wounds" (Martha Lentz Walker); "Theories and Values: Ethics and Contrasting Perspectives on Disability" (Harlan Hahn); and "Current Example of Ethical Dilemma" (Susan Lacetti). Selected additional papers include: "High-tech Medicine Is Basic Care" (Frederick Abrams); "Prevention of Disabilities as a Medical Question" (G. Schioler); "The Ethics of Disability Prevention: A Parent's Point of View" (Mrs. J. Baker); "A Reference Matrix for Issues of Life and Personhood" (Mike Miles); "Nazi Scientists and Ethics of Today" (Isabel Wilkerson); "Ethical and Policy Issues in Rehabilitation Medicine (Hastings Center Report)" (Arthur Caplan et al.); and "Differing Approaches to Prevention of Disability and Treatment of Impaired Infants Creates Controversies Worldwide" (Barbara Duncan). (JDD). (shrink)

Employed professionals (e.g., accountants or engineers)-and those who study them-sometimes claim that their status as employeesdenies them the “autonomy” necessary to be “true professionals.” Is this a conceptual claim or an empirical claim? How might it be proved or disproved? This paper draws on recent work on autonomy to try to answer these questions. In the course of doing that, it identifies three literatures concerned with autonomy and suggests an approach bringing them together in a way likely to be useful (...) both to philosophers interested in the concept and to social scientists interested in studying autonomy in the workplace. (shrink)

Asymmetrical convergence is the increasing overlap between academic and industrial sectors, but with academia moving closer toward for-profit industrial norms than vice versa. Although this concept, developed by Kleinman and Vallas, is useful, processes of asymmetrical convergence in daily laboratory life are largely unexplored. Here, observations of three lab groups of chemical scientists in academic and industry contexts illustrate variation in interactions with ethics-related policies. Findings show more tension for academic science with business-based practices, such as the move (...) toward greater accountability, than for industrial science with academic practices. This asymmetry is evident in the process of purposive decoupling: for example, where academic scientists use humor to distance themselves from the performance of compliance in required reporting and top-down ethics training requirements. This distancing from meaningless requirements contrasts with mentoring around practices of professional behavior that are thought to matter. Convergence is evident in how safety policies seem more engaging than other kinds of policies. Yet, power structures shape engagement. Academic engagement often means rule following, and flows vertically from professor’s authority to student apprenticeship. Industry engagement includes collaborative problem solving and flows along a more horizontal peer structure where informal power is less visible. (shrink)

One of the challenges of modern healthcare ethics practice is the navigation of boundaries. Practicing healthcare ethicists in the performance of their role must navigate meanings, choices, decisions and actions embedded in complex cultural and social relationships amongst diverse individuals. In light of the evolving state of modern healthcare ethics practice and the recent move toward professionalization via certification, understanding boundary navigation in healthcare ethics practice is critical. Because healthcare ethics is endowed with many boundaries which (...) often delineate concerns about professional expertise and authority, epistemological reflection on the relationship between theory and practice points toward the social context as relevant to the conceptualization of boundaries. The skills of social scientists may prove helpful to provide data and insights into the conceptualization and navigation of clinical ethics qua profession. Empirical ethics research, which combines empirical description (usually social scientific) with normative-ethical analysis and reflection, is a way forward as we engage and reflect upon issues which have implications for practice standards and professionalization of the role. This requires cooperative engagement of the descriptive and normative disciplines to explore our understandings of boundaries in healthcare ethics practice. This will contribute to the ongoing reflection not only as we envision the professional role but to ensure that it is enacted in practice. (shrink)

It has been argued that if an animal is psychologically like us, there may be more scientific reason to experiment upon it, but less moral justification to do so. Some scientists deny the existence of this dilemma, claiming that although there are scientifically valuable similarities between humans and animals that make experimentation worthwhile, humans are at the same time unique and fundamentally different. This latter response is, ironically, typical of pre-Darwinian beliefs in the relationship between human and non-human animals. (...) Another irony is that debate about such issues has facilitated the participation once more of philosophers in questions concerning experimental psychology: ironic because laboratory-oriented psychologists, especially since the turn of the last century, had been eager to establish the independence of their subject from any influence of philosophy and its investigative methods, as well as from any kind of anthropomorphism.In Britain, certainly more so than in the United States, ethical constraints have prevented the development of psychological research with animals along certain routes. By the 1980s British professional and academic societies had published codes of conduct and guidelines for their members, in part responding to public concern about the welfare of animals in the psychological laboratory. What led to the establishment of these codes and guidelines? This paper analyses the historical background against which professional concern for ethical cost in experimental animal psychology began to take shape, leading to the societies' open pronouncements of the 1980s. (shrink)

The case and commentaries below were developed as part of a project, Graduate Research Ethics Education, undertaken by the Association for Practical and Professional Ethics with funding from the National Science Foundation (NSF Grant No. SBR 9421897 and NSF Grant No. 9817880). The project aims at training graduate students in research ethics and building a community of scientists and engineers who are interested in and capable of teaching research ethics. As part of the project, (...) each graduate student participant develops a case for use in teaching and writes a commentary to go with the case, and then a staff member is asked to write additional commentary on the case. The case below was written in the second year of the project and was published in Research Ethics: Cases and Commentaries edited by B. Schrag, Association for Practical and Professional Ethics, Bloomington, Indiana, Vol. II (1998). Publication of these cases and commentaries will be a recurring feature of Science and Engineering Ethics. (shrink)

Background The COVID-19 pandemic posed many unprecedented challenges to health care systems and public health efforts worldwide. Policy making and science were deeply intertwined, in particular with regard to the justification of health policy measures. In this context, ethical considerations were often at the core of decision-making trade-offs. However, not much is known about the actual ethical challenges encountered by policy makers and scientists involved in policy advice. With this study, we therefore aim to explore the ethical challenges during (...) COVID-19-related political decision-making in Switzerland as perceived by policy makers and scientists involved in policy making. We also explore the role ethics advice had during the pandemic response and what can be learned for future public health crises. Methods We conducted thirteen qualitative expert interviews with policy makers and scientists involved in decision-making on COVID-19 policy responses in Switzerland on the regional and national level. We used inductive content analysis to analyse the interviews. Results Among the multitude of ethical challenges highlighted, interviewees perceived making trade-offs between the common good vs. the individual good and between economic welfare vs. health of the population, as well as proportionality of the policy measures, and the capacity of the public to accept uncertainty as central. Interviewees had diverging opinions on whether ethical considerations were sufficiently raised and discussed on the Swiss policy level during the COVID-19 pandemic. Among the reasons why ethics was not sufficiently discussed, they mentioned a lack of time in the fast-paced dynamic of the pandemic, ethics as a complex subject area, the interconnectedness between ethics and law, too much focus on few topics (mostly on vaccination-related ethical questions), and power relationships, such as dominance of medical professionals over ethicists. They evaluated ethics support to have been adequately present in the decision-making process, but wished for ethics training, involvement of the public in the discourse and for accompanying communication to build trust among the population for the future. Conclusions The study provides empirical insights into the ethical considerations of COVID-19 policy making in practice in Switzerland. It can help to develop ethics assistance for future crises and inform ethical health policy and decision-making not only in Switzerland, but also in other countries. (shrink)

Since its first publication in 1818, Mary Shelley’s Frankenstein; or, The Modern Prometheus has transcended genres and cultures to become a foundational myth about science and technology across a multitude of media forms and adaptations. Following in the footsteps of the brilliant yet troubled Victor Frankenstein, professionals and practitioners have been debating the scientific ethics of creating life for decades, never before have powerful tools for doing so been so widely available. This paper investigates how engaging with the Frankenstein (...) myth may help scientists gain a more accurate understanding of their own beliefs and opinions about the social and ethical aspects of their profession and their work. The paper presents findings from phenomenological interviews with twelve scientists working on biotechnology, robotics, or artificial intelligence projects. The results suggest that the Frankenstein myth, and the figure of Victor Frankenstein in particular, establishes norms for scientists about what is considered unethical and dangerous in scientific work. The Frankenstein myth both serves as a social and ethical reference for scientists and a mediator between scientists and the society. Grappling with the cultural ubiquity of the Frankenstein myth prepares scientists to face their ethical dilemmas and create a more transparent research agenda. Meanwhile, by focusing on the differences between real scientists and the imaginary figure of Victor Frankenstein, scientists may avoid being labeled as dangerous individuals, and could better conceptualize the potential societal and ethical perceptions and implications of their research. (shrink)

Offering a lively source of debate for professionals and academics, this volume provides a window on a topic that is frequently fraught with uncertainty.

Although many consider professional ethics in the food supply chain an essential topic that should be covered in any degree program, few higher education institutions currently include a module on ethics in their study programs. Instead, ethics is taught in tandem to the core curriculum and is often embedded in the contents of other modules rather than treated as a subject in its own right. Ethics, however, is important enough to warrant a different teaching and (...) educational approach. This book provides support for development of a course in ethics for food studies education. The book is divided into 3 sections, each containing several chapters: Section 1 includes chapters that identify and discuss several ethical issues along the food chain, with particular attention given to issues in the food industry and in consumer behavior; Section 2 includes chapters that present the basis of a code of conduct in the food profession, as well as descriptions of existing codes of conduct for food industry and food scientist professionals. These include codes for the ethics of publishing, and also ethics in risk communication; Section 3 includes chapters based on case studies with examples of teaching approaches currently used in teaching food ethics. These approaches are easy to implement and have already been tested and confirmed as successful examples that engage students in this topic. (shrink)

The Johns Hopkins‐Fogarty African Bioethics Training Program (FABTP) has offered a fully‐funded, one‐year, non‐degree training opportunity in research ethics to health professionals, ethics committee members, scholars, journalists and scientists from countries across sub‐Saharan Africa. In the first 9 years of operation, 28 trainees from 13 African countries have trained with FABTP. Any capacity building investment requires periodic critical evaluation of the impact that training dollars produce. In this paper we describe and evaluate FABTP and the efforts of (...) its trainees.Our data show that since 2001, the 28 former FABTP trainees have authored or co‐authored 105 new bioethics‐related publications; were awarded 33 bioethics‐related grants; played key roles on 78 bioethics‐related research studies; and participated in 198 bioethics workshops or conferences. Over the past nine years, trainees have collectively taught 48 separate courses related to bioethics and have given 170 presentations on various topics in the field. Many former trainees have pursued and completed doctoral degrees in bioethics; some have become editorial board members for bioethics journals. Female trainees were, on average, less experienced at matriculation and produced fewer post‐training outputs than their male counterparts. More comprehensive studies are needed to determine the relationships between age, sex, previous experience and training program outputs. (shrink)

This is an edited collection that is intended both as a primer for core concepts and principles in research ethics and as an in-depth exploration of the contextualisation of these principles in practice across key disciplines.

The Johns Hopkins-Fogarty African Bioethics Training Program (FABTP) has offered a fully-funded, one-year, non-degree training opportunity in research ethics to health professionals, ethics committee members, scholars, journalists and scientists from countries across sub-Saharan Africa. In the first 9 years of operation, 28 trainees from 13 African countries have trained with FABTP. Any capacity building investment requires periodic critical evaluation of the impact that training dollars produce. In this paper we describe and evaluate FABTP and the efforts of (...) its trainees.Our data show that since 2001, the 28 former FABTP trainees have authored or co-authored 105 new bioethics-related publications; were awarded 33 bioethics-related grants; played key roles on 78 bioethics-related research studies; and participated in 198 bioethics workshops or conferences. Over the past nine years, trainees have collectively taught 48 separate courses related to bioethics and have given 170 presentations on various topics in the field. Many former trainees have pursued and completed doctoral degrees in bioethics; some have become editorial board members for bioethics journals. Female trainees were, on average, less experienced at matriculation and produced fewer post-training outputs than their male counterparts. More comprehensive studies are needed to determine the relationships between age, sex, previous experience and training program outputs. (shrink)

Business ethics, as a discipline, appears to be at a crossroads. Down one avenue lies more of the same: mostly philosophers takingwhat they know of ethics and ethical theory and applying it to business. There is a long tradition of scholars working in the area known as “business and society” or “social issues in management.” Most of these scholars are trained as social scientists and teach in business schools. Their raison d’etre has been admirable: trying to get (...) executives and students of business to understand the social impacts of business and to see business in broad, societal terms. (shrink)

As one component of a broader social and normative response to the problem of suicide, scientism served to minimize sociopolitical and religious conflict around the issue. As such, it embodied, and continues to embody, a number of interests and values, as well as serving important social functions. It is thus comparable with other normative frameworks and can be appraised, from an ethical perspective, in light of these values, interests, and functions. This work examines the key values, interests, and functions of (...) scientism in suicidology and argues that although scientism has had some social benefit, it primarily serves to maintain political and professional interests and has damaging implications for suicide research and prevention. (shrink)

At the dawn of Europe, an extraordinary Greek philosopher-engineer--biologist named Aristotle strove to develop a code that the good person could live by. Aristotle's concepts have much resonance with us today. Although there are differences in the way in which we perceive things, basically we all share the same aspirations and needs.This new edition will be of value to the globally-focused engineer and scientist; it includes case studies from both developed and developing nations to help students and practitioners unravel the (...) complexities of ethical practice in the 21st Century. It is testament to the global and indefatigable nature of our scientific community that 2,300 years after Aristotle, we might derive the same conclusions as he did. (shrink)

Despite the importance of scientific integrity to the well-being of society, recent findings suggest that training and mentoring in the responsible conduct of research are not very reliable or effective inhibitors of research misbehavior. Understanding how and why individual scientists decide to behave in ways that conform to or violate norms and standards of research is essential to the development of more effective training programs and the creation of more supportive environments. Scholars in business management, psychology, and other disciplines (...) have identified many important factors that affect ethical behavior, including individual, contextual, and organizational factors. Surprisingly little research has been conducted to examine the role of these factors in either the development of ethical decision-making skills, or their applicability to ethical issues commonly encountered in research and other scholarly and professional activities. Interdisciplinary approaches combined with research and discipline relevant paradigms should greatly enhance understanding of the individual contextual and organizational factors involved in ethical and unethical research conduct. Such studies will inform and facilitate the development of more effective ethics education programs in the sciences and engineering professions. (shrink)

It has been argued that if an animal is psychologically like us, there may be more scientific reason to experiment upon it, but less moral justification to do so. Some scientists deny the existence of this dilemma, claiming that although there are scientifically valuable similarities between humans and animals that make experimentation worthwhile, humans are at the same time unique and fundamentally different. This latter response is, ironically, typical of pre-Darwinian beliefs in the relationship between human and non-human animals. (...) Another irony is that debate about such issues has facilitated the participation once more of philosophers in questions concerning experimental psychology: ironic because laboratory-oriented psychologists, especially since the turn of the last century, had been eager to establish the independence of their subject from any influence of philosophy and its investigative methods, as well as from any kind of anthropomorphism.In Britain, certainly more so than in the United States, ethical constraints have prevented the development of psychological research with animals along certain routes. By the 1980s British professional and academic societies had published codes of conduct and guidelines for their members, in part responding to public concern about the welfare of animals in the psychological laboratory. What led to the establishment of these codes and guidelines? This paper analyses the historical background against which professional concern for ethical cost in experimental animal psychology began to take shape, leading to the societies’ open pronouncements of the 1980s. (shrink)

Provides a comprehensive introduction to ethical frameworks and of many of the modern issues arising in technology ethics including computing, privacy, artificial intelligence, and more.

Ecological research and conservation practice frequently raise difficult and varied ethical questions for scientific investigators and managers, including duties to public welfare, nonhuman individuals (i.e., animals and plants), populations, and ecosystems. The field of environmental ethics has contributed much to the understanding of general duties and values to nature, but it has not developed the resources to address the diverse and often unique practical concerns of ecological researchers and managers in the field, lab, and conservation facility. The emerging field (...) of “ecological ethics” is a practical or scientific ethics that offers a superior approach to the ethical dilemmas of the ecologist and conservation manager. Even though ecological ethics necessarily draws from the principles and commitments of mainstream environmental ethics, it is normatively pluralistic, including as well the frameworks of animal, research, and professional ethics. It is also methodologically pragmatic, focused on the practical problems of researchers and managers and informed by these problems in turn. The ecological ethics model offers environmental scientists and practitioners a useful analytical tool for identifying, clarifying, and harmonizing values and positions in challenging ecological research and management situations. Just as bioethics provides a critical intellectual and problem-solving service to the biomedical community, ecological ethics can help inform and improve ethical decision making in the ecology and conservation communities. (shrink)

Background: Patients today interact with physicians, physician groups, and health plans, each of which may follow distinct ethical guidelines.Method: We systematically compared physician codes of ethics with ethics policies at physician group practices and health plans, using the 1998–99 policies of 38 organisations—18 medical associations , nine physician group practices , and 12 health plans —selected using random and stratified purposive sampling. A clinician and a social scientist independently abstracted each document, using a 397-item health care ethics (...) taxonomy; a reconciled abstraction form was used for analysis. This study focuses on ethics policies regarding professional obligation towards patients, resource allocation, and care for the vulnerable in society.Results: A majority in all three groups mention “fiduciary obligations” of one sort or another, but associations generally address physician/patient relations but not health plan obligations, while plans rarely endorse physicians’ obligations of advocacy, beneficence, and non-maleficence. Except for occasional mentions of cost effectiveness or efficiency, ethical considerations in resource allocation rarely arise in the ethics policies of all three organisational types. Very few associations, groups, or plans specifically endorse obligations to vulnerable populations.Conclusions: With some important exceptions, we found that the ethics policies of associations, groups, and plans are narrowly focused and often ignore important ethical concerns for society, such as resource allocation and care for vulnerable populations. More collaborative work is needed to build integrated sets of ethical standards that address the aims and responsibilities of the major stakeholders in health care delivery. (shrink)