Pesquisadores do LabCTS foram co-autores em três capítulos da obra: The Routledge International Handbook of Engineering Ethics Education, publicado em dez. de 2024. O livro é de acesso aberto (link abaixo).
Cristiano C. Cruz participou dos capítulos 8 e 15, a saber:
Cruz, Cristiano & Ramos, Aline & Gao, Jie. (2024). Engineering ethics education through a critical view. Handbook of Engineering Ethics Education. https://doi.org/10.4324/9781003464259-11.
Abstract: This chapter delves into the intricate relationships among engineering, technology, ethics, and morality, highlighting their interconnected nature as they shape and are shaped by individual and collective human existence. Exploring the profound philosophical and religious underpinnings that underlie ethical and moral contemplation, the chapter also introduces seven distinct ethical systems, emphasizing three non-Western paradigms: South American Buen Vivir, African Ubuntu, and Asian Confucianism. These ethical systems are examined in the context of their implications for technology and engineering. This exposition illuminates the significance of studying ethics and the philosophy of engineering or technology, particularly in using engineering to help marginalized individuals and communities empower and liberate themselves, fostering alternative social structures and existential meanings.
Johnson, Aaron & Bowen, Corin & Cruz, Cristiano & Rodrigues, Renato. (2024). Ethical issues in mechanical and aerospace engineering. Handbook of Engineering Ethics Education. https://doi.org/10.4324/9781003464259-19.
Abstract: Ethics education is typically included in mechanical and aerospace engineering programs worldwide. The authors of this chapter argue that ethics education must purposefully engage students in mechanical and aerospace engineering to critically analyze the sociotechnical impacts of their fields and develop the critical consciousness necessary to facilitate emancipatory outcomes and help achieve social justice. This chapter employs a critical perspective to present and dissect four applications of mechanical and aerospace engineering: the military-industrial complex, automation, sustainability efforts, and humanitarian engineering. The authors present critical systemic analyses of these applications and provide examples that students can engage with to help them better understand the macro-ethical implications of these fields. The chapter provides guidance for educators wanting to apply a similarly critical approach to other applications. The authors showcase existing examples of mechanical or aerospace engineering education to demonstrate commitment to social justice and the empowerment of marginalized communities.
E John B. Kleba foi co-autor do capítulo 9:
Braun, R.; Kleba, J.B.; Randell, R. (2024). Sociological, Postcolonial and Critical Theory Foundation. Handbook of Engineering Ethics Education. https://doi.org/10.4324/9781003464259
Abstract: Three sociological approaches and their contributions to engineering ethics are discussed in this chapter: critical theory, postcolonial theory, and Science, Technology, and Society (STS) studies. Each of these helps us, albeit in different ways, to reflect on non-obvious dimensions and forces shaping technology and society. Critical engineering ethics asks us to reflect on our epistemological and ontological universalist assumptions and to question the contexts in which material artifacts and systems become hegemonic (Western) signifiers in technoscientific modernity. Postcolonial theory, including the ‘pluriverse’ and the ‘Buen Vivir’ movement, provide counter-hegemonic tools for questioning Western/non-Western power asymmetries, technological determinism, and technocratic solutionism. An ethical stance demands rethinking technological choices, giving priority to the vulnerable, the realization of human emancipation, the rights of nature, and the creation of alternative possible worlds. The chapter also discusses paths to integrate these critical approaches with engineering education practices based on insights from ‘engaged programs.’
O link para o Handbook completo é:
Chance, S., Børsen, T., Martin, D.A., Tormey, R., Lennerfors, T.T., & Bombaerts, G. (Eds.). (2024). The Routledge International Handbook of Engineering Ethics Education (1st ed.). Routledge. https://doi.org/10.4324/9781003464259
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