Theoretical Commitments

I have long thought of myself as something of an agnostic on matters of moral theory.

From the beginning I have concerned myself with practical decision-making, first with environmental ethics and policy and more recently with engineering ethics. I am now mainly concerned with how best to teach ethics to undergraduate students in engineering degree programs. In those efforts, I have come to think of moral theories as resources for ordinary practical decision-making, lenses through which to see ordinary basic values of one kind or another.

I could, I have thought, go on using these frameworks, playing them one against the other in expanding and enriching the variety of values taken into account in any decision, without committing myself to any one of them. As a teacher, I have thought I could offer the frameworks to students with complete neutrality, allowing them to figure out for themselves how to balance one kind of value against another. It is not for me to indoctrinate them, after all.

As I am, after a quarter century, re-reading MacIntyre’s After Virtue, I begin to see that such a neutral perspectivism is untenable. In fact, telling myself I am neutral among perspectives is simply false: everything I do has a frame and a direction, based on a particular – though still developing – understanding of human cognition and of the ends of human life in the world. Continue reading “Theoretical Commitments”

Scaffolding: The Virtue Template, revised

Some months ago, I posted a template I provided to students in my engineering ethics class, to assist them in thinking about virtues and vices in considering various options for responding to a complex problem situation. This, I explained, is an example of scaffolding, which is a crucial element in problem-based learning: it is an external and somewhat artificial version of a thinking process that is usually carried out internally. The idea is to direct students’ attention from the outside until they learn to direct their own attention themselves, from the inside.

In using the template during the Spring and Summer terms, I learned a great deal about its meaning and its limits, on the basis of which I have revised the template itself and refined the instruction I give for using it.

Continue reading “Scaffolding: The Virtue Template, revised”