HINDUSTHAN INSTITUTE OF TECHNOLOGY

(Approved by AICTE, New Delhi, Accredited with „A‟ Grade by NAAC, Accredited by NBA)
Coimbatore – 641 032
DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

GE8076 PROFESSIONAL ETHICS AND ENGINEERING

UNIT –I & II

SENSES OF ‘ENGINEERING ETHICS’

The word ethics has different meanings but they are correspondingly related to each
other. In connection with that, Engineering ethics has also various senses which are related
to one another.

Comparison of the senses of Ethics and Engineering Ethics

Ethics Engineering Ethics

1. Ethics is an activity which concerns 1. Like the ethics, engineering ethics

with making investigations and also aims at knowing moral values
knowing about moral values, finding related to engineering, finding
solutions to moral issues and accurate solutions to the moral
justifying moral issues and justifying problems in engineering and
moral judgments. justifying moral judgments of
engineering.

2. Ethics is a means of contrasting moral

questions from non-moral problems. 2. Engineering Ethics gives a total view
of the moral problems and how to
solve these issues specifically related
3. Ethics is also used as a means of to engineering field.
describing the beliefs, attitudes and
habits related to an individual‟s or
group‟s morality. Eg. : Ethics given 3. Engineering ethics is also using some
in the Bhagavat Gita or the Bible or currently accepted codes and
the Quran. standards which are to be followed by
group of engineers and engineering
societies.
4. As per the definition of dictionaries –
„moral principles‟ is about the actions
and principles of conduct of the 4. Engineering ethics also concerns with
people. i.e. ethical or unethical. discovering moral principles such as
obligation, rights and ideals in
engineering and by applying them to
take a correct decision.
 From these senses of Engineering ethics, one can realize that it is the study of
morality.

What is morality?

The term „morality‟ concerns with (a) what ought or ought not to be done in a
given situation, (b) what is right or wrong in handling it, (c) what is good or bad about the
persons, policies and principles involved in it.

If an action is said to be morally right or a principle is said to be morally good,

then they are said to be had some moral reasons in supporting it.

Moral reasons include respecting others and ourselves, respecting the rights of others,
keeping promises, avoiding unnecessary problems to others and avoiding cheating and
dishonesty, showing gratitude to others and encourage them to work.

So, if an engineering decision is said to be a good one, it has to meet out all the
specifications. These specifications must be covered both the technical and the moral specifications
such as safety of the product, reliability, easy maintenance and the product should be user-friendly
with environment.

VARIETY OF MORAL ISSUES

There are so many engineering disasters which are greater / heavier than the
level of acceptable or tolerable risk. Therefore, for finding and avoiding such cases such
as nuclear plant accident at Chernobyl (Russia), Chemical plant at Bhopal (India) where
a big disaster of gas leakage, occurred in 1980, which caused many fatal accidents. In
the same way, oil spills fromsome oil extraction plants (the Exxon Valdez plant),
hazardous waste, pollution and other related services, natural disasters like floods, earth
quake and danger from using asbestos and plastics are some more cases for engineering
disasters. These fields should be given awareness of engineering ethics. Hence, it is
essential for engineers to get awareness on the above said disasters. They should also
know the importance of the system of engineering.

When malfunction of the system is a rapid one, the disaster will be in greater extent
and can be noticed immediately. When they ate slow and unobserved, the impact is
delayed. So, the engineers should not ignore about the functions of these systems.

These cases also explain and make the engineers to be familiar with the outline of
the case in future and also about their related ethical issues.

Approaches to Engineering Ethics:

 i. Micro-Ethics: This approach stresses more about some typical and everyday problems
which play an important role in the field of engineering and
in the profession of an engineer.
ii. Macro-Ethics: This approach deals with all the social problems which are
unknown and suddenly burst out on a regional or national level.

So, it is necessary for an engineer to pay attention on both the approaches by having a careful
study of how they affect them professionally and personally.
The engineers have to tolerate themselves with the everyday problems both from
personal and societal point of view.

Where and How do Moral Problems arise in Engineering?

Any product or project has to undergo various stages such as planning, idea, design, and
manufacturing which is followed by testing, sales and services. This has to
be done by engineers of various branches like Civil, Mechanical, Electrical, Chemical etc.
These engineers may be grouped together as a team or they may be separated from each
other with an interconnection or co-ordination.

Inspite of the engineers‟ full attention and care, sometimes the product or project
may be unsafe or less useful. This may be due to some reasons 1) The product or project
may be designed for early obsolescence or 2) due to under pressure because of running out
of time, budgetary etc or 3) by ignorance on the size of the project, or 4) because of the
large number of a products sold on the mass market, people may be affected.

Some cases with which different areas covered by engineering ethics:

1. An inspector finds a faulty part in the manufacture of a machine, which prevents

the use of that machine for a longer period. But his superior, takes this as a minor mistake and
orders that the faulty part to be adjusted so that the delay in
the process has to be avoided. But the inspector doesn‟t want this and so he is
threatened by the supervisor.
2. An electronic company applies for a permit to start a Nuclear Power Plant. When the
licensing authority comes for visit, they enquire the company authorities on the emergency
measures that have been established for safety of the surroundings. The engineers inform
them about the alarm system and arrangements have been made in local hospitals for the
treatment of their employees and they have no plan for the surrounding people. They also
inform
that it is the responsibility of the people.
3. A Yarn Dyeing company which dumps its wastes in the nearby river. It causes
heavy damage to the people those who are using the river. The plant engineers
 are aware of this, but they do not change the disposal method because their competitors also
doing similarly as it happens to be a cheaper. They also say that it is the responsibility of the
local government.

The above given examples clearly explain how the ethical problems arise most
often because of wrong judgments and expectations of engineers. These necessitate
for establishing some codes of conduct which has to be imposed on engineers‟
decisions on the basis of ethical view.

TYPES OF INQUIRY

Inquiry means an investigation. Like general ethics, Engineering ethics also involves
investigations into values, meaning and facts. These inquiries in the field of Engineering ethics
are of three types.

1. Normative Inquiries
2. Conceptual Inquiries
3. Factual or Descriptive Inquiries

Normative Inquiries

These inquiries are mostly helpful to identify the values which guide the individuals and
groups in taking a decision. These are meant for identifying and justifying some norms and standards
of morally desirable nature for guiding individuals as well as groups. In most of the cases, the
normative questions are given below:

1. How do the obligations of engineers protect the public safety in given situations?
2. When should an engineer have to alarm their employers on dangerous practices?
3. Where are the laws and organizational procedures that affect engineering practice on
moral issues?
4. Where are the moral rights essential for engineers to fulfill their professional obligations?

From these questions, it is clear that normative inquiries also have the theoretical
goal of justifying moral judgments.

Conceptual Inquiries

These are meant for describing the meaning of concepts, principles, and issues
related to Engineering Ethics. These inquiries also explain whether the concepts and ideas are expressed
by single word or by phrases. The following are some of the questions of conceptual inquiries:
 1. What is the safety and how it is related to risk?
2. What does it mean when codes of ethics say engineers should protect the safety,
health and welfare of the public?
3. What is a „bribe‟?
4. What is a „profession‟ and „professional‟?

Factual / Descriptive Inquiries

These help to provide facts for understanding and finding solutions to value based issues. The
engineer has to conduct factual inquiries by using scientific techniques. These help to provide
information regarding the business realities such as engineering practice, history of engineering
profession, the effectiveness of professional societies in imposing moral conduct, the procedures to
be adopted when assessing risks
and psychological profiles of engineers. The information about these facts provide understanding
and background conditions which create moral problems. These facts are also helpful in solving
moral problems by using alternative ways of solutions.

These types of inquiries are said to be complementary and interrelated. Suppose an

engineer wants to tell a wrong thing in an engineering practice to his superiors, he has to
undergo all these inquiries and prepare an analysis about the problem on the basis of moral
values and issues attached to that wrong thing. Then only he can convince his superior.
Otherwise his judgment may be neglected or rejected by his superior.

MORAL DILEMMAS

Why study engineering ethics?

Engineering ethics is not only teaching moral behaviour in knowing about immoral and
amoral 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. This can be possible be imparted among the engineers, only through
college courses, seminars, etc. which are involved individual study.

Moral Dilemmas

Dilemmas are certain kind of situations in which a difficult choice has to be

made.

Moral dilemmas can also be called moral problems. 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. Moral dilemmas can be occurred in so many ways. For
example, suppose one gives a promise to his friend that he will meet
him on the evening of a particular day, but unfortunately on the same day his brother has
met with an accident and he has to take him to hospital. The dilemma here consists of a
conflict between the duty to keep promise and obligations to his brother. In this situation,
to solve his moral problem, he can make a phone call to his friend and make apology for
his inability to come. So, from the above it is clear that the duty to keep promise always
has two different and conflicting applications.

The moral dilemmas cannot easily be addressed or resolved always. It requires an

elaborate searching which sometimes causing extreme suffering and reflection of a
situation. The modern engineering practice compels that all the engineers have to face
boldly about the moral dilemmas in their careers.

To find a simple and clear solution to the moral problems in the field of engineering, there must be
some provision to allocate time to for learning ethics in engineering courses. But at the same time, it
should not be ignored in the following three categories of complex and gloomy moral situations:

The Problem of Vagueness

The problem of vagueness is related to individuals. The individuals may not

know how to moral considerations or principles in resolving a moral problem at a
particular situation. For example, an engineer in a higher position of a company, is
responsible and having the sole right to make purchases on his own and behalf of the
company. There may be many suppliers for supplying materials. In this situation, a sales
representative from one of the suppliers approaches him with a moderating gift. In this
case, the engineer may have some doubts like (i) Whether this is an acceptance of a
bribe? (ii) Does it create a conflict of interest? The solution is only with that engineer.
He can also discuss with his colleagues about the problem. The colleague may find the
solution on the basis of previous experiences, - it may not be a kind of bribe, but at the
same time it should not be encouraged in future because there is the possibility of
supplying substandard materials. It is difficult to arrive at the conclusion whether the gift
is an innocent amenity or an unacceptable bribe.

The problems of Conflicting reasons

These occur more frequently. In a difficult situation of a moral problem, an

individual may clearly know about what moral principle has to be applied to resolve the
problem. When it arises, there are two or more principles with clear solutions lead into
conflict with one another or one particular moral principle. Simultaneously there can be
of two different directions. In this case, that individual has to choose a better one among
them on the basis of the importance and the applicability. For example, an engineer has
given a promise to his employer and another one to a colleague. If it is difficult to fulfill
both the promises, he can drop off one promise which is of least importance. If he explains the
situations to his colleagues, it can be understood.

The problems of disagreement

The individuals and groups in engineering companies may disagree with

resolving moral problems in difficult situations. about how The disagreement will be normally
to interpret, apply and balance the moral problems. In this situation they
have to use the following steps to resolve the problems.

Steps / Procedures in facing / confronting moral dilemmas

All the above said three problems pave the way for the need of several steps in
resolving the moral dilemmas. All the steps are interrelated and they can also be used
jointly.

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. But sometimes it is not possible when the objective is
to find a way to meet equally urgent responsibilities and to promote equally important ideals.

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 and
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. But it seems to be difficult.

To conclude, only the study of Engineering Ethics can help in developing the
skills and attitudes to follow the above steps in resolving a moral problem among
the engineers and other professionals by means of case studies, class room
discussions and debating.
MORAL AUTONOMY

Meaning and Causes

Autonomy means self-governing or self-determining i.e act independently. Moral

autonomy means the right or the wrong conduct which is of independent on ethical
issues. It deals with the improvement of an individual‟s moral thoughts which make h i to adopt
good habits. Moral autonomy is concerned with the independent attitude of a person related to
ethical issues. It helps to improve the self-determination among the individuals.

The need for moral autonomy in the field of engineering ethics

The objectives of engineering ethics are not related to implanting particular moral beliefs
on engineers. In other way they help the engineers and other professionalists to strength their
professional values such as honesty, respect the colleagues and think for the welfare of the general
public. Though the above said values have been already in the minds of the engineers, engineering
ethics helps to improve
these qualities in a better manner among the engineers, and not inculcating newly. The
structural objective of engineering ethics is to be enable the individuals to understand the
moral responsibilities in a clear and careful manner. So, the main aim of studying
engineering ethics is to increase the moral autonomy within him.

Moral autonomy is a skill and habit of thinking ethical problems in a rational

manner. These ethical issues are to be found out on the basis of moral problems. These
general responsiveness of moral values are derived only from the training what we have
received as a child with response to the sensitive and right of others and ourselves.
Suppose the training is not given in the childhood itself, those children may be ill -
treated or neglected by the society. These children in future may grow up with lack of
senses on moral issues and they become as sociopaths. They are never morally autonomous. They
won‟t regret for their mistakes and wrong doings.

These moral concerns can be initiated or imparted among the engineers, mainly
engineers of various subjects and also by the way of their friends, or by social events
occurring around them or by books and movies. So the main aim of all the courses of
Applied Ethics is only to improve their abilities in order to face the moral issues critically. This can only
be achieved by improving the practical skills which are helping
in producing effective independent or self-determination thoughts among the individuals
about the moral problems.

Skills for improving moral autonomy

 1. The engineers must have the competence for identifying the moral problems and
ethical issues related to the field of engineering – they must have the ability to
distinguish and relate these moral problems with the problems of law,

economics, religions principles etc. They must possess the skills of understanding,
clarifying and assessing the arguments which are against the moral issues.

2. They must have the ability to suggest the solutions to moral issues, on the basis of
facts. These suggestions must be consistent and must include all the aspects of the
problem.
3. They must have the imaginative skill to view the problems from all view points
and also be able to suggest a proper alternative solution.
4. They must be able to tolerate while giving moral judgments and decisions which
may cause trouble. i.e. they have to understand the difficulties in making moral
decisions.
5. They must have adequate knowledge and understanding about the use of ethical
language so as to defend or support their views with others.
6. They must have some better knowledge in understanding the importance of suggestions and
better solutions while resolving moral problems and also about
the importance of tolerance on some critical situations.
7. They must understand the importance of maintaining the moral honesty i.e. the personal
convictions and beliefs and individual‟s professional life must be integrated. They must
have this skill of doing so.

Conclusion

From the above decisions on moral autonomy, we can conclude that moral autonomy helps an
engineer to increase his moral outlook in an appreciable manner. It also helps him to be morally
responsible in his daily activities.

KOHLBERG’S THEORY

Moral Autonomy is based on the psychology of moral development. The first psychological
theory was developed by Jean Piaget. On the basis of Piaget‟s theory, Lawrence kohlberg developed
three main levels of moral development which is based
on the kinds of reasoning and motivation adopted by individuals with regard to moral
questions.

The Pre Conventional Level

It is nothing but self-centered attitude. In this level, right conduct is very essential for an
individual which directly benefits him. According to this level,
individuals are motivated by their willingness to avoid punishment, or by their desire to
satisfy their own needs or by the influence of the power exerted by them. This level is
related to the moral development of children and some adults who never want to go beyond a certain limit.

The Conventional Level

The level deals with the respect for conventional rules and authority. As per this
level the rules and norms of one‟s family or group or society has been accepted as the
final standard of morality. These conventions are regarded as correct, because they
represent with authority. When individuals are under this level, always want to
please/satisfy others and also to meet the expectations of the society and not their self-
interest. Loyalty and close identification with others have been given much importance.
No adult tries to go beyond this level.

The Post Conventional Level

This level is said to be attained when an individual recognizes the right and the wrong on
the basis of a set of principles which governing rights and the general good which are not based on
self-interest or social conventions. These individuals are called “autonomous”, because they only
think for themselves and also they do not agree t hat customs are always correct. They want to live
by general principles which are universally applied to all people. They always want to maintain
their moral integrity, self-respect and the respect for other autonomous peoples.

Kohlberg‟s theory of moral development is very much related to the goals of studying ethics at
college level. To become morally responsible, an individual must be
able and willing to undergo with moral reasoning. Moral responsibility comes out of the
foundation of early moral training given by an individual‟s parents and culture. This early
training helps to complete the above said three levels of moral development by an
individual.

As per Kohlberg‟s view only few people would reach the post conventio nal level
which is based on assumption that movement towards autonomous is morally desirable.

GILLIGAN’S THEORY

Gilligan‟s argument

Caorl Gilligan was one of the students of Kohlberg. She criticizes Kohlberg‟s theory on the
basis of approached made by both male and female towards morality. On
the basis of her studies and researches, she criticizes Kohlberg‟s theory which is only
based on male bias and his studies are of typically male preoccupation with general rules and rights.

She also suggest that men are always more interested in resolving moral dilemmas by applying
some most important moral rules. But women always want to keep up the personal relationship with all
those involved in a situation and they always give attention only on the circumstances responsible for that
critical situation and not on general moral rules.

She also states that Kohlberg‟s theory is only on ethics of rules and rights. But
her theory is known as ethics of care. i.e. context oriented emphasis required to
maintain the personal relationship.

Levels of Moral Development

Gilligan recasts Kohlberg‟s three levels of mo ral development on the basis of her
own studies of women, as follows:

The Pre-Conventional Level

This is more over the same as Kohlberg‟s first level i.e. Right conduct is a selfish
thing as solely one what is good for oneself.

The Conventional Level

This level differs from Kohlberg‟s second level. According to her, women don‟t
want to hurt others and want to help others i.e. women always want to give up their
interests in order to help the others to fulfill their needs.

The Post Conventional Level

This level is also differed from Kohlberg‟s level. In this level, individual (particularly
women) want to balance between caring about other people and their interests. The main aim here is
to balance an individual‟s needs with those of others on
the basis of mutual caring. This can be achieved only through context -oriented reasoning and
not by abstract rules.

Heinz‟s Dilemma

Gilligan‟s criticism on the Kohlberg‟s theory can be made v ery clear with the help of a famous
example used by Kohlberg in his questionaries and interviews. This is
called Heinz‟s Dilemma.
 This example was about a woman and Heinz, her husband living in Europe. The
woman was affected by cancer. The doctors told her to use an expensive drug to save her
life. The pharmacist who also invented that medicine charged ten times the cost of making
the drug. Besides his poverty, Heinz took a lot of effort to borrow money, but
he could get only half of the amount needed. He approached to the pharmacist and begged him to sell
the medicine at a cheaper price or allow him to pay for it later. But
the pharmacist refused to do so. Finally, without any hope, Heinz forcibly entered into the
pharmacy and stolen the drug. The question here is “Was the theft morally right or
wrong?”

By asking this question among the male, Kohlberg has received two sets of answers: One is
based on the conventional level i.e. Heinz did a wrong thing. Another
one is based on the post conventional level i.e,Heinz was correct as the life of the wife is
more important than the property right of the pharmacist.

But when the same question was asked among the women, they gave (all women)
same answers. They replied that Heinz was wrong. They further told that instead of stealing the
medicine, Heinz could have tried other alternative solutions. They also told that Heinz should have
convinced still the pharmacist to get the medicine.

From the above, Kohlberg concluded that women‟s decisions are always based on
conventional rule and they always have different opinions in applying the general moral
rules and principles about the right to live.

On the basis of the Kohlberg‟s comment on the women, Gilligan came to a different conclusion.
She tells that it shows greater sensitivity to people and personal relationships. She concluded that the
decision taken by women is context -oriented and
not on the basis of general rules ranked inorder of priority.

Now, the question here is, how Gilligan‟s theory of moral development relates to
moral autonomy as a goal of studying ethics at the college level?

Autonomy requires independent reasoning on the basis of moral concern and not
separated from other people. As per Gilligan‟s theory and Kohlberg‟s theory, moral
autonomy should be consistent with context-oriented and also with an awareness of
general moral principles and rights.

CONSENSUS AND CONTROVERSY

Consensus means „agreement‟ and „controversy‟ means disagreement. The consensus

and the controversies are playing the vital roles while considering the moral autonomy.
 When an individual exercises the moral autonomy, he cannot get the same results as
others get in applying moral autonomy. Surely there must be some moral differences
i.e. the results or verdicts will be of controversy. This kind of disagreements is unavoidable.
These disagreements require some tolerances among individuals those who are autonomous,
reasonable and responsible.

As per the principle of tolerance, the goal of teaching engineering ethics is not
merely producing an agreed conformity on applying moral principles among engineers but
also to reveal the ways of promoting tolerances to apply moral autonomy.

Both the goals of engineering ethics and the goals of engineering courses have
some similarities. These similarities have to be extended with the help of exercising authority. For
example, in the class room, the teachers are having the authority over students and in the work place, the
managers are having the authority over engineers.

There are two general points regarding the relationship between autonomy and
authority with reference to the class room:

1) Moral autonomy and respect for the authority cannot be differentiated or separated
from each other. Moral autonomy is exercised on the basis of moral concern for
other people and also recognition of good moral reasons. Authority provides for
the framework in which learning can take place. It is based on the acceptance of
authority by both the students and
the professors. Without this acceptance, the classes cannot be conducted in
a smooth way. On the other hand, cheating will be encouraged and the
trust between faculty and the students may be reduced to some extent. These kind of
deviations are due to the absence of moral views and respect for authority. They must be
coincide with each other.
2) Generally a tension may arise among the individuals regarding the need
for consensus about authority and need for autonomy. This tension can be

reduced by discussing openly regarding a moral issue between students and faculty
with the help of the authority.

In short, conflicts will arise between autonomy and authority, when the authority
is misused. For example, in small classes, the students are having the authority to
express their own views. But when the professor doesn‟t allow them to do so, he
misuses his authority. This will create some moral problems between the students and the
faculty.

MODELS OF PROFESSIONAL ROLES

 The main aim of the profession of engineering is to improve the public safety,
wealth and welfare. In order to perform these functions, the engineer has to play various
models to channalise his attitudes towards the achievements of objectives. They are as
follows:

1. Savior
The engineers are responsible for creating an utopian society in which everything is
possible and can be achieved without much effort – This can only
be achieved through technological developments made by the engineers for safe -
guarding the society from poverty, inefficiency, waste and manual labour.
2. Guardian
Engineers only know the directions through which technology will be developed. So,
they should be given position of high authority based on their expertise skills in determining
what is in the best interests of the society. They should act as guardians to the technological
improvements.
3. Bureaucratic Servant
Engineer‟s role in the management is to be the servant who receives and translates the
directive of management into better achievements. They have to solve the problems given by
the management, within the limits set by the management.

4. Social Servant
The role of engineers is not only providing service to others but also their
responsibility to the society. The interests of the society can be expressed to the
engineers either directly or indirectly. So, the engineers, with the co -operation of
the management have the work of receiving society‟s directives and satisfying the
desires of the society.
5. Social enabler and Catalyst
The engineer has to play a role of creating a better society and should be
the cause of making social changes. Service given by the engineers to the society
includes carrying out the social directives. Engineers are needed to help the
management and the society to understand their needs and to create decisions
about technological development.
6. Game Player
We cannot say that engineers are servants or masters of anyone. They are
playing the economic game rules which may be effective at a given time. Their
aim is to play successfully within the organization enjoying the happiness of technological work
and the satisfaction of winning and moving ahead in a completive world.
THEORIES ABOUT RIGHT ACTION

There are four types of theories on ethics, which help to create the fundamental
principles of obligation suitable and applicable to professional and personal conduct of a
person in his everyday life. These theories are essential for cause of right action and
morality. They are:

1. “Golden mean” ethics (Aristotle, 384 – 322 B.C.). The best solution is achieved through
reason and logic and is a compromise or “golden mean” between extremes of excess and
deficiency. For example, in the case of the environment,
the golden mean between the extremes of neglect and exploitation might be protection.

Problem: Variability from one person to another in their powers of reasoning and the
difficulty in applying the theory to ethical problems.

2. “Rights – based” ethics (John Locke, 1632 – 1704). Every person is free and
equal and has the right to life, health, liberty and possessions (in effect
prohibiting capital punishment, medical charges, jails and income taxes).

Problem: One person‟s right may be in conflict with another‟s rights.

3. “Duty – based” ethics (Immanual Kant, 1724 – 1804). Each person has a duty to
follow a course of action that would be universally acceptable for everyone to
follow without exception. (Thus we would all be honest, kind, generous and
peaceful).

Problem: Universal application of a rule can be harmful.

4. “Utilitarian” ethics (John Stuart Mill, 1806 – 1873). The best choice is that for
which produces the maximum benefit the greatest number of people (which
could endanger minority rights).

Problem: Qualification of the benefits can be difficult.

All these theories can be differentiated on the basis of what they provide for
moral concept, good results for all, duties and human rights.

SELF – INTEREST, CUSTOMS AND RELIGION

Moral justifications and principles form a distinct category of value, which are different
from other category of values. This can be more clear by relating and
contrasting moral values to three other types of values namely self-interest, customs and
religion. Focus must be made in each case, how we can reduce morality to these types of
value.

Self –Interest and Ethical Egoism

Self-interest is nothing but one‟s personal good. It refers to the goodness of oneself in the long
run.

Each of the ethical theories recognizes the importance of self-respect. Utilitarian

considers one‟s own good as well as the good of others. Duty ethicists stresses duties to
ourselves and for won well-being. Ethicists of rights emphasize our rights to pursue our
own good. Virtue ethicists accent the importance of self – respect.

Each of these theories insists that the pursuit of self – interest must be balanced
and kept under control by moral responsibilities to other people. Now let us consider a
view called “ethical Egoism” which challenges all the ethical theories and it tries to
reduce morality to the pursuit of self-interest. It is called „egoism‟, because it says that
the main duty of us is to maximize our own good. According to Thomas Hobbes and
Any Rand, moral values are reduced to concern for oneself but always a rational
concern which requires consideration of a person‟s long-term interests.

The Supporters of ethical egoism make a differentiation between narrower and wider
forms of self-interest. When a person who selfishly preoccupies his own private good and
disregard for the good of others, will be off from rewarding friendships and love. Personal
well-being generally requires taking some large interest in others. But the rational egoist
insists that the only reason for showing an interest in others is for the sake of oneself.

Ethical Egoists try to protect their positions by arguing that an ironic importance of
everyone rationally pursuing one‟s self-interest is that every one get benefited. The society
benefits mostly when (i) individuals pursue their private good and (ii) corporations pursue
maximum profits in a competitive free market. The main idea here is that leads to the
improvement of economy through which benefiting everyone.

Because, both the individual and the corporation know very well that what is good for them and
how best to pursue that good.

As per ethical egoism, people should always and only pursue their self – interest in
a very cautious manner to value the interest rationally on the basis of facts.
 Morality essentially needs a willingness on the part of both individuals and corporations to
place some restrictions on the pursuit of private self – interests. Accepting these constraints is
presupposed in what is meant by moral concern Engineering Ethics also has one task of exhibiting the
moral limits on the pursuit of self interest in the Engineering profession.

The above said remarks do not constitute a wrong proof for ethical egoism. Morality stresses
that we have to give value and we are concerned for the good of other
people. Ethical egoism is not a persuasive or probable theory to state what is morality but
it is only a convinced rejection of morality.

Customs and Ethical Relativism

As we live in a society which is of increasingly diverse nature, it is more

important to have tolerance for various customs and outlooks. Hence the concept of
ethical pluralism emerges. It views that there may be alternative moral attitudes that are
reasonable. But none of the moral perspectives can be accepted completely by all the
rational and the morally concerned persons. Ethical pluralism allows the customs which
plays an important role in deciding how we should act. Moral values are many, varied
and flexible. So, these moral values allow considerable variation in how different
individuals and groups understand and apply them in their day-today activities. In other
words, to be precise, reasonable persons always have reasonable disagreement on moral
issues, including issues in engineering ethics.
Ethical Relativism, an objectionable view, should not be confused with Ethical
Pluralism. As per Ethical relativism says that actions are morally right when they are
approved by law or custom and they are said to be wrong when they violate laws or
customs. Ethical relativism tries to reduce moral values to laws, conventions and
customs of societies.

What is the necessary for a person to accept ethical relativism? There are so
many reasons for accepting ethical relativism –

I. The laws and customs seem to be definite, real and clear – cut. They help to
reduce the endless disputes about right and wrong. Moreover, laws seem to be an
objective way to approach values. The above argument is some what weak. This
reason underestimates the extent to which ordinary moral reasons are sufficiently
objective to make possible criticism of individual prejudice and bias. Moreover,
moral reasons allow objective criticism of the given laws as morally inadequate.
For example, the apartheid laws (racial segregation) in south Africa. This law
violated the human rights are not given any legal protections to the majority of the
blacks, but morally ought to be.
 II. The second reason for accepting ethical relativism is because it believes the values are
subjective at the cultural level. They also state that the moral standards are varied from one
culture to another. The only kind of objectivity is
relative to a given set of laws in a given society. This relativity of morality encourages the virtue
of tolerance of difference among societies.

The above said argument is also confusing one. It assumes that ethical relativism
is implied by descriptive relativism. i.e., values and beliefs differ from culture to culture. There is
nothing self-certifying about the laws and beliefs. This can be explained by the following illustration.
Ethical relativism would allow that Hitler and
his followers (Nazis) acted correctly when they killed 6 million Jews, for their laws, customs, and
beliefs which were based on anti – Semitism (hostile to Jews).

So, ethical relativism refers anything but for the tolerant doctrine it pretends to be.
But there is nothing tolerant in accepting Nazi beliefs about morality Admitting intolerant anti-
semitic beliefs is not an act of tolerance.

The supporters of ethical relativism, generally say that an action is right “for cultures” when
believe it as the right one.i.e., it is right “for them” though not “for us”.
So, beliefs, however customary or widely shared, are not self-certifying whether we are
talking about moral beliefs or scientific beliefs.

The third reason is based on the moral relationalism or moral contextulaism. This
states that moral judgments must be made in relation to some factors which varies from case
to case. Making simple and absolute rules are impossible in this way. In most of
the cases, customs and laws are considered as morally important factors for making judgments.

All philosophers accepted this moral relationalism. But contemporary duty and
right ethicists like „Kant‟ do not accept. As per their views, respecting people require
some sensitiveness to special circumstances. The virtue ethicists stress the role of
practical wisdom in identifying the facts which are relevant to assessment of conduct
based on virtual manner.

The ethical relativism was accepted by early cultural anthropologists because

they had a specified tendency to overstress the scope of moral difference between cultures.
Absorbed with unusual practices such as head – hunting, human sacrifices and
cannibolism (cannibal is a person who eats human flesh); these persons who shifted
their idea quickly form moral views differ greatly to “Morality is a simply a culture as
such”. But modern anthropologists states that all cultures by v irtual show some commitment to
promote social co-operation and protect their members against needless
death and suffering. Moral differences are based only on the circumstances and facts, not
on the difference in moral attitudes. For example, we can consider the practice of human
sacrifice in the Aztecs. [Members of a former Indian people who ruled Mexico before the
th
16 century]. This practice seems to be a sign of cruelty an lack of concern for life. But a
full examination of their beliefs reveal that they believed their gods are
pleased by such sacrifice to ensure the survival of their people and also it was considered an honour
for the victims. Refer to the sacrifice or placing chicken and goal to god.

Religion and Divine Command Ethics

Moral responsibilities and religious belief are interwined in many positive ways.
First, they are related historically. Our moral views have been shaped by the most
known central moral values within the major world religions. For example, the Judeo -
Christian tradition has been influential in Western countries like England, USA etc.
Islam has been having a great influence in middle east countries such as Saudi Arabia,
Kuwait, Pakistan etc. Confucianism has been influential in China and Buddhism,
Hinduism and Taoism have been famous in Asian countries.

Second, most of the people still having beliefs and show some important and inevitable
psychological connections between their moral and religious beliefs.
Religious views frequently support moral responsibility by providing additional motivation
for being moral. Faith in Religions or religious hopes imply trust. This trust gives an
inspiration to be moral.

The main social functions of religion is motivating right action based on ethical
principles. Religion supports many people to follow their beliefs and promote tolerance
and moral concern for others. Many of the engineers are motivated by the religious beliefs.

Thirdly, religions form a set of higher moral standards. For example, Christianity
suggests for loving neighbors. Many religions include virtue ethics that stresses about
particular virtues. For example, the ethics if Christianity focuses in the virtue of hope, faith
and love. Buddhism emphasizes a feeling of pity (compassion). Islam pressures “insane”
(being religious and pursuit of excellence).

Some times, religious set standards below the level of acceptable moral standards. Some
religions do not give equal rights to women, as in Islam (particularly in
Iran, Iraq). In this situation the conflict is not only between secular morality and religion but also
among other religions.
 By giving stress on the positive connections between secular morality and religion,
we go for defining Divine Command ethics. It views that right action is defined by the
commands of God, and without a belief in God there could be no moral values and if an
action is said to be wrong, it means that it is forbidden by God.

The Major difficulties in Divine Command ethics are: how to know what God‟s
commands are and whether God exists or not. Judaism, Christianity, Islam and
Hinduism are mostly God-centered i.e., they believe in God. But some other religions
such as Buddhism, Taoism and Confucianism calls for only faith in a right
path from which code of ethics can be derived. For example in Buddhism the
right path included eight steps such as right understanding, right intention,
right intention, right action,
right livelihood, right effort, right mindfulness and right concentration.

Questions on the belief in God were rejected by most of he theologians,

[Theology – study of God] based on the question asked by Socrates. Socrates asked
why
does god make certain commands and not others? Are these commands made on the basis of
sudden fancy? The answer is surely no. Because God is supposed to be morally
good and He never commands bad acts such as irresponsible killing, rapes,
tortures and other immoralities.

Suppose a man claimed that God commands him to kill people randomly
without making any religious inquiry, we can say that the main is mistaken.

Divine Command ethics has things backwards. A morally divine being

commands on the basis of moral reasons which determines the wrongness of
actions and rightness of other actions. Moral reasons are presupposed as the
foundation for making
certain commands. Moral reasons can not force hard to religious matters. Religious beliefs
provides an added inspiration for responding to moral reasons.
USES OF ETHICAL THEORIES

Ethical theories have so many uses. Out of them, the following three are
the most important uses:

1. Understanding moral dilemmas.

2. Justifying professional obligations and ideas and
3. Relating ordinary and professional morality