Social and Ethical Implications
The ACM Code of Ethics lists contributing to society and human well-being as well as improving public understanding of an engineer’s practice area. Through service-learning provides engineers with the opportunity to both contribute to society and educate the public.
Along with fostering a good community-university relationship, educators hope incorporating service-learning will increase diversity and retention in the engineering school. Diversifying the engineering population will allow engineering teams to maintain a better understanding of the needs in a society. So diversifying engineering teams will allow engineers to both meet real needs as well as provide interfaces to their solutions which the public can understand. Likewise, a society needs a vast population of engineers to meet the needs of a vast society.
Read more about this topic: Service-learning In Engineering Education
Famous quotes containing the words social and, social, ethical and/or implications:
“As the saffron tints and crimson flushes of morn herald the coming day, so the social and political advancement which woman has already gained bears the promise of the rising of the full-orbed sun of emancipation. The result will be not to make home less happy, but society more holy.”
—Frances Ellen Watkins Harper (1825–1911)
“... if we look around us in social life and note down who are the faithful wives, the most patient and careful mothers, the most exemplary housekeepers, the model sisters, the wisest philanthropists, and the women of the most social influence, we will have to admit that most frequently they are women of cultivated minds, without which even warm hearts and good intentions are but partial influences.”
—Mrs. H. O. Ward (1824–1899)
“The repudiation of the primacy of understanding means the repudiation of the norms of judgment as well, and hence the abandonment of all ethical standards.”
—Johan Huizinga (1872–1945)
“Philosophical questions are not by their nature insoluble. They are, indeed, radically different from scientific questions, because they concern the implications and other interrelations of ideas, not the order of physical events; their answers are interpretations instead of factual reports, and their function is to increase not our knowledge of nature, but our understanding of what we know.”
—Susanne K. Langer (1895–1985)