The Dutch research project “Wijs met techniek” (Tech-Wise) explores ethics education from a tool-based, practical perspective. Especially if and how practical tools for ethical deliberation on the impact of technology can be helpful in ethics education for engineering students. The approach is first intended as a variation on theories in ethics and technology. Secondly, the approach uses a focus on the impact of technology as a way toward ethical deliberation. Both characteristics are intended to better appeal to engineering students. In the project we cover three levels of higher education: a University, a University of Applied Sciences and a School for Vocational Training. Together we are developing and testing a suite of activating working methods that can be tailored to various engineering programmes. A first result of this is the simple workshop format “ethics for engineers”, consisting of five steps with four effective ingredients. In this paper we present the general format of this workshop and dive in particular into a specific instance of the workshop called “Wonderberries”. The experiences from the workshop show that with a carefully chosen combination of engaging orientation, a specific ‘technology’ and a concrete design exercise the ethical questions and subsequent deliberation and reflection can be very rich.
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Over the past decade, the maker movement and in its slipstream maker education have attained worldwide popularity among educators, politicians, and the media. Makers’ enthusiasm for creative design and construction, using old and new tools has proven contagious, and is worth exploration and critical reflection by the community of engineering and technology education (ETE). This chapter describes what has been said about “making” by philosophers and educators; what maker education is, and what is new and not so new about it; why it has gained momentum; what the evidence is about its effectiveness and its possible weaknesses; and how mainstream technology education may benefit from maker education. This chapter concludes with ideas for a research agenda.
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Over the past decade, the maker movement and in its slipstream maker education have attained worldwide popularity among educators, politicians, and the media. Makers’ enthusiasm for creative design and construction, using old and new tools has proven contagious, and is worth exploration and critical reflection by the community of engineering and technology education (ETE). This chapter describes what has been said about “making” by philosophers and educators; what maker education is, and what is new and not so new about it; why it has gained momentum; what the evidence is about its effectiveness and its possible weaknesses; and how mainstream technology education may benefit from maker education. This chapter concludes with ideas for a research agenda.
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