naa a22 4500 510778690 CHVBK 20180411083239.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.1007/s11948-013-9495-7 doi (NATIONALLICENCE)springer-10.1007/s11948-013-9495-7 Editors' Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering [Elektronische Daten] [Henk Zandvoort, Tom Børsen, Michael Deneke, Stephanie Bird] Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole. Springer Science+Business Media Dordrecht, 2013 Social responsibility nationallicence Science education nationallicence Engineering education nationallicence University education nationallicence Engineering ethics nationallicence Research ethics nationallicence Responsible conduct of research nationallicence RCR nationallicence Sustainability nationallicence Zandvoort Henk Faculty of Technology, Policy and Management, Delft University of Technology, P.O. Box 5015, 2600 GA, Delft, The Netherlands aut Børsen Tom Department of Learning and Philosophy, Aalborg University Copenhagen, A.C. Meyers, Vænge 15, 2450, Copenhagen SV, Denmark aut Deneke Michael Irenenstr. 5, 64293, Darmstadt, Germany aut Bird Stephanie Science and Engineering Ethics, P.O. Box 2007, 02093, Wrentham, MA, USA aut Science and Engineering Ethics Springer Netherlands 19/4(2013-12-01), 1413-1438 1353-3452 19:4<1413 2013 19 11948 https://doi.org/10.1007/s11948-013-9495-7 text/html Onlinezugriff via DOI 1 editorial jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11948-013-9495-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Zandvoort Henk Faculty of Technology, Policy and Management, Delft University of Technology, P.O. Box 5015, 2600 GA, Delft, The Netherlands aut NATIONALLICENCE 700 1- Børsen Tom Department of Learning and Philosophy, Aalborg University Copenhagen, A.C. Meyers, Vænge 15, 2450, Copenhagen SV, Denmark aut NATIONALLICENCE 700 1- Deneke Michael Irenenstr. 5, 64293, Darmstadt, Germany aut NATIONALLICENCE 700 1- Bird Stephanie Science and Engineering Ethics, P.O. Box 2007, 02093, Wrentham, MA, USA aut NATIONALLICENCE 773 0- Science and Engineering Ethics Springer Netherlands 19/4(2013-12-01), 1413-1438 1353-3452 19:4<1413 2013 19 11948 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer