Wo kshop
Recommended ci a ion: To mey, R., & Ko luk, N. (2025). Emo ion in Enginee ing
E hics Cases: How Should Enginee s Respond o Righ eous Ange ?. In
Kangaslampi, R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual
Con e ence. Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e,
Finland. DOI: 10.5281/zenodo.17631384.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
EMOTION IN ENGINEERING ETHICS CASES: HOW SHOULD
ENGINEERS RESPOND TO RIGHTEOUS ANGER?
R. To mey a,1, N. Ko luk b
a Ecole poly echnique édé ale de Lausanne (EPFL)
Lausanne, Swi ze land
h ps://o cid.o g/0000-0003-2502-9451
b Ecole poly echnique édé ale de Lausanne (EPFL)
Lausanne, Swi ze land
h ps://o cid.o g/0000-0002-4314-9492
Con e ence Key A eas: Enginee ing e hics educa ion; Sus ainabili y and socie y in
enginee ing
Keywo ds: Enginee ing E hics; E hics Cases; Emo ion; Ange ; Jus ice
ABSTRACT
Recen yea s ha e seen a g ow h in in e es in emo ion in enginee ing e hics
educa ion, and i is now ecognised ha emo ions a e a componen in enginee ing
e hics cases, including hose ha a e p esen ed as ‘emo ionally neu al’. Schola s in
enginee ing e hics ha e iden i ied ha emo ion con eys impo an in o ma ion abou
isk and injus ice, while a he same ime ecognising he way he emo ion may
impac on he p ocess o e lec i e decision making. Despi e hei p e alence and
impo ance, howe e , he e a e, o now, ew examples o how emo ions can be
included in an educa ional p ocess o analysing e hics cases. This wo kshop
p o ides enginee ing educa o s an example o how his can be done.
Pa icipan s will lea n o unde s and and desc ibe how emo ions (i) p o ide
in o ma ion abou mo al sen imen s (in o ma ion) and (ii) in luence mo al decision-
making p ocesses. They will also lea n o apply his unde s anding in designing
e hics o design ac i i ies o enginee ing s uden s. The wo kshop will be s uc u ed
a ound wo in e ac i e lea ning me hods: (i) collabo a i e analysis o case s udies
using s uc u ed ques ions ollowed by plena y deb ie ing ques ions and (ii) a jigsaw
pee lea ning and pee eaching ac i i y. Pa icipan s will also ha e an oppo uni y o
e lec on how hey could apply hese p ac ices in hei own eaching and be able o
ake away lesson plans and esou ces on case analysis and jigsaw, as well as he
cases analysed.
1 Co esponding Au ho
R. To mey
oland. o mey@ep l.ch
1 BACKGROUND AND RATIONALE
Recen yea s ha e seen a g ow h in in e es in emo ion in enginee ing educa ion
(Lönng en e al., 2024) and, in speci ic, in enginee ing e hics educa ion (Ko luk &
To mey, 2023, 2024, 2025a, 2025b). This ocus on emo ion in e hics educa ion is
pa o a wide mo e o be e unde s and he place o emo ion in e hical decision
making and e hical ac ing mo e gene ally. The concep o mo al emo ions was
in oduced by Haid (2003) o e e o emo ions which a e expe ienced in he con ex
o e hical ques ions and whe e he objec ocus o he emo ion is no linked o he
in e es s o he pe son hemsel es. Thus, eeling ang y abou a pe cei ed injus ice o
someone else and being mo i a ed o do some hing abou i would be a mo al
emo ion, while eeling ange a someone being ude o you sel would no . Haid
iden i ied a ange o emo ions ha can, depending on he con ex , be seen as mo al
emo ions. These include guil , shame, ange , compassion, dis ess-a -ano he ’s-
dis ess, g a i ude and awe.
His o ically, such emo ions we e o en ega ded as p oblema ic in e hics cases,
whe e he ocus, ollowing on om a Kan ian amewo k, was o en on ge ing
s uden s o engage in a slow, easoned, e lec i e p ocess o cogni i ely hinking
h ough and making decisions (Ko luk, Lönng en, & To mey, 2025). This iew was
based on concep ualising emo ion as being a bodily expe ience which in e up ed
a ional hinking, and which he e o e was dis up i e o , a he han con ibu ing o,
mo al easoning (see Ba bale , 2001; Solomon, 2008). While his iew o emo ion
emains widesp ead in olk o common-sense accoun s o emo ion, i is inc easingly
a odds wi h he pe spec i e o emo ion esea che s om biological, psychological
and sociological adi ions. Since he 1990s, esea che s now gene ally see
emo ions as being linked o o in e pene a ing wi h a ionali y, wi h emo ions being
iden i ied as shaping a ional decision-making h ough con ibu ing o he goals which
a e se , h ough a ec ing he u gency a ibu ed o a si ua ion, and h ough
in luencing wha in o ma ion is aken in o accoun in he easoning p ocess (Le ne e
al., 2014).
This iew o emo ion and a ionali y as in e wined is some imes di icul o people o
ake on boa d, especially hose in disciplines – such as enginee ing – which base
hei claim o excellence, in pa on hei claim o being ‘ a ional’ (Roese , 2020). Bu
ecognising his ela ionship be ween emo ion and eason in e hics is impo an , as
hese emo ions a e po en ially hugely signi ican in enginee ing e hics con ex s. The
philosophe Sabine Roese (2012a; 2012b) has a gued ha emo ions a e c ucial o
ensu e people de elop a ull unde s anding o he na u e o isk; “ a he han being
biases ha h ea en objec i i y and a ionali y in hinking abou accep able isks,
emo ions con ibu e o a co ec unde s anding o he mo al accep abili y o a haza d”
(2012a: 107). Fo example, ‘ ea ’ in ou sel es and o he can help us iden i y whe he
o no a isk is pe cei ed o exis , while o he emo ions such as sympa hy, empa hy,
compassion, en husiasm, and indigna ion a e all seen as playing a ole in helping
enginee s o iden i y whe he isk is ai ly dis ibu ed (i.e., a e some o he people
po en ially a ec ed bea ing a g ea e isk han o he s), and whe he he igh s and
pe spec i es o he public a e being aken se iously (i.e. a e people being subjec ed
o isks wi hou hei consen o app o al) (Roese & S eine , 2024: 175).
Ko luk and To mey (2025a) ound ha enginee ing s uden s see he p o agonis s in
enginee ing e hics cases as expe iencing a ange o emo ions, including
emba assmen , ange , guil and shame. One emo ion ha is pa icula ly in e es ing
he e is ange (Ko luk & To mey, 2025b), which Haid (2003) desc ibes as “pe haps
he mos unde app ecia ed mo al emo ion”. Fo example, Saman ha S anley and
colleagues ha e ound eco-ange o be associa ed wi h p o-en i onmen al pe sonal
beha io (S anley e al., 2021), while Mon ada and Schneide (1989) ound ha
mo al ou age was associa ed wi h eadiness o ake p osocial ac ions such as
spending money o suppo a disad an aged g oup o pa icipa ing in a
demons a ion. Simila ly, Vi aglione and Ba ne (2003) ound ha wha hey called
empa he ic ange ( ha is, ange a un ai ness o someone else) was p edic i e o
wan ing o help ha pe son (as well as p edic i e o wan ing o punish hose
esponsible).
A he same ime, ange is also associa ed wi h a endency o hink in pa icula ways
when e alua ing si ua ions. As no ed abo e, Le ne e al. (2015) iden i y ha ange
plays a ole in decision making (including e hical decision making) in a numbe o
di e en ways:
(i) emo ions play a ole in deciding which goal o ocus on in a si ua ion; he
emo ion o ange has been ound o be associa ed wi h a goal o ‘changing
he si ua ion’ (F ijda e al., 1989), which would hen se he end pu pose o
any subsequen e lec ion.
(ii) Emo ions play a ole in de e mining wha people hink abou in a si ua ion;
ange is associa ed wi h a endency o see e en s as being he aul o
someone and he e o e con ollable. As a esul , ang y people end o
pe cei e less isk in si ua ions han hose who a e no ang y (Le ne &
Kel ne , 2000).
(iii) Emo ion plays a ole in de e mining how deeply people hink abou a
decision. Some emo ions, o example, a e associa ed wi h a belie ha a
pe son unde s ands he si ua ion and can p edic wha will happen
(app aisals o ‘ce ain y’). These include emo ions such as happiness,
ange and disgus . The e is e idence ha emo ions linked o ce ain y a e
associa ed wi h g ea e use o s e eo ypes, and g ea e suscep ibili y o
non- e lec i e, heu is ic hinking han hose linked o unce ain y (Tiedens
& Lin on, 2001).
Despi e he impo ance o an emo ion like ange in shaping he goals, he in o ma ion
pe cei ed, and he leng h o ime engaged in e hical e lec ion in enginee ing e hical
con ex s, adi ional app oaches o case analysis end o igno e he emo ional
dimensions o cases and ea hem as i hey can be analysed wi hou e e ence o
emo ions (Ko luk & To mey, 2025a, 2025b). Bu , as Ko luk and To mey (2023: 736)
no e: “Since emo ions canno be a oided in enginee ing e hics cases, we would
sugges ha enginee ing e hics eache s and esea che s need o be much mo e
delibe a e in add essing emo ion. Igno ing hem will no make hem go away”.
We need, he e o e, educa ional p ocesses ha would enable us o explici ly ea
emo ions when we wo k wi h e hics cases wi h s uden s. These p ocesses should
allow s uden s o iden i y he in o ma ion which he emo ion is con eying o hem
abou jus ice/injus ice in he case, while a he same ime ecognising he way he
emo ion may impac on decision making.
2 WORKSHOP OBJECTIVES
2.1 Ta ge audience
The a ge audience is enginee ing educa o s wo king in (i) e hics educa ion o (ii)
wi h design p ojec s which include a social o sus ainabili y dimension. Mo e
gene ally he wo kshop will be o alue o hose in e es ed in emo ion in lea ning o
in social jus ice and enginee ing.
2.2 Expec ed lea ning ou comes
By he end o he wo kshop pa icipan s will be able o:
• Unde s and and desc ibe how emo ions (i) p o ide in o ma ion abou mo al
sen imen s and (ii) in luence mo al decision-making p ocesses.
• Apply his unde s anding in designing e hics o design ac i i ies o
enginee ing s uden s.
3 WORKSHOP DESIGN
3.1 Time plan
The wo kshop will consis o ou ac i i ies:
(i) a case s udy analysis o a case o compassion in biomedical enginee ing (an
enginee who knows in o ma ion ha may educe a pa ien ’s anxie y bu
canno di ulge i wi hou biasing he s udy) – pa icipan s will iden i y in he
deb ie ha emo ion has a mo al in o ma ion componen as well as a po en ial
impac on decision making p ocesses.
(ii) a jigsaw eading ac i i y (Jigsaw - see 3.2 below - is a pee lea ning and pee
u o ing ac i i y ha has been ound o ha e a s ong impac on lea ning (see
Pe y, 2009:145-148); in his case wo g oups will each lea n abou one o
hese wo aspec s, speci ically ocused on ange in e hics cases, hen each
each o he .
(iii) a case s udy analysis in which pa icipan s will apply hei lea ning o an
analysis o a case on ange in biomedical enginee ing (an email ecei ed by a
biomedical enginee om a pa icipan in a Phase II human ial o a cance
ea men ).
(i ) a e lec ion on how o apply he same me hod in hei own eaching ocusing
on wha addi ional in o ma ion hey would need o eel com o able in
acili a ing he p ocess and wha kinds o cases hey could use in hei se ing.
Table 1. Wo kshop ime plan
Run ime
Ac i i y
No es
4
min
In oduc ion
The s uc u e and lea ning goals o he wo kshop will be
desc ibed (2 slides)
6
min
Case s udy 1
analysis
Pa icipan s will ead he compassion case, and a sho
deb ie will enable he key ocus o he wo kshop o be
eme ged: he wo dimensions o
emo ions in e hics
cases (
mo al in o ma ion and po en ial impac on
decision making p ocesses).
10
min
Jigsaw
eading
ac i i y
Pa icipan s will ead in a g oup o 3-4 a sho exce p
on ei he
emo ion as mo al in o ma ion o on emo ions’
po en ial impac on
decision making p ocesses (d awn
om li e a u e ci ed abo e). They will cla i y wi h each
o he he con en o hei eading.
6
min
Jigsaw
eaching
ac i i y
Pa icipan s will be pai ed wi h someone om he o he
eading
g oup, and hey will each each o he abou he
con en o hei eading.
9 min
Case s udy 2
analysis
Pa icipan s will wo k in g oups o 4 (each g oup
including someone om each o he wo eading
g oups) o ead and discuss ques ions abou he ange
case.
10 min
Discussion o
case 2
analysis
Deb ie ques ions will ocus on:
-
how he enginee will hemsel es eel when
con on ed wi h he pa ien ange
-
he po en ial impac o his emo ion on hei decision
-
making p ocess
-
he mo al in o ma ion con eyed by he ange in he
case
-
he suppo s needed by he pa ien and he enginee
o ensu e a jus and ca ing ou come in such a case
1
5 min
Applica ion o
hei own
con ex
Pa icipan s will e lec in w i ing on (i) wha addi ional
in o ma ion hey would need o eel com o able in
acili a ing such a p ocess and (ii) and wha kinds o
cases hey could use in hei se ing
(assuming ha no
e e yone will use biomedical enginee ing cases).
The lea ning goals will be es a ed.
3.2 In e ac i i y
The wo kshop is based on wo ac i e lea ning me hods:
1. Case analysis, wi h deb ie ques ioning: pa icipan s will ac i ely p ocess
in o ma ion by eading and discussing wi h hei pee s wo enginee ing e hics
cases. Pa icipan s will ha e w i en ques ion o aid hem in analysing he case in
hei g oups. The e will also be plena y ques ioning which will allow he acili a o
o ocus a en ion on he lea ning goal o each case s udy. The acili a o
ques ioning s a egy will ollow he model p oposed by To mey, Isaac, Ha debolle
and Le Duc (2021) in chap e 4 o hei book on expe ien ial lea ning.
2. Jigsaw: Jigsaw is an in e ac i e lea ning app oach in which (i) ma e ial on a opic
is di ided in o a numbe o componen s by a acili a o , (ii) pa icipan s a e di ided
in o g oups (AAAA, BBBB..) and hen collabo a i ely s udy one aspec o an
issue, suppo ing each o he in hei lea ning o ensu e he ma e ial is well
unde s ood be o e (iii) pa icipan s a e e-o ganised in o mixed g oups (ABAB,
ABAB…) and hey each hei aspec o he issue o each o he . Jigsaw combines
he e o e he bene i s o bo h pee lea ning eaching and pee lea ning. I is a
collabo a i e lea ning me hod ha has been ound o ha e a s ong impac on
lea ning ( he me hod is desc ibed in mo e de ail by Pe y, 2009:145-148).
4 WORKSHOP RESULTS
(Ou hanks o Sia a Isaac o he help ul eedback and ideas – she has made an
impo an inpu in o his sec ion).
One eme gen ques ion was how he wo kshop’s ocus on he e hical bene i s o
eeling empa hy o guil would be expe ienced by s uden s (including hose on he
au is ic spec um) who may s uggle wi h pe spec i e- aking o empa hy. Re lec ing
on his, i seems impo an in his wo kshop o make clea ha he ocus is on
‘emo ional capabili ies’ o ‘compe ences’ (which can be lea ned) and no on
‘emo ional in elligence’ o ‘abili ies’ (which may be conside ed as ixed and
unlea nable). The issue is no o be ‘good’ a emo ions bu a he o p o ide
e e yone wi h a space o become ‘be e ’ a emo ional ecogni ion and egula ion.
A second eme gen ques ion was whe he he e should be ‘ igge wa nings’ a he
ou se o he wo kshop since he cases used may aise issues which a e po en ially
qui e pe sonal and challenging o pa icipan s. Re lec ing on his, i seems ha he
issue he e is no ha hese cases a e mo e ‘ igge ing’ han o he cases (any case
which in ol es po en ially nega i e impac on people o he en i onmen is likely o
e oke emo ional esponses om some lea ne in he oom). Fu he mo e, since
lea ning happens when we a e ou side ou com o zone (i.e. expe iencing ‘desi able
di icul y’), any wo kshop ha will in ol e lea ning abou emo ion will need o
gene a e some emo ional ‘di icul y’. The issue is ha his wo kshop p o ides a
space whe e hese emo ions can be ecognised, exp essed, aken se iously and
p ocessed. The habi ual ailu e o p o ide such spaces in enginee ing educa ion
should be unde s ood, as no jus an omission, bu as an ac i e p ocess o silencing
which ein o ces p ac ices o ‘showing no weakness’ which is linked o a cul u e o
hegemonic masculini y (K i oshcheko e al., 2025). I is p obably use ul (in all
e hics o design classes ha deal wi h po en ially nega i e impac s) o begin by
in i ing pa icipan s o (1) be awa e o he possibili y ha cases may aise eal and
impo an emo ions o hem, (2) ecognise ha being s e ched beyond hei com o
zone c ea es a clima e in which hey can de elop hei emo ional capabili ies, (3)
ake ca e o hemsel es du ing he session, and (4) eel ee o si back om
ac i i ies (“quie qui ing”) o o s ep ou , as hey eel app op ia e.
A hi d eme gen ques ion conce ned how acili a o s should espond in he momen
when a pa icipan expe iences a s ong emo ional eac ion — o example,
becoming isibly upse o ea ul — in esponse o a case o discussion. Re lec ing
on his, i seems impo an o ecognize ha such momen s can elici s ong
emo ions such as emba assmen , guil o shame in he people acili a ing he
wo kshop. None heless i is aluable o see such momen s no as ‘dis up ions’ bu
as oppo uni ies o ca e and e hical esponsi eness wi hin he lea ning space. F om
a ca e-e hical pe spec i e, hese emo ional esponses signal ha he ma e ial is
engaging deeply wi h pa icipan s’ li ed expe iences, and he e o e equi e
acili a o s o momen a ily pause, acknowledge he emo ion wi h empa hy, and o e
he pa icipan op ions — such as s epping ou , aking a b eak, o con inuing a hei
own pace — while main aining a sense o collec i e suppo wi hin he g oup.
Building ou own capaci y o espond o such momen s wi h sensi i i y, a he han
a oidance, may be a key componen o designing emo ionally sa e ye pedagogically
ich lea ning en i onmen s.
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