An investment in knowledge pays the best interest.
– Benjamin Franklin
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If you would like to get one, please contact Eileen Demarkles at email@example.com
E3 is a new educational initiative with the aim of training engineers more broadly. It stands for Ethics, Engineering and Entrepreneurship, the integration of which is reflected in our courses, our Flexible Engineering Major Track, and in our events. This project offers students an opportunity to consider thoughtfully and in a sustained manner how engineering is part of the human good. The approach is a careful consideration of the ethical, philosophical, political, and historical, together with entrepreneurship, all within the context of engineering.
The goal is to understand engineering as it fits into the whole and in doing so, make our students more successful.
Also see >> The MIT Benjamin Franklin Project
“In Engineering, Science, and the Good Life, I found the opportunity to spend some serious time, with a peer group of similarly thoughtful students, reflecting on important questions I otherwise would not have thought as deeply about. In both the context of four years at MIT and the broader sense, I found the seminar to be a valuable and uniquely formative experience: one I would recommend to any aspiring scientists or engineers who wish to think carefully about what it means to them to live the “good life.”
– Sicong Shen, MIT, Mathematics
“Engineering Ethics is a fantastic and thorough survey of different ethical approaches to problems, and the implications that ethical thinking has for a variety of engineering disciplines. This course provides a solid foundation for any student seeking to learn more about the context of their studies, engage in broad problems that affect all of humanity, or even simply to assist in making decisions related to future work. I loved reading and discussing the assigned pieces, and I found all of the instructors to be engaging, approachable, and really knowledgeable about the subject.
” – Cara H. Lai, MIT, Mechanical Engineering
“The Ethics for Engineers course taught me how to tackle the difficult moral questions one cannot answer with engineering calculations. Thanks for a great semester.
– Cody M. Diaz, MIT, Chemical Engineering
“After taking 10.01, I am more aware of subtleties in everyday experience that reflect the ethical foundations of our society. The class led me to better appreciate the purpose of engineering and its guidelines.
” – James P. Mawdsley, MIT, Electrical Engineering & Computer Science
“Ethics for Engineers approaches ethics with great breadth and depth. Not only does it evoke valuable discussions on ethical dilemmas based on case studies, but it also enables us to create a bridge between philosophies and politics from a few centuries ago to our modern time. The readings include the very principles our societies are built on, and our discussions evaluated these principles critically linking ethical regimes to politics, economics and nature. The class definitely helped me construct, or rather reconstruct, my perspective on how societies operate.” –
Areen Bahour, MIT, Chemical Engineering
“Thank you for an insightful course. You have given me much to think and speak about and I am not exaggerating when I say that I am certain that the themes raised here will continue to occupy my thoughts in the future.
” – Robert Mahari, MIT Chemical Engineering
“Ethics for Engineers was the first classes I took that challenged me to think beyond the technical applications and implications of engineering. Through heated discussions, the class as a whole brainstormed how engineers can think and act ethically at all times, especially when the line between utility and morality is blurred. I’m confident the takeaways I learned from this class will continue to help me as I finish my Course 10 classes and embark into industry.
” – Minsoo Khang, MIT, Chemical Engineering
“This class was one of my favorite this semester because I really enjoyed being introduced to the writings of different philosophers and their ways of looking at ethics, and trying to understand these in the context of what modern engineering is. I felt the class was brilliantly presented in a way that forced me to examine my own beliefs and understanding of the systems that surround me and what problems I face as an engineer. I think this is an immensely valuable experience and can only recommend it.
” – Christian Parschau, MIT
“As an engineering student, many of my classes are about the hunt for the explicit right answer or seeking an optimized process, so it was refreshing to experience learning that was in that grey area where we could draw our own conclusions. Further, because we had to explore the thinkers on our own, this course pushed me to consider my own ethical framework and values more thoroughly, something that is important for any student but especially for engineering students who don’t get this opportunity through their other coursework.
” – Skylar Goldman, MIT, Chemical Engineering