The Effect of Value-Focused Discussions on Scientists' Ethical Decision Making

• Main Authors: Garcia, Tyler, Bridges, Bill, Solis, Caitlin, Linville, Caleb, Jones, Wyatt, Tanona, Scott, Herington, Jonathan, Laverty, James T
• Format: Journal Article
• Language: English
• Published: 11.01.2024
• Subjects: Physics - History and Philosophy of Physics; Physics - Physics and Society; Physics - Physics Education
• DOI: 10.48550/arxiv.2401.06292

Many scientists view science as value-free, despite the fact that both epistemic and non-epistemic values structure scientific inquiry. Current ethics training usually focuses on transmitting knowledge about high-level ethical concepts or rules and is widely regarded as ineffective. We argue that ethics training will be more effective at improving ethical decision making if it focuses on connecting values to science. We pull from philosophy and psychology to define ethical decision making using the Four Component Model. This model states that in order to make an ethical decision someone must consider four components: moral sensitivity, moral reasoning, moral motivation, and moral implementation. We formed a moderated fellowship of fourteen science faculty from different disciplines who met for ten sessions over the course of a year, where they discussed the values embedded in different scientific norms. We then conducted interviews before and after the year-long fellowship that involved guided reflection of scenarios where there was some kind of ethical misconduct where the scientific practice required value judgements (e.g using unpublished data in their own work). We looked at how the fellowship affected the scientists' ability to recognize ethical dimensions regarding the scenarios. We found that this fellowship improved moral sensitivity, but their moral reasoning does not improve. We outlined our approach on how to look at scientists' ethical decision making and made recommendations on how to improve our approach. This work can inform future ethical training to align better with what scientists value and introduce useful concepts from philosophy and psychology to education research in physics.