1. Nanoethics (2010) 4:221–228
DOI 10.1007/s11569-010-0100-0
ORIGINAL PAPER
Proposed Strategies for Teaching Ethics of Nanotechnology
Nael Barakat & Heidi Jiao
Received: 29 January 2010 / Accepted: 27 August 2010 / Published online: 9 September 2010
# Springer Science+Business Media B.V. 2010
Abstract Nanotechnology and nanosciences have engineering codes of ethics. The paper is neither a new
recently gained tremendous attention and funding, from philosophical view about ethics of nanotechnology nor
multiple entities and directions. In the last 10 years the a discussion of the ethical dimensions of nanotech-
funding for nanotechnology research has increased by nology. This is an attempt to help educators and
orders of magnitude. An important part that has also professionals by answering the question of how to
gained parallel attention is the societal and ethical incorporate ethics of nanotechnology in the educational
impact of nanotechnology and the possible consequen- process and practice of engineering and what is critical
ces of its products and processes on human life and for the students and professionals to know in that
welfare. Multiple thinkers and philosophers wrote regard. The contents of the presented strategies and
about both negative and positive effects of nanotech- ideas focus on the practical aspects of ethical issues
nology on humans and societies. The literature has a related to nanotechnology and its societal impact. It also
considerable amount of views about nanotechnology builds a relation between these issues and engineering
that range from calling for the abandonment and codes of ethics. The pedagogical components of the
blockage of all efforts in that direction to complete strategies are based on best-practices to produce
support and encouragement in hopes that nanotech- independent life-long self-learners and critical thinkers.
nology will be the next big jump in ameliorating human These strategies and ideas can be incorporated as a
life and welfare. However, amidst all this hype about whole or in part, in the engineering curriculum, to raise
the ethics of nanotechnology, relatively less efforts and awareness of the ethical issues related to nanotech-
resources can be found in the literature to help nology, improve the level of professionalism among
engineering professionals and educators, and to provide engineering graduates, and apply ABET criteria. It can
practical methods and techniques for teaching ethics of also be used in the way of professional development
nanotechnology and relating the technical side of it to and continuing education courses to benefit professional
the societal and human aspect. The purpose of this engineers. Educators and institutions are welcome to
paper is to introduce strategies and ideas for teaching use these strategies, a modified version, or even a further
ethics of nanotechnology in engineering in relation to developed version of it, that suits their needs and
circumstances.
N. Barakat (*) : H. Jiao
School of Engineering, Grand Valley State University,
Keywords Nanotechnology ethics education .
301 W Fulton St. KEN 136,
Grand Rapids, MI 49546, USA Nanotechnology education pedagogies . Practical ethics
e-mail: barakatn1@asme.org education

2. 222 Nanoethics (2010) 4:221–228
Introduction public, the decision makers, and fellow professionals.
These knowledgeable individuals are citizens with
Advances in nanotechnology and related nanosciences special expertise creating a specific responsibility [6].
are now beyond the laboratory development phase [1]. Philosophers and researchers have established that
Products and devices based on nanotechnology have nanotechnology is a multi disciplinary field and that
already hit the market and reached the hands of the direction it serves dictates the issues. There are
consumers [2]. In the US, the 25 agencies, including common ethical issues with nanotechnology like the
NSF, comprising the National Nanotechnology Initia- question of nano-divide in society. However, specific
tive have spent almost $1.4 billion on nanotechnology issues will become eminent depending on the direc-
in FY 2007 and nearly $1.5 billion for FY 2008 [3]. tion and field that nanotechnology serves. Specific
Many future developments and technologies are still ethical issues related to applications in military are
anticipated or promised based on nanotechnology. somewhat different from those related to applications
Consequently, the efforts are now directed towards affecting the environment or the human body. Some
building a critically-needed national knowledge base thinkers went even as far as suggesting different
and a trained workforce to achieve a global competitive societal impacts, depending on cultural differences,
edge [4]. One of the positive aspects about these which dictate a mixture of linguistic and ideological
efforts and activities is that funding agencies and definitions of certain terms used for identifying
researchers have called for the inclusion of ethical and nanotechnology, and therefore perceptions [7]. More-
societal impacts of nanotechnology at an early stage over, multiple publications can be found in the
[4–6]. The lessons learned from previous experiences literature discussing nanotechnology ethics as being
with technology and its ethical and societal impact the same as bioethics since nanotechnology is deeply
have been sobering. Examples of those include the utilized in improving the instruments of the health
case of asbestos effects on health, where actual industry and pharmaceutical products [8]. Neverthe-
technologically inflected harm on the public has less, professional engineers and engineering students
occurred, and the case of Genetically Modified need to learn and utilize the practical ethics related to
Organisms (GMOs) in Europe, where poor public nanotechnology in any context. Therefore, a need for
knowledge have resulted in public rejection of a creativity and effort in this area is necessary to
promising technology. As a result, it is now an provide engineers with the full picture of nanotech-
international goal that humanities and social sciences nology including its human and societal dimensions at
become integrated in emerging and interdisciplinary an early stage, not after the fact. For ethics to be part
fields, of which nanotechnology is one. Funding and of the process or product and to be part of everyday
controlling agencies of nanotechnology activities, like practice of the profession it has to be brought in
the NSF and the EC, are taking the position of simultaneously with the technical concepts. Being an
encouraging and even requesting engagement of the ad hoc topic or a reparation service for damages, after
public in any proposed technological development or the fact, or for a design after the critical decisions
discovery, through the integration of the societal and have been made will strip ethics from any possible
ethical dimension [4, 6]. Public engagement aims at added value.
creating debate by increasing transparency to gain This paper includes some suggested strategies to
public trust. The ultimate goal is to achieve public help engineering educators and professionals integrate
correct education, which leads to informed decisions. nanotechnology ethics in the curriculum as well as in
By properly presenting the facts to the public, on the continuous professional development plans. In addi-
one hand, less room is left for mythical and imaginary tion, some practical techniques for implementing
fears and hopes of nanotechnology, and more chances these strategies and integrating nanotechnology ethics
are given to realities and tolerance by the public. On in the curriculum are proposed. These ideas and
the other hand, expectations about the capabilities of experiences will be implemented in the nanotechnol-
nanotechnology are tamed to reality and practicality. ogy courses being established as part of the engineer-
Therefore, knowledgeable individuals involved in ing curriculum at Grand Valley State University
nanotechnology, especially professionals, have a duty (GVSU). This work is part of a project supported by
to participate in ethical discussions and inform the NSF grant to integrate nanotechnology into the

3. Nanoethics (2010) 4:221–228 223
undergraduate engineering curriculum, awarded to the 2. Life-quality ethics (Justice and equality ethics):
authors. The paper starts by summarizing the main This includes ideas like the nano-divide where the
ethical issues related to nanotechnology and mapping gap between rich and poor nations will increase.
them to relevant ethical concepts and code pieces in 3. Life and human definition ethics: This includes
the American Society of Mechanical Engineers the concept of integrity as a human and issues
(ASME-International) code of ethics. ASME code of related to human change.
ethics was chosen as a representative code for any
professional engineering organization code of ethics. As was mentioned above, some of these issues are
This is followed by suggested strategies and techniques realistic and some are fears which can sometimes be
to teach ethics of nanotechnology to engineering unfounded. Therefore, it is not possible for engineers to
students or incorporate it in engineers’ continuous take into consideration all of these issues and integrate
professional development plans. It is to be noted here them in their profession. Realistic societal impacts and
that the goals of the strategies have some abstract ethical concerns, especially those influencing an engi-
elements to them to allow as much freedom as possible neering decision or practice, or those founded on solid
for the implementing agency or instructor to tailor the scientific evidence, should be considered without
goals to the application of nanotechnology at hand. hesitation. An appropriate method to screen ethical
issues and decide which ones should be considered by
engineers and engineering educators is to follow the
Ethical Issues in Nanotechnology lead of an engineering code of ethics. Codes of ethics
provide a frame for dealing with ethical issues that face
Nanotechnology aims at improving human life and the engineering professionals as well as a focus for
welfare and achieving broader societal visions of an debate on professional ethics evolution. Included, in
upgraded life and healthcare, improved productivity, Table 1, is a mapping between nanotechnology ethics
and better understanding of nature. Philosophy and and societal impact and the code of ethics of the
ethics allow for a broader level of questions to be ASME – international as a starting point [10 and
included alongside the technical inquiry of nanotech- Appendix A]. Ethical and societal issues related to
nology like its effect on humanity and good life. nanotechnology that are repeated in the literature are
However, this might lead to one or both of risk also mapped to the appropriate category from the
exaggeration, and promise over-expectations, about abovementioned list, as well as the relevant influence
nanotechnology, which are usually proportional to the they could have on engineering practices and deci-
lack of factual knowledge associated with the tech- sions. As the table shows, a set of ethical issues related
nology. Moreover, the fact that nanotechnology is to nanotechnology, which are discussed in the litera-
multidisciplinary in nature produces a variety of ture, are covered by the general cannons of the code of
ethical and societal impacts that add a lot to the ethics. These issues would directly influence an
mixture. The literature has plenty of related ethical engineering decision in the product, process, or
issues discussed in depth and breadth. These issues practice. However, the table also includes another set
and thoughts range from being imaginary and based of issues which are not covered by the codes of ethics.
on science fiction, without any scientific proofs or This set includes issues which are either evolutionary,
evidence, to real tangible issues that have been requiring a thorough discussion and a decision for
reported and are being experienced [9]. Ethical issues consideration in the codes of ethics, or based on
and societal impact of nanotechnology are usually suppositions and possibilities which either require
divided between three different categories as follows: further evidence and proofs, or depend on an unknown
possible destiny of a product or technology, to be
1. Life-basics ethics (Risk and “first do no harm” considered.
ethics). This includes concepts like autonomy. The exposure of engineers and students to all
Examples of issues under this category include possible ethical issues related to nanotechnology is
military applications, fear of uncontrolled actions recommended. However, there has to be a careful
(e.g. run-away reactions and uncontrolled self distinction between what engineers and engineering
replications), and health hazards. students are required to do regarding these issues, and

4. 224 Nanoethics (2010) 4:221–228
Table 1 Ethical issues related to nanotechnology mapped to relevant cannons in the ASME code of ethics (provided in Appendix A)
and relevant influences of these issues on the engineering product or process
Ethical issue/Question Category Relevant ASME code of Effect on the engineering process, product, or practice
from above ethics [Appendix A]
Sustainability 1 Cannon 8 Resources used, material selection, product life cycle,
recycling
Environment 1 Cannon 8 Resources used, material selection, product life cycle,
recycling
Safety standards 1 Cannon 1 Product and process design and execution
Privacy, consent 1 Cannon 4 & 5 Engineering practice
Human enhancement 3 Cannon 1 Safety in every step
Objectivity 1 Cannon 2 & 7 Honor, integrity
Do no harm 1 Cannon 1 Safety in every step
Equality 2 Cannon 1 Resources accommodation
Military application 1 N/A Unknown
Misuse and exploitation 1 N/A Unknown
Grey Goo fears 1 N/A Unknown
Continuous monitoring 1 N/A Unknown
Nano-divide and distribution 2 N/A Unknown
what they are supposed to just be aware of until ing are three main suggested strategies on how to go
proven to be realistic, or thoroughly discussed by about this topic:
professionals within their organizations for a conclu-
sion. Issues should not be labeled according to ethical 1. Teaching ethics is not about teaching right and
correctness, especially when they are speculative or wrong. It is about producing morally autonomous
precautionary. The idea is to create awareness and engineers. The idea should always be to make
sensitivity and include ethical and societal issues at engineers morally sensitive and equipped to
the early stages of nanotechnology (or new tech- detect and handle any ethical situation that they
nology) endeavors by utilizing proven rules, which might face in their profession. In addition, ethics
will mitigate the risks. These rules can be derived should be taught similar to engineering technical
from existing engineering codes of ethics or similar knowledge. Students should be taught how to
sources. continuously learn and extrapolate as well as how
to find the appropriate tools and information, on
their own. They should be taught how to fish not
Strategies to Teach Ethics of Nanotechnology be given fish. Codes of ethics of any engineering
professional organization are adequate and avail-
Nanotechnology provides a new context for a different able tools for quick reference. However, the
mixture of ethics from different technological bases and knowledge should be about their essence and
experiences. Whenever technology evolves, a new how to apply these codes, not about memorizing
context is produced and a different set of ethical them or applying them blindly. They are a
reflections emerges, in addition to concerns that have framework not a final solution or recipe.
always paralleled technology innovation like sustain- 2. Nanotechnology still has many of its parts in the
ability, risk assessment, and interaction with human early stages. Therefore, sufficiently relevant in-
beings. Therefore, it is critical that as engineering formation and knowledge to properly assess the
students are taught about ethics and the societal impact ethical impact of many parts of nanotechnology
of nanotechnology, they are being equipped with tools and their use is not available yet. A lot of what
to face any possible new scenario successfully. Follow- has been proposed in the literature is speculative

5. Nanoethics (2010) 4:221–228 225
or comparative to historical events and lessons the resources. Nevertheless, the minimum amount
learned from the events and experiences of a of this element for engineers to know should
previous technology (e.g. biotechnology). Proac- include the essence of professional codes of ethics
tive discussions and precautionary measures are and how to apply it or project it on the different
always encouraged and useful. However, that is situation and activities they could encounter during
always associated with the risk of creating unjus- practicing engineering.
tified societal and psychological limits which can 2. Nanotechnology specific ethics: These include the
be translated into real legal and political barriers ethical issues and societal impacts which are
leading to rejection by the public. This rejection spread over the literature as well as any that come
might end up being based on false fears and up during professional activities in the area of
misinformed interpretations associated with the nanotechnology. The most appropriate place for
precautionary and proactive issues raised. For this element is within a course of nanotechnology,
these reasons, scientists and engineers involved but that is not a limitation to integrating this
in nanotechnology have a duty to take part in element in a general engineering ethics course.
ethical discussions within both the professional However, the strategies mentioned above should
and the political contexts. When taking part in the be considered when building a module to handle
discussion, these professionals have to be fully this element. Not every issue in the literature is a
informed, objective, and honest in their statements. possible candidate for engineers to worry about.
3. Ethical consideration should be integrated in 3. Ethics applications in nanotechnology products
engineering endeavors as design constraints or and processes: These include possible areas of
functional requirements at a very early stage. This application where ethics and societal impacts of
will guarantee an effective influence of ethics on nanotechnology might influence a crucial decision
the critical decision and directions of endeavor. or a direction in an engineering activity. Examples
However, it should not bind resources or jeopardize of these areas include material selection and safety
development, which requires a reasonable balance rules in design and processing. This element is the
to be found. Risk-benefit analysis techniques come most challenging for educators to support and
in handy in such situations. implement because it changes the fundamental and
traditional way synthesis and analysis are done in
engineering and imposes extra constraints that
Proposed Techniques and Practices to Teach might look as if barring progress. It also requires
Nanotechnology Ethics creativity and finding middle ground solutions to
conflicting constraints, which is not always an
Integrating ethics of nanotechnology into the engi- obvious choice. Embedding this element in engi-
neering curriculum can be done in a variety of ways, neering activities and making it part of the practice
depending on the available resources and existing is the most effective way to achieve the first cannon
infrastructure for ethics teaching, as long as the of any engineering code of ethics [10].
strategies listed above are taken into consideration.
There are three elements that need to be covered in Following are some techniques that could be
order for the engineer to gain a structured and effective proposed here to cover these elements by engineers
education and awareness of ethics and the societal working in the area of nanotechnology. These are not
impact of nanotechnology. These elements are: the only available techniques but a set that is based on a
successful experience in teaching engineering ethics
1. Ethics bases and concepts: These include the and societal impacts of engineering activities. The
origins and frames governing professional and sequence of the three abovementioned elements has to
practical ethics as opposed to general theories of be included to provide a full picture of the topic. Before
ethics. Included also are codes of ethics and exploring the techniques, the location of the above three
engineers responsibility as well as concepts of elements in the curriculum can be as follows: The first
societal impact and good works. This particular element can be covered in a general course of
element can be reduced and increased depending on engineering ethics or even in general-education ethics.

6. 226 Nanoethics (2010) 4:221–228
This element provides a background and context for the extensive timely tests and even measures to reverse
student to understand the roots of the ethical issues and collect nanoparticles in the case of a problem.
being posed. The second element is most appropriately This is part of the code they learned and they are
covered if included within the nanotechnology course or applying it systematically.
activity. Many teaching techniques can be used in this Another technique is to attach the ethical question as
part, including case studies and guest speakers. How- a tag question to every step in a design of experiment or
ever, as was previously pointed out, not every issue in lab procedure. By asking if the step taken has any
the literature will have an impact on the engineering impact on human health, safety, the environment, or
activity. Ethical considerations which are proven or sustainability concepts, consideration of the ethical
based on a reliable source, like the code of ethics from dimension becomes an introspective process built in
an engineering organization, are the most appropriate to the engineering activity. An appropriate series of
start with. The third element is where challenges lie. questions that can be posed at every step could be:
This element depends on many factors including the what could possibly go wrong with this step? What
awareness of the educator and resources availability like would the impact be on humans, the environment, and
time, among others. By covering this element, ethical the society at large? What is the solution? How can the
issues can be spread throughout the curriculum and re- danger be mitigated? The same set of questions can be
emphasized many times. Some techniques to cover this integrated as an essential constraint when performing
element can be imported from best-practices previous synthesis or analysis. If these questions are brought up
successful experiences in teaching engineering ethics, in every design review or guided exercise as an
with some extrapolation. interactive discussion that would be another ideal
The first technique capitalizes on engineers’ training scenario to bring engineers’ attention to the ethical
to detect patterns and comfortably deal with numbers dimension of their work.
and formulae. Codifying nanotechnology ethics by One last remark is that on the one hand, lower level
relating them to corresponding cannons in codes of engineering students (freshman and sophomore) are
ethics then projecting these coded concepts on situa- more comfortable and accepting to the debate and
tions and decisions will make integrating ethics in the top-down (reductionist) classical models when
engineering activity a natural process. It becomes like instructing ethics. This is due to, mainly, their limited
another formula to use and apply. Systematic and professional and technical experience which dictates a
continuous projection of these coded concepts every limited professional ethics experience and requires a
time there is a possible question on ethics or societal lot of background information to be provided to build
impact upgrades the exercise to a solid habit. Even if a context. On the other hand, upper level engineering
ethics is just “another formula,” although the hope is students and practicing engineers can use the previous
that it is more than that, this way it is guaranteed to be method or can opt to using case studies and research
included from the beginning. As a simplified example, of selected cases to illustrate both the positive and the
take for instance the issue of protecting the environ- negative sides of ethical issues in nanotechnology. In
ment. Nanoparticles effect on the environment might either case, case studies are definitely a good technique
not be known. This raises an ethical issue that would especially if they are not quite easy to judge and require
correspond to cannon 8 of the ASME code of ethics debate.
[10]. Cannon 8 states that: “Engineers shall consider
environmental impact and sustainable development in
the performance of their professional duties.” Associ- Conclusion
ated interpretations and expansions of the cannon
would be used for a better understanding and Nanotechnology products have now reached the hands
application, but the main idea is provided by the of consumers simultaneously with a slew of ethical
statement of the cannon. Now that the issue is coded, issues and concerns for its broader societal impact.
engineers faced with a decision related to utilizing These ethical issues range from realistic to fictitious and
nanoparticles on a wide scale (outside controlled differ by the different areas where nanotechnology is
environment) would take extra measures to ensure being applied, due to the multidisciplinary nature of
that cannon 8 is not opposed or broken. That means nanotechnology. However, practical ethics of nanotech-

7. Nanoethics (2010) 4:221–228 227
nology for engineers and engineering educators to apply 2. Engineers shall perform services only in the
are still in the development phase. Creative efforts are areas of their competence; they shall build their
required in the area of practical nanotechnology ethics professional reputation on the merit of their
for engineers to move in parallel with engineering services and shall not compete unfairly with
education and practice and become an effective element others.
at critical and decisive stages of the engineering 3. Engineers shall continue their professional devel-
endeavor. opment throughout their careers and shall provide
Ethical issues related to nanotechnology are plenty. opportunities for the professional and ethical
The subset of these issues that relates to engineering development of those engineers under their
practice can be integrated in the engineering curriculum supervision.
or the plan for continuous professional development 4. Engineers shall act in professional matters for
using many techniques. To achieve this goal, some each employer or client as faithful agents or
suggested practical strategies as well as practical trustees, and shall avoid conflicts of interest or
techniques for implementation have been proposed. the appearance of conflicts of interest.
These techniques are based on successful best-practices 5. Engineers shall respect the proprietary informa-
and experiences which have been implemented in tion and intellectual property rights of others,
teaching ethics before. Extrapolation and creative including charitable organizations and profes-
derivation from these techniques will result in a variety sional societies in the engineering field.
of methods to integrate nanotechnology ethics in 6. Engineers shall associate only with reputable
engineering. It is vitally important that ethics become persons or organizations.
an essential part of any nanotechnology engineering 7. Engineers shall issue public statements only in an
product or process. However, it is equally important to objective and truthful manner and shall avoid any
carefully include relevant ethical issues and not be conduct which brings discredit upon the profession.
distracted by unfounded or speculative issues. 8. Engineers shall consider environmental impact
and sustainable development in the performance
Acknowledgment This work was partially suported by NSF of their professional duties.
through Grant number NUE 09-533.
9. Engineers shall not seek ethical sanction against
another engineer unless there is good reason to do
so under the relevant codes, policies and proce-
Appendix A: Code of Ethics of Engineers [10] dures governing that engineer’s ethical conduct.
10. Engineers who are members of the Society shall
The Fundamental Principles endeavor to abide by the Constitution, By-Laws
and Policies of the Society, and they shall
Engineers uphold and advance the integrity, honor disclose knowledge of any matter involving
and dignity of the engineering profession by: another member’s alleged violation of this Code
I. using their knowledge and skill for the enhance- of Ethics or the Society’s Conflicts of Interest
ment of human welfare; Policy in a prompt, complete and truthful
II. being honest and impartial, and serving with fidelity manner to the chair of the Committee on Ethical
their clients (including their employers) and the Standards and Review.
public; and
III. striving to increase the competence and prestige of
the engineering profession.
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