PROFESSIONAL ETHICS

AND HUMAN VALUES

UNIT-I
Mr.M.Suresh, AP/EEE/KEC
Mobile- +91-9578951073
 MORALS
 Morals are the rules that govern which actions are
right and which actions are wrong.
 It can be for all of a society or an individual’s beliefs.
 Sometimes a moral can be gleaned from a story or an
experience.
 The moral may be left to the hearer, reader, or viewer
to determine for themselves, or may be explicitly
encapsulated in a maxim.
 Yet even though morals can vary from person to
person and culture to culture, many are universal, as
they result from basic human emotions
 VALUES
 In ethics, value denotes the degree of importance
of some thing or action, with the aim of
determining what actions are best to do or what
way is best to live (normative ethics), or to
describe the significance of different actions.
 It may be described as treating actions as abstract
objects, putting value to them.
 Values can be defined as broad preferences
concerning appropriate courses of actions or
outcomes.
 ETHICS
 Ethics or moral philosophy is a branch
of philosophy that involves systematizing, defending,
and recommending concepts of right and
wrong conduct.
 Ethics seeks to resolve questions of human morality by
defining concepts such as good and evil, right
and wrong, virtue and vice, justice and crime.
 As a field of intellectual enquiry, moral philosophy
also is related to the fields of moral
psychology, descriptive ethics, and value theory.
 HONESTY
 Honesty is the fundamental virtue in relationship based
on the trust.
 The honesty should be observed in acts, speech and in
belief.
 Honesty refers to a facet of moral character and connotes
positive and virtuous attributes such
as integrity, truthfulness, straightforwardness, including
straightforwardness of conduct, along with the absence
of lying, cheating, theft, etc.
 Honesty is valued in many ethnic and religious cultures.
 INTEGRITY
 Integrity is the qualifications of being honest and
having strong moral principles; moral uprightness.
 It is generally a personal choice to hold oneself to
consistent moral and ethical standards.
 Integrity can stand in opposition to hypocrisy, in that
judging with the standards of integrity involves
regarding internal consistency as a virtue, and suggests
that parties holding within themselves apparently
conflicting values should account for the discrepancy
or alter their beliefs.
Mr.M.Suresh, AP/EEE/KEC
Mobile- +91-9578951073
Mr.M.Suresh, AP/EEE/KEC
Mobile- +91-9578951073
 WORK ETHIC
 Work ethic is a belief that hard work
and diligence have a moral benefit and an inherent
ability, virtue or value to strengthen character.
 It is about prioritizing work and putting it in the
center of life.
 Social ingrainment of this value is considered to
enhance character through hard work that is
respective to an individuals field of work.
 A strong work ethic is vital for achieving goals.
 SERVICE LEARNING
 Service-learning is an educational approach that
combines learning objectives with community service in
order to provide a pragmatic, progressive learning
experience while meeting societal needs.
 Service-learning involves students in service projects to
apply classroom learning for local agencies that exist to
effect positive change in the community.
 The National Youth Leadership Council defines service
learning as "a philosophy, pedagogy, and model for
community development that is used as an instructional
strategy to meet learning goals and/or content standards"
 CIVIC VIRTUE
 Civic virtue is the cultivation of habits of personal
living that are claimed to be important for the
success of the community.
 Closely linked to the concept of citizenship,
civic virtue is often conceived as the dedication of
citizens to the common welfare of their community
even at the cost of their individual interests.
 The identification of the character traits that
constitute civic virtue has been a major concern
of political philosophy.
 CARING
 Caring means displaying kindness
and concern for others.
 It also means the work or practice

of looking after those unable to

care for themselves, especially on
account of age or illness.
 SHARING
 Sharing is the joint use of a resource or space.
 In its narrow sense, it refers to joint or alternating use
of inherently finite goods, such as a
common pasture or a shared residence.
 In a broader sense, it can also include free granting of
use rights to goods that can be treated as nonrival
goods, such as information.
 Sharing is a basic component of human interaction,
and is responsible for strengthening social ties and
ensuring a person’s well-being.
 VALUING TIME
 A fraction of time cannot be bought by tonnes of gold.
 It is not possible to control how much time an
individual has, but he can control the way to use it.
 He cannot choose whether to spare time or not, but can
decide how to spend it.
 He cannot manage time, but can learn to manage
himself in relation to time.
 Time cannot be expanded, accumulated, mortgaged,
hastened or retrieved.
 Hence everybody should manage time.
 COOPERATION
 Cooperation is the process of groups
of organisms working or acting together for common
or mutual benefit, as opposed to working
in competition for selfish benefit.
 Language allows humans to cooperate on a very
large scale.
 Certain studies have suggested that fairness affects
human cooperation; individuals are willing to punish
at their own cost (altruistic punishment) if they
believe that they are being treated unfairly.
 COMMITMENT
 Commitment may refer to:
Promise, or personal commitment
Contract, a legally binding exchange of
promises.
 Commitment is the state or quality of being

dedicated to a cause, activity, etc.

 It is an engagement or obligation that

restricts freedom of action.

 EMPATHY
 Empathy is the capacity to understand or feel what
another person is experiencing from within the other
person's frame of reference, i.e., the capacity to place
oneself in another's position.
 There are many definitions for empathy that encompass
a broad range of emotional states, including caring for
other people and having a desire to help them;
experiencing emotions that match another person's
emotions; discerning what another person is thinking or
feeling; and making less distinct the differences
between the self and the other.
 SELF-CONFIDENCE
 The concept of self-confidence is
commonly used as self-assurance in one's
personal judgment, ability, power, etc.
 One increases self-confidence from
experiences of having mastered particular
activities.
 It is a positive belief that in the future one

can generally accomplish what one wishes

to do.
 CHARACTER
 Character is an evaluation of an individual's
stable moral qualities.
 The concept of character can imply a variety of
attributes including the existence or lack
of virtues such as empathy, courage, fortitude,
honesty, and loyalty, or of good behaviours or habits.
 Psychologist Lawrence Pervin defines moral character
as “a disposition to express behavior in consistent
patterns of functions across a range of situations”.
 SPIRITUALITY
 Traditionally, spirituality refers to a religious process
of re-formation which "aims to recover the original
shape of man," oriented at "the image of God" as
exemplified by the founders and sacred texts of the
religions of the world.
 In modern times the emphasis is on subjective
experience of a sacred dimension and the "deepest
values and meanings by which people live," often in a
context separate from organized religious institutions.
 There is no single, widely agreed definition of
spirituality.
 SENSES OF
ENGINEERING ETHICS
 Ethics is an activity and area of inquiry.
 When we speak of ethical problems, issues, and
controversies, we mean to distinguish them from non
moral problems.
 Sometimes the word ‘Ethics’ is used to refer to the
particular set of beliefs, attitudes, and habits that a
person or a group displays concerning morality.
 The word ‘Ethics’ and its grammatical variantscan be
used as synonyms for “morally correct”.
 VARIETY OF MORAL
ISSUES
 Micro ethics- One emphasizes typical, everyday
problems that can take on significant proportions in
an engineer’s life or an entire engineering office.
 Macro ethics- The other addresses societal problems
that are often shunted aside and are not addressed
until they unexpectedly resurface an a regional or
national scale.
 Neither approaches catches the whole spectrum of
ethical problems engineers might encunter.
 TYPES OF INQUIRY
 Moral or normative inquiry, which are most
central, seek to identify the values that should
guide individuals and groups.
 Conceptual inquiry seeks to clarify important
concepts or ideas are expressed by single words
or by statements and questions.
 Factual or descriptive inquiry seeks to provide
facts needed for understanding and resolving
value issues.
Mr.M.Suresh, AP/EEE/KEC
Mobile- +91-9578951073
THANK YOU..