Year: 2025
Type: article
Abstract: This paper proposes and reflects on a teaching methodology for introducing relational ethics in the engineering curriculum based on a pilot at TU Delft in the Netherlands in a course for robotics engineers. Differently from prevalent models of ethics courses, we shifted from having students apply ethical theories to technologies to having them reflect on different aspects of human-robot relations from a more-than-human perspective. This redesign was prompted by conceptual and practical motivations related to (1) a lack of methodological examples of relational ethics in engineering ethics education, (2) a call for more experiential education, and (3) a push to re-evaluate course assessment due to Generative AI. Aside from the lecture content, students explored various dimensions of relational ethics in a thinking-through-doing manner by crafting a companion robot in the tutorials. This culminated in an individual essay in which students reflected on the question ‘How to live well with robots?,’ reflecting on their developing relations with their robotic companion and supported by visual evidence of their human-robot interactions throughout the course. Finally, we provide reflections on this experimental course redesign, outlining several considerations for those intending to integrate relational ethics into their curricula and suggesting avenues for further work.
Institutions: Delft University of Technology, University of Southampton
Language: English
Subfield: Media Technology
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413531325