Tag Archives: ethics

Pluralistic ignorance

This semester I am teaching an introductory course in Thermodynamics to undergraduate students using a blended learning approach [see ‘Blended learning environments‘ on November 14th, 2018].  The blend includes formal lectures, example classes, homework assignments, assessed coursework questions and an on-line course, which I delivered as a MOOC a couple of years ago [see ‘Engaging learners on-line‘ on May 25th, 2016].  It is not unusual in a large class, nearly two hundred students this year, that no one asks questions during the lecture; although, at the end of each lecture and example class, a small group of students with questions always forms.  The on-line course has extensive opportunities for asking questions and discussing issues with the instructor and fellow learners.  These opportunities  were used heavily when the course was offered as a MOOC  with 6600 comments posted or 1 every 7.7 minutes!  However, this year the undergraduates have not made any on-line comments and it was a similar situation last year.  Is this a case of pluralistic ignorance?  The term was coined by psychologists Daniel Katz and Floyd Henry Allport in 1931 to describe students who pretend to understand everything explained in class and don’t ask any questions because they believe everyone else in the class has understood everything and they don’t want to damage their reputation with their peers.  Perhaps we have all done it and been very grateful when someone has asked the question that we wanted to ask but did not dare.  Would be it ethical to pretend to be a student and post questions on-line that I know from the MOOC they are likely to want to ask?


Patterson EA, Using everyday engineering examples to engage learners on a massive open online course, IJ Mechanical Engineering Education, in press.

Katz D & Allport FH, Students’ attitude, Syracuse, NY: Craftsmann, 1931.

Origgi G, Reputation: what it is and why it matters, Princeton, NJ: Princeton University Press, 2018.

Image: Author speaking at National Tsing Hua University, Taiwan

Wading in reflections

I have written before about Daniel Goleman’s analysis of leadership styles [see ‘Clueless on leadership style‘ on June 14th, 2017]; to implement these styles, he identifies, four competencies you require: self-awareness, self-management, social awareness and relationship management.  Once again, I am involved in teaching helping people develop these competencies through our Science & Technology Leadership CPD programme for aspiring leaders in Research & Development [R&D].  As part of the module on Science Leadership and Ethics we have asked our delegates to write a short essay reflecting on the ethics of one or two real events and, either from experience or vicariously, on the leadership associated with them.  Our delegates find this challenging, especially the reflective aspect which is designed to induce them to think about their self, their feelings and their reactions to events.  They are technologists who are used to writing objectively in technical reports and the concept of writing about the inner workings of their mind is alien to them.

Apparently, the author Peter Carey compared writing to ‘wading in the flooded basement of my mind’ and, to stretch the analogy, I suspect that our delegates are worried about getting out of their depth or perhaps they haven’t found the stairs to the basement yet.  We try to help by providing a map in the form of the flowchart in the thumbnail together with the references below.  Nevertheless, this assignment remains an exercise that most undertake by standing at the top of the stairs with a weak flashlight and that few both get their feet wet and tell us what they find in the basement.


A short guide to reflective writing, University of Birmingham, Library Services Academic Skills Centre, https://intranet.birmingham.ac.uk/as/libraryservices/library/skills/asc/documents/public/Short-Guide-Reflective-Writing.pdf



Image: https://www.pinterest.co.uk/pin/589901251161855637/

Goleman D, Boyatzis R & McKee A, The new leaders: transforming the art of leadership into the science of results, London: Sphere, 2002.

Dickson A, Books do furnish a lie, FT Weekend, 18/19 August 2018.

Making engineering work for society

Last week I attended a one-day workshop for PhD students sponsored by Airbus.  Most of the students produced a poster describing their research; and a dozen brave ones gave a three-minute presentation on their PhD thesis.  It’s a challenge to describe three years of research in three minutes to an audience that are not experts in your specialist field.  However, the result was an exciting and stimulating morning covering subjects as diverse as multidisciplinary design optimization and cognitive sources of ethical behaviour in business.  The latter was presented by Solenne Avet who was the only woman amongst the twelve three-minute thesis presenters.  The gender diversity was better for the other, longer talks with two women out of six presenters.  Interestingly, the female PhD students were the only ones tackling the interaction between engineering and human behaviour, including system-human communication, collective engineering work and innovation processes, which I have suggested is essential for viable engineering solutions to our global and societal challenges [see my post ‘Re-engineering engineering’ on August 30th, 2017].  This population sample is too small to make a reliable generalization; however, it suggests that a gender-balanced engineering profession would be more likely to succeed in making substantial contributions to our current challenges [see UN Global Issues Overview].

Image from https://members.architecture.com/custom/bespoke/directory/view_images.asp?id=257460&type=O&dir=1&CaseRef=140776&imgName=43535_100017586_1.jpg

WOW projects, TED talks, Cosmicomics and indirect reciprocity

33 finsbury squareWOW projects, TED talks, Cosmicomics and indirect reciprocity.  What do they have in common?  Well, each of them features in a new and rather different education programme that we are launching next month on the University of Liverpool’s campus at 33 Finsbury Square, London.  We are targetting mid-career engineers and scientists, working in research and development organisations, who want to develop their skills and advance their careers. I write ‘we’ because it is a joint effort by the School of Engineering at the University and the UK’s National Nuclear Laboratory.  It has been something of an adventure for me putting the modules together and we hope they will form a voyage of discovery and adventure for our delegates.

In case you are wondering about WOW projects, TED talks, Cosmicomics and indirect reciprocity – they will feature in modules on Science Leadership & Ethics, Technical Communication, Technical Writing, and Technical Reputation respectively.  These four five-credit modules plus a work-based project form the programme that leads to a Post-graduate Award.  Each module involves a day on campus in London supported by reading and assignments before and afterwards; and we are running a module per month between now and Christmas.

If you’re curious to find out more then visit our website or watch our Youtube video.