In a society that changes constantly through technological advances, an ethic of personal responsibility is essential. A bachelor's degree and on-the-job training are no longer sufficient for developing professionals to make ethically sound decisions involving technology.[1]

A quality education of professionals requires a broad platform encompassing as many ethical dilemmas as possible, and provides the skills needed in the decision-making process.

Despite conventional notions that only experts hold relevant information in ethical issues concerned with technology, and because technology today affects an appreciable percentage of a society's population (consider Chernobyl, and the chemical leak in Bhopal, India)[2], laypersons also need to form an ethic of personal responsibility. A thorough understanding of the technology isn't vitally necessary on the part of the layperson. However, the ethics surrounding the potential applications of the technology and a person's comprehension of their own biases is required in formulating an ethical decision. To guide laypersons and professionals in making these decisions psychologists have provided general outlines of what constitutes an ethical decision.

Central to formulating ethical decisions is the need for uncensored information[3]. Professionals have a responsibility to inform the public of any and all risk involved in using various technologies[2].

Working with organizations, individuals can help to generate ideas and express their own personal beliefs in various issues. In recent years, major corporations have acknowledged the necessity of individual involvement. Taking voluntary corporate social responsibility not only provides ethical solutions to otherwise distressing situations for employees (as in the process of termination), but saves corporations millions of dollars every year, and improves the corporation's reputation.[4]

The objective of this paper is to examine the need for individuals to take personal responsibility in the development of an ethical, technology-based society. First, a discussion of ethics education in technical fields is provided with emphasis on the professional's personal responsibility to make ethically sound decisions within their profession, followed by a brief discussion of vital interactions between professionals and the general public. Then, an examination of the layperson's role in the development of a technological, ethical society is considered, and a discussion and comparison of personal and organizational decision-making processes is given. Finally, some conclusions are offered to bring further emphasis to the objective of creating an ethic of personal responsibility in the development of an ethical, technology-based society.

1. J. L. Tiedeman, "Do Current Practices in Continuing Education Fulfill the Ethical Needs of the Profession and Society?," Civil Engineering, 60(3) 73-75 (March 1990).
2. J. R. Herkert, "Ethical Risk Assessment: Valuing Public Perceptions," IEEE Technology and Society Magazine, pp. 4-10 (Spring 1994).
3. D. V. Ward, "Philosophical Issues in Censorship and Intellectual Freedom," Library Trends, 39(1 & 2) 83-91 (Summer/Fall 1990).
4. R. E. Karp, and N. M. Weaver, "Ethical Values Underlying the Termination Process," Business and Society, pp. 1-6 (Spring 1991).