Introduction
This essay proposes the inclusion of the creation of plastic as a key moment in the history of engineering within the Engineering in Society course syllabus. As a student studying this module, I have selected this invention due to its profound impact on modern society, engineering practices, and ethical considerations. The creation of plastic, particularly the development of the first fully synthetic plastic, Bakelite, by Leo Baekeland in 1907, represents a transformative engineering achievement that revolutionised materials science and manufacturing (Friedel, 1983). This essay justifies this choice by explaining its value to the course, its connections to existing topics, and its potential to introduce new themes. It then links the topic to sections of the Engineering Code of Ethics, outlines assigned materials as if I were the lecturer, and identifies three reputable sources for lecture preparation. By examining these aspects, the essay demonstrates how this historical moment enhances understanding of engineering’s societal role, emphasising sustainability and responsibility. The discussion is structured to reflect critical analysis, drawing on verified academic sources to support arguments, while acknowledging limitations in historical interpretations.
Justification for Including the Creation of Plastic in the Course
The creation of plastic stands out as a pivotal engineering moment that merits addition to the Engineering in Society course, primarily because it exemplifies the dual-edged nature of technological innovation—offering immense benefits while posing long-term societal and environmental challenges. Invented in response to the scarcity of natural materials like ivory for billiard balls, early plastics such as celluloid (developed by John Wesley Hyatt in 1869) and Bakelite marked a shift towards synthetic materials that could be mass-produced (Meikle, 1995). This innovation not only solved immediate engineering problems but also catalysed industries ranging from consumer goods to aerospace, fundamentally altering everyday life.
Adding this topic to the course would enrich students’ understanding of how engineering decisions have far-reaching consequences. For instance, it adds depth by illustrating the evolution of materials engineering, a field that intersects with topics already covered in the syllabus, such as the Industrial Revolution and the development of steel or electricity. In our current term, we have explored themes like the societal impacts of the steam engine and the ethical dilemmas in nuclear engineering. The creation of plastic connects directly to these by highlighting how materials innovation drives economic growth but also contributes to environmental degradation, such as pollution and waste accumulation (Thompson et al., 2009). Indeed, plastics have enabled advancements in healthcare (e.g., sterile packaging) and transportation (e.g., lightweight components), yet their persistence in ecosystems raises questions about long-term sustainability that parallel discussions on fossil fuels.
Furthermore, including this moment could create a new thematic arc focused on “engineering and the environment,” bridging historical inventions with contemporary issues like climate change. This arc would encourage students to evaluate how past engineering choices inform present-day practices, fostering a more holistic view of the discipline. For example, it could connect to the course’s exploration of the Space Race by contrasting short-term triumphs with enduring legacies, such as plastic’s role in space exploration materials versus its contribution to ocean microplastics.
In terms of syllabus placement, I suggest inserting this topic in Week 7, following the module on 20th-century innovations like the automobile and aviation, where it would build on discussions of mass production. This would replace the current session on “Engineering in Warfare,” which, while important, overlaps with other historical events and could be condensed. The replacement is justified because plastic’s story offers broader applicability to peacetime societal impacts, creating a more balanced curriculum that emphasises positive and negative outcomes. Overall, this addition promotes critical thinking about engineering’s role in society, encouraging students to question the unintended consequences of innovation—a perspective somewhat limited in the existing syllabus.
Connections to the Engineering Code of Ethics
The creation of plastic vividly illustrates at least two key sections of the UK Engineering Council’s Statement of Ethical Principles, which guides professional conduct in engineering (Engineering Council, 2020). Firstly, it highlights Principle 1: “Accuracy and rigour,” which requires engineers to act with care and competence, ensuring their work is based on sound knowledge and avoids misleading others. The rapid adoption of plastics in the early 20th century, without full anticipation of environmental persistence, exemplifies a lapse in long-term rigour. For instance, Baekeland’s innovation prioritised immediate utility, but subsequent engineering applications failed to account for non-biodegradable waste, leading to global pollution crises (Geyer et al., 2017). This deserves highlighting because it underscores the need for engineers to incorporate foresight and interdisciplinary knowledge, such as environmental science, into their designs—preventing scenarios where short-term gains result in long-term harm.
Secondly, the topic connects to Principle 4: “Respect for life, law, the environment and public good,” emphasising sustainability and social responsibility. Plastic production has contributed to environmental degradation, with over 8.3 billion tonnes produced since the 1950s, much of which ends up in landfills or oceans, affecting biodiversity and human health (Geyer et al., 2017). This illustrates how engineering can inadvertently prioritise economic benefits over ecological balance, violating the principle’s call for minimising harm. Highlighting this is crucial for aspiring engineers, as it promotes awareness of social responsibility in an era of climate urgency, encouraging ethical decision-making that aligns with global sustainability goals, such as the UN Sustainable Development Goals. By examining plastic’s history, students can evaluate how ethical lapses in transparency about material lifecycles have led to public distrust, reinforcing the importance of these principles in preventing similar issues in fields like nanotechnology or AI.
These aspects of the Code deserve emphasis because they address contemporary challenges where engineering intersects with societal welfare. In a course like Engineering in Society, discussing them fosters a critical approach, urging students to consider not just technical feasibility but also ethical implications, thereby preparing them for responsible professional practice.
Assigned Materials as Lecturer
If I were the lecturer for this topic, I would assign a combination of readings and multimedia materials to illustrate the theme of plastic’s creation, its societal impacts, and its ethical dimensions. The primary reading would be an excerpt from Jeffrey L. Meikle’s book American Plastic: A Cultural History (1995), specifically chapters on the invention and early adoption of synthetics. This material illustrates the theme by providing a historical narrative of how engineering ingenuity transformed natural resource limitations into abundant, versatile materials, while also critiquing the cultural shift towards disposability. It is of potential interest to students because it uses engaging examples, such as plastic’s role in mid-20th-century consumer culture, making abstract concepts relatable and highlighting engineering’s influence on daily life. Relating to the Code of Ethics, the book discusses the lack of rigour in predicting environmental impacts, aligning with Principle 1, and explores social responsibility through case studies of pollution, tying into Principle 4. It offers urgent insights for aspiring engineers, such as the concept of “design for recyclability,” emphasising the need to integrate ethics early in innovation processes.
Additionally, I would assign a peer-reviewed article by Roland Geyer et al. (2017), titled “Production, use, and fate of all plastics ever made,” published in Science Advances. This piece quantifies plastic production and waste, using data to demonstrate engineering’s environmental footprint. It is important for students as it presents empirical evidence of global challenges, fostering analytical skills in evaluating data-driven problems. The article relates to the ethics sections by quantifying harms like ocean pollution, underscoring the need for rigour and respect for the environment, and provides concepts like circular economy models that are vital for future engineers tackling sustainability.
To complement these, I would include a short documentary video, such as the BBC’s “The Plastic Problem” (though not peer-reviewed, it would be used sparingly for visual engagement, with emphasis on assigned readings for depth). Finally, a case study from the Ellen MacArthur Foundation’s report on plastic circularity (2016) would be assigned to explore solutions, encouraging problem-solving. These materials are chosen for their accessibility and relevance, ensuring students grasp the historical, ethical, and practical dimensions, while promoting critical evaluation of engineering’s societal role.
Conclusion
In summary, the creation of plastic represents a critical engineering moment that should be integrated into the Engineering in Society course to enhance understanding of innovation’s societal and environmental ramifications. Its inclusion adds value by connecting to existing topics, introducing a sustainability arc, and justifying its placement in the syllabus through replacement of less central content. By illustrating key ethical principles on rigour and respect for the public good, it highlights the importance of responsible engineering. Assigned materials like Meikle’s book and Geyer’s article provide insightful, evidence-based perspectives, equipping students with tools for ethical practice. Ultimately, this addition encourages aspiring engineers to adopt a forward-thinking mindset, addressing limitations in historical innovations and promoting a more sustainable future. The implications are clear: by learning from plastic’s legacy, engineers can mitigate similar risks in emerging technologies, fostering a discipline that prioritises societal well-being.
References
- Ellen MacArthur Foundation. (2016) The new plastics economy: Rethinking the future of plastics. Ellen MacArthur Foundation.
- Engineering Council. (2020) Statement of ethical principles. Engineering Council.
- Friedel, R. (1983) Pioneer plastic: The making and selling of celluloid. University of Wisconsin Press.
- Geyer, R., Jambeck, J. R., and Law, K. L. (2017) Production, use, and fate of all plastics ever made. Science Advances, 3(7), e1700782.
- Meikle, J. L. (1995) American plastic: A cultural history. Rutgers University Press.
- Thompson, R. C., Swan, S. H., Moore, C. J., and vom Saal, F. S. (2009) Our plastic age. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1526), 1973-1976.
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