ABSTRACT
There was a time when in most countries, those learning to become scientists would not formally have been taught anything about ethics. But that is changing. It is not just medical students who learn about ethics; engineers learn about environmental ethics, agricultural and veterinary higher education students learn about issues to do with animal ethics and so on. This broadening of educational aims and content reflects a growing societal expectation that graduates in applied science disciplines should know something of ethics in their field, rather than merely being expected to ‘pick it up’ during the course of their professional lives (Reiss, 2005).
