  We present the motivation, design, outline, and lessons learned from an
online course in scientific integrity, research ethics, and information ethics
provided to over 2000 doctoral and engineering students in STEM fields, first
at the University Paris-Saclay, and now expanded to an online MOOC available to
students across the world, in English. Unlike a course in scientific domains,
meant to provide students with methods, tools, and concepts they can apply in
their future career, the goal of such a training is not so much to equip them,
but to make them aware of the impact of their work on society, care about the
responsibilities that befall on them, and make them realize not all share the
same opinions on how should technology imprint society. While we provide
conceptual tools, this is more to sustain interest and engage students. We want
them to debate on concrete ethical issues and realize the difficulty of
reconciling positions on contemporary dilemma such as dematerialized
intellectual property, freedom of expression online and its counterparts, the
protection of our digital selves, the management of algorithmic decision, the
control of autonomous systems, and the resolution of the digital divide. As a
bold shortcut, our course is about introducing and motivating Hegelian
dialectics in STEM curricula, usually more bent on an Aristotelian perspective.
