This section of the handbook aims to provide readers with a conceptual toolbox that can enhance the reading of ideas and concepts that emerge in other sections and later chapters. This reflects that many of the ideas and directions of travel in engineering ethics education come from disciplines as diverse as philosophy, sociology, psychology, organizational and management studies, engineering design, and law, as well as from the practices and epistemologies of different engineering disciplines, such as mechanical, chemical, electrical, software or civil engineering, among others (this issue is explored in more depth in Section 3 of this handbook). It also reflects the idea that some of the most productive conversations in engineering ethics education are those that can transcend the assumptions and methods of a single discipline.