This paper aims to critically reassess established approaches to the teaching and analysis of computer ethics, and to propose a revised methodology, drawing on the practical experience of teaching undergraduates in a culturally diverse, international learning environment.
Theoretical in scope, reviewing concepts and methods in the existing literature and developing an alternative inter-disciplinary and multi-dimensional framework.
Ethical analysis can benefit from broader, inter-disciplinary perspectives that take into account the social and economic context in which information and communication technologies (ICTs) are designed, deployed and used, and the complex forces that drive their development. A richer analysis of this context enables a better understanding of the specific properties and applications of ICTs which, in turn, foreground particular ethical issues. This can result in a more self-reflexive and rounded appreciation of the ethical, legal and professional issues invoked by ICTs.
The paper develops a revised, flexible methodology for doing ethics which can be applied to any case study or domain of application. It outlines some of the key questions and major ethical principles that are generated by ICTs. The paper has pedagogical value for both teachers and students of computer ethics, but has relevance also for information technology professionals and practitioners.
Jones, S. (2016), "Doing the right thing: computer ethics pedagogy revisited", Journal of Information, Communication and Ethics in Society, Vol. 14 No. 1, pp. 33-48. https://doi.org/10.1108/JICES-07-2014-0033Download as .RIS
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