Amid the growing interest in the relationship between technology and human flourishing, philosophical perfectionism can serve as a fruitful lens through which to normatively evaluate technology. This paper offers an analytic framework that explains the relationship between technology and flourishing by way of innate human capacities. According to perfectionism, our human flourishing is determined by how well we exercise our human capacities to know, create, be sociable, use our bodies and exercise the will, by engaging in activities that ultimately produce (...) valuable output. The paper introduces technology affordances to this framework, to show how affordances enable or restrict the exercise of human capacities, thereby impacting levels of human flourishing. One implication of this analysis is that it highlights how technology affordances can cause the privation (absence) of flourishing, by impoverishing capacities. The upshot is that privation may bring about robustly bad unflourishing, especially given that technology and its affordances have the power to degrade the human capacities in the long run. By linking how human capacities are shaped by affordances, we can achieve a better understanding of the ethical implications of technology on human flourishing. (shrink)

Much of the existing philosophical literature on BDSM focuses on questions about the ethics of BDSM. But there is an underlying question here regarding the nature of BDSM, one which remains largely unaddressed. In this paper, I take that metaphysical question to be prior to the normative one. In other words: it will be important to have a clear view of what BDSM is before we go on to evaluate it. -/- This is a paper about the nature of BDSM (...) and BDSM activities: what they are like, what makes them unique, and the ways in which these activities might be valuable. Here, I work from the philosophical literature on games to analyze structured erotic encounters (or “scenes”) in BDSM. In the first half of the paper, I argue that BDSM scenes are games, and that understanding them in this way yields important insights into the roles of agency, autonomy, and value in BDSM. In the second half of the paper, I map points of connection between this view of scenes-as-games and the existing literature on BDSM in sexual ethics, in order to illuminate the ways in which a moral evaluation of BDSM scenes might proceed from this analysis. (shrink)

One of the biggest contemporary challenges in education is the appropriate application of advanced digital solutions. If properly implemented, AI could benefit students, opening the door for personalized study programs. However, we need to ensure that AI in classrooms is used responsibly and that it does not pose a threat to students in any way. More specifically, we need to preserve the moral and epistemic values we wish to pass on to future generations and ensure the inclusion of underprivileged students. (...) Moreover, there is a huge problem of different accessibility to technology and representation in the educational material between the Global South and the Global North. This can cause both global epistemic and moral injustice. On the other hand, AI has the potential to increase global justice in education. Therefore, it is of the utmost importance to use it in accordance with the values of equity, fairness, and inclusion that secure global justice for underprivileged groups. (shrink)