Care is more than dispensing pills or cleaning beds. It is about responding to the entire patient. What is called “bedside manner” in medical personnel is a quality of treating the patient not as a mechanism but as a being—much like the caregiver—with desires, ideas, dreams, aspirations, and the gamut of mental and emotional character. As automata, answering an increasing functional need in care, are designed to enact care, the pressure is on their becoming more humanlike to carry out the (...) function more effectively. The question becomes not merely whether the care automaton can effect good bedside manner but whether the patient’s response is not feeling deceived by the humanlikeness. It seems the device must be designed either to effect explicit mere human-“likeness,” thus likely undermining its bedside-manner potential, or to fool the patient completely. Neither option is attractive. This article examines the social problems of designing maximally humanlike care automata and how problems may start to erode the human rights of users/patients. The article then investigates the alternatives for dealing with this problem, whether by industrial and professional self-regulation or public-policy initiatives. It then frames the problem in the broader historical perspective in terms of previous bans, moratoria, and other means of control of hazardous and potentially rights-violating techniques and materials. (shrink)

Since the Nuremberg Code and the first Declaration of Helsinki, globally there has been increasing adoption and adherence to procedures for ensuring that human subjects in research are as well informed as possible of the study’s reasons and risks and voluntarily consent to serving as subject. To do otherwise is essentially viewed as violation of the human research subject’s legal and moral rights. However, with the recent philosophical concerns about responsible robotics, the limits and ambiguities of research-subjects ethical codes become (...) apparent on the matter of constructing automata that maximally resemble human beings (as defined hereunder). In this case, the automata themselves, as products of research and development, are in the very process of their construction subjects of research and development. However, such research faces a paradox: The subjects cannot give their informed consent to this research for their own development, although their consent would be needed for the research. According to ethical codes, this research would be unethical. The article then explores whether the background concepts giving rise to this paradox could be reframed in order to allow such research to proceed ethically. (shrink)

This article argues in defence of human–robot friendship. I begin by outlining the standard Aristotelian view of friendship, according to which there are certain necessary conditions which x must meet in order to ‘be a friend’. I explain how the current literature typically uses this Aristotelian view to object to human–robot friendships on theoretical and ethical grounds. Theoretically, a robot cannot be our friend because it cannot meet the requisite necessary conditions for friendship. Ethically, human–robot friendships are wrong because they (...) are deceptive, and could also make it more likely that we will favour ‘perfect’ robots, and disrespect, exploit, or exclude other human beings. To argue against the above position, I begin by outlining and assessing current attempts to reject the theoretical argument—that we cannot befriend robots. I argue that the current attempts are problematic, and do little to support the claim that we can be friends with robots now. I then use the standard Aristotelian view as a touchstone to develop a new degrees-of-friendship view. On my view, it is theoretically possible for humans to have some degree of friendship with social robots now. I explain how my view avoids ethical concerns about human–robot friendships being deceptive, and/or leading to the disrespect, exploitation, or exclusion of other human beings. (shrink)

Current uses of robots in classrooms are reviewed and used to characterise four scenarios: Robot as Classroom Teacher; Robot as Companion and Peer; Robot as Care-eliciting Companion; and Telepresence Robot Teacher. The main ethical concerns associated with robot teachers are identified as: privacy; attachment, deception, and loss of human contact; and control and accountability. These are discussed in terms of the four identified scenarios. It is argued that classroom robots are likely to impact children’s’ privacy, especially when they masquerade as (...) their friends and companions, when sensors are used to measure children’s responses, and when records are kept. Social robots designed to appear as if they understand and care for humans necessarily involve some deception, and could increase the risk of reduced human contact. Children could form attachments to robot companions, or robot teachers and this could have a deleterious effect on their social development. There are also concerns about the ability, and use of robots to control or make decisions about children’s behaviour in the classroom. It is concluded that there are good reasons not to welcome fully fledged robot teachers, and that robot companions should be given a cautious welcome at best. The limited circumstances in which robots could be used in the classroom to improve the human condition by offering otherwise unavailable educational experiences are discussed. (shrink)