In July 2020, more than 1000 companies that advertise on social media platforms withdrew their business, citing failures of the platforms (especially Facebook) to address the proliferation of harmful content. The #StopHateForProfit movement invites reflection on an understudied topic: the ethics of boycotting by corporations. Under what conditions is corporate boycotting permissible, required, supererogatory, or forbidden? Although value-driven consumerism has generated significant recent discussion in applied ethics, that discussion has focused almost exclusively on the consumption choices of individuals. As this (...) article underscores, value-driven consumerism by business corporations complicates these issues and invites further examination. We propose principles for the ethics of boycotting by corporations, indicate how these principles relate to different CSR paradigms, and show how these insights can help assess recent instances of corporate boycotting. (shrink)

In this contribution, we set out a framework for ethical research and innovation. Our framework draws upon recent scholarly work recommending the introduction of new models at the intersection of ethics, strategy, and science and technology studies to inform and explicate how the decisions of researchers can be considered ethical. Ethical research and innovation is construed in our framework as a dynamic process emerging from decisions of multiple stakeholders in innovation ecosystems prior to, during and after the execution of a (...) research and innovation project. The framework can be used by different types of research organizations to implement governance models of ethical research and innovation. (shrink)

Climate change education (CCE) and environmental education (EE) seek ways for us humans to keep inhabiting Earth. We present a thought experiment adopting the perspective of Earth-settlers, aiming to illuminate the planetary mass of technology. By elaborating Hannah Arendt’s notion of ‘earth alienation’ and Bruno Latour’s notion of technology as ‘missing mass’, we suggest that, in the current Anthropocene era, our relation to technology should be a crucial theme of CCE and EE. We further suspect that sustainable development (SD) and (...) the education promoting it (ESD) are problematic, because the green growth proposed is inextricably linked to the unattainable goal of decoupling growth from environmental impact. We therefore suggest education for post-sustainability (EPS) that critically re-evaluates the connections between technology and sustainability. But can educators critically question technology, since educational institutions seem to be unconditionally committed to promoting technological progress? While tracing this professional dilemma, we call for educational responsibility and autonomy to question technology when it is at odds with sustainability. To this end, we outline technological literacy that introduces the arts of (a) seeing technology, (b) living with technology, and (c) delegating or sustainably assimilating technology. (shrink)

Carl Sagan famously lamented how “we live in a society exquisitely dependent on science and technology, in which hardly anyone knows about science and technology. This is a clear prescription for disaster”. One might add that in contemporary societies, people know about the philosophy of science and technology even less.

Recently, computer-generated and computer-altered videos known as deepfakes have raised widespread concerns about the harms they may cause to democratic elections, national security, people’s reputation, and people’s autonomy over their words and actions as represented in videos and other media. How can we build towards a critical understanding of not only deepfakes, but also photos, videos, and the role of many other media objects surrounding us that inform us about the world? In this thesis, wanting to take a historical approach (...) and noting the newness of deepfakes, I first investigate a historical case study regarding a manipulated photo from a 1950 U.S. Senate election campaign. Examining hearings conducted by the Senate into the use of misleading media in the election, I investigate how the incident sparked a debate between different groups of people over the trustworthiness of photographs and their proper role in elections. Next, I move forward in time and discuss the nature of deepfakes, presenting a brief history focusing on the different communities—academic, hobbyist, and commercial—that have played a role in the development of different, but related, technologies that all fall under the umbrella term of deepfakes. Some of this history is incorporated into the third part of this thesis, in which I present a teaching module I developed with the goals of guiding students to think critically about photos and videos and of raising awareness about deepfakes. (shrink)

Oswald Spengler (1880?1936) is a neglected figure in the history of European philosophical thought. This article examines the philosophical anthropology developed in his later work, particularly his Man and Technics: A Contribution to a Philosophy of Life (1931). My purpose is twofold: the first is to argue that Spengler's later thought is a response to criticisms of the ?pessimism? of his earlier work, The Decline of the West (1919). Man and Technics overcomes this charge by providing a novel philosophical anthropology (...) which identifies technology as the highest expression of human cognitive and creative capacities. The second is to suggest that in his later period Spengler presents an affirmatory account of modern technology as the final stage of human cultural evolution. I conclude that by providing a philosophical anthropology that reconciles technology with human nature, Man and Technics represents an important development of Spengler's theory of human culture. (shrink)

The aim of this paper is to make possible dialogue between those who claim that technologies are coded with social, political, or ethical values and those who argue that they are value-neutral. To demonstrate the relevance of this bridge-building project, the controversy regarding agrifood biotechnology will be used as a case study. Drawing on work by L. H. Nelson about the nature of human knowledge-building enterprises and E. F. Kittay’s account of the relationally-constituted self, the argument will be made that (...) all technologies embody the values of the communities that created them. (shrink)

This paper presents an experimental approach for engaging undergraduate STEM students in anticipatory ethical reasoning, or ethical reasoning applied to the analysis of potential mid- to long-term implications and outcomes of technological innovation. The authors implemented two variations of an approach that integrates three key components—scenario analysis, design fiction, and ethical frameworks—into five sections of an introductory course on the social contexts of science and technology that is required of STEM majors. The authors dub this approach Creative Anticipatory Ethical Reasoning, (...) or CAER. Scenario analysis is a strategy emerging from business consulting for grounded analysis of plausible future trajectories to inform planning. Design fiction is a creative hands-on activity that blends science fiction and design prototyping to facilitate critical thinking with respect to the societal dimensions of a plausible future technology. The authors present the following findings: in each of the variations, students demonstrated significant engagement with CAER and a substantive shift in their conception of what constitutes responsible innovation and ethical conduct in science and technology. Specifically, their integration of ethical reasoning with stakeholder perspectives and scenario analysis reframed technologies, from unproblematic solutions for societal problems to socially-embedded forms of life that might diverge from designers’ intentions. This suggests that CAER could be a useful pedagogical intervention for expanding students’ ethical engagement to consider the potential unintended consequences of technological innovation. (shrink)

An important aspect of any meaningful public discussion about developments in gene technology is the provision of opportunities for interested publics to engage in sociable public discourse with other lay people and with experts. This article reports on a series of peer group conversations conducted in late 1996 and early 1997 with sixteen community groups in Perth, Western Australia, interested in gene therapy technology. With the case of cystic fibrosis as a particular focus, and using background resource material as a (...) stimulus for discussion, the participating groups explored a range of value issues arising from the new genetic medicine. This more discursive context enabled participants to express a number of background or life-world concerns about genetic medicine, concerns that are often obscured by the dominant biomedical and bioethical discourses. (shrink)