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  1. Culture of Disengagement in Engineering Education?Erin A. Cech - 2014 - Science, Technology, and Human Values 39 (1):42-72.
    Much has been made of the importance of training ethical, socially conscious engineers, but does US engineering education actually encourage neophytes to take seriously their professional responsibility to public welfare? Counter to such ideals of engagement, I argue that students’ interest in public welfare concerns may actually decline over the course of their engineering education. Using unique longitudinal survey data of students at four colleges, this article examines (a) how students’ public welfare beliefs change during their engineering education, (b) whether (...)
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  • AI and Education: The Importance of Teacher and Student Relations.Alex Guilherme - 2019 - AI and Society 34 (1):47-54.
    A defining aspect of our modern age is our tenacious belief in technology in all walks of life, not least in education. It could be argued that this infatuation with technology or ‘techno-philia’ in education has had a deep impact in the classroom changing the relationship between teacher and student, as well as between students; that is, these relations have become increasingly more I–It than I–Thou based because the capacity to form bonds, the level of connectedness between teacher and students, (...)
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  • Nudging for Good: Robots and the Ethical Appropriateness of Nurturing Empathy and Charitable Behavior.Borenstein Jason & C. Arkin Ronald - 2017 - AI and Society 32 (4):499-507.
    An under-examined aspect of human–robot interaction that warrants further exploration is whether robots should be permitted to influence a user’s behavior for that person’s own good. Yet an even more controversial practice could be on the horizon, which is allowing a robot to “nudge” a user’s behavior for the good of society. In this article, we examine the feasibility of creating companion robots that would seek to nurture a user’s empathy toward other human beings. As more and more computing devices (...)
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  • The Ugly Truth About Ourselves and Our Robot Creations: The Problem of Bias and Social Inequity.Ayanna Howard & Jason Borenstein - 2018 - Science and Engineering Ethics 24 (5):1521-1536.
    Recently, there has been an upsurge of attention focused on bias and its impact on specialized artificial intelligence applications. Allegations of racism and sexism have permeated the conversation as stories surface about search engines delivering job postings for well-paying technical jobs to men and not women, or providing arrest mugshots when keywords such as “black teenagers” are entered. Learning algorithms are evolving; they are often created from parsing through large datasets of online information while having truth labels bestowed on them (...)
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  • Ethical Issues Concerning Expert Systems' Applications in Education.Marvin J. Croy - 1989 - AI and Society 3 (3):209-219.
    This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be clarified, (...)
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  • Transforming Technology: A Critical Theory Revisited.Andrew Feenberg - 2002 - Oxford University Press.
    Thoroughly revised, this new edition of Critical Theory of Technology rethinks the relationships between technology, rationality, and democracy, arguing that the degradation of labor--as well as of many environmental, educational, and political systems--is rooted in the social values that preside over technological development. It contains materials on political theory, but the emphasis has shifted to reflect a growing interest in the fields of technology and cultural studies.
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  • What Computers Can’T Do: The Limits of Artificial Intelligence.Hubert L. Dreyfus - 1972 - Harper & Row.
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  • Do Artifacts Have Politics?Langdon Winner - 1980 - Daedalus 109 (1):121--136.
    In controversies about technology and society, there is no idea more pro vocative than the notion that technical things have political qualities. At issue is the claim that the machines, structures, and systems of modern material culture can be accurately judged not only for their contributions of efficiency and pro-ductivity, not merely for their positive and negative environmental side effects, but also for the ways in which they can embody specific forms of power and authority. Since ideas of this kind (...)
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  • Experimental Phenomenology: An Introduction.Don Ihde - 1977 - State University of New York Press.
    Experimental Phenomenology has already been lauded for the ease with which its author explains and demonstrates the kinds of consciousness by which we come to know the structure of objects and the structure of consciousness itself. The format of the book follows the progression of a number of thought experiments which mark out the procedures and directions of phenomenological inquiry. Making use of examples of familiar optical illusions and multi-stable drawings, Professor Ihde illustrates by way of careful and disciplined step-by-step (...)
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  • Are Sciences Essential and Humanities Elective? Disentangling Competing Claims for Humanities' Research Public Value.Julia Olmos-Peñuela, Paul Benneworth & Elena Castro-Martínez - 2015 - Arts and Humanities in Higher Education 14 (1):61-78.
    Recent policy discourse suggests that arts and humanities research is seen as being less useful to society than other disciplines, notably in science, technology, engineering and mathematics. The paper explores how this assumption’s construction has been built and whether it is based upon an unfair prejudice: we argue for a prima facie case to answer in assuming that arts and humanities research’s lower societal value. We identify a set of claims circulating in policy circles regarding science, technology, engineering and mathematics (...)
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  • On the Internet.Hubert L. Dreyfus - 2001 - Routledge.
    _Internet_ is een van de eerste boeken waarin het filosofische inzicht -van Plato tot Kierkegaard - betrokken wordt op het debat over de mogelijkheden en onmogelijkheden van het internet. Dreyfus laat zien dat de onstoffelijke, 'vrij zwevende' websurfer zijn oorsprong vindt in Descartes' scheiding van geest en lichaam, en hoe Kierkegaards inzichten in de opkomst van het moderne leespubliek vooruitlopen op de nieuwsgierige, maar elk risico vermijdende internet-junkie. Uitgaande van recente onderzoeken naar het isolement dat veel internetgebruikers ervaren, toont Dreyfus (...)
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  • What Computers Still Can’T Do: A Critique of Artificial Reason.Hubert L. Dreyfus - 1992 - MIT Press.
    A Critique of Artificial Reason Hubert L. Dreyfus . HUBERT L. DREYFUS What Computers Still Can't Do Thi s One XZKQ-GSY-8KDG What. WHAT COMPUTERS STILL CAN'T DO Front Cover.
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  • The New Technopolitics of Development and the Global South as a Laboratory of Technological Experimentation.Adam Moe Fejerskov - 2017 - Science, Technology, and Human Values 42 (5):947-968.
    Science and technology have been integral issues of development cooperation for more than sixty years. Contrary to early efforts’ transfer of established technologies from the West to developing countries, contemporary technology aspirations increasingly articulate and practice the Global South as a live laboratory for technological experimentation. This approach is especially furthered by a group of private foundations and philanthrocapitalists whose endeavors in developing countries are, like their companies, shaped by logics of the individual, the market, and of societal progress through (...)
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  • Engaging Values Despite Neutrality: Challenges and Approaches to Values Reflection During the Design of Internet Infrastructure.Katie Shilton - 2018 - Science, Technology, and Human Values 43 (2):247-269.
    Internet protocol development is a social process, and resulting protocols are shaped by their developers’ politics and values. This article argues that the work of protocol development poses barriers to developers’ reflection upon values and politics in protocol design. A participant observation of a team developing internet protocols revealed that difficulties defining the stakeholders in an infrastructure and tensions between local and global viewpoints both complicated values reflection. Further, Internet architects tended to equate a core value of interoperability with values (...)
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  • The ICT Educator’s Fallacy.Robert Rosenberger - 2017 - Foundations of Science 22 (2):395-399.
    This paper develops the notion of “the ICT educator’s fallacy” to point to the mistaken assumption that devices introduced into the classroom will have the precise effects on educational experience expected by designers and curriculum developers. This notion allows for an expansion and refinement of the insights into the imperatives of twenty-first century education set out by Søren Riis.
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  • Future Progress in Artificial Intelligence: A Survey of Expert Opinion.Vincent C. Müller & Nick Bostrom - 2016 - In Vincent Müller (ed.), Fundamental Issues of Artificial Intelligence. Springer. pp. 553-571.
    There is, in some quarters, concern about high–level machine intelligence and superintelligent AI coming up in a few decades, bringing with it significant risks for humanity. In other quarters, these issues are ignored or considered science fiction. We wanted to clarify what the distribution of opinions actually is, what probability the best experts currently assign to high–level machine intelligence coming up within a particular time–frame, which risks they see with that development, and how fast they see these developing. We thus (...)
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  • Education and the Cult of Efficiency.Raymond E. Callahan - 1964 - University of Chicago Press.
    Raymond Callahan's lively study exposes the alarming lengths to which school administrators went, particularly in the period from 1910 to 1930, in sacrificing educational goals to the demands of business procedures.
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  • Anonymity Versus Commitment: The Dangers of Education on the Internet. [REVIEW]Hubert L. Dreyfus - 1999 - Ethics and Information Technology 1 (1):369-378.
    I shall translate Kierkegaard's account of the dangers and opportunities of what he called the Press into a critique of the Internet so as to raise the question: what contribution -- for good or ill -- can the World Wide Web, with its ability to deliver vast amounts of information to users all over the world, make to educators trying to pass on knowledge and to develop skills and wisdom in their students? I will then use Kierkegaard's three-stage answer to (...)
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  • Anonymity Versus Commitment: The Dangers of Education on the Internet. [REVIEW]Hubert L. Dreyfus - 2002 - Educational Philosophy and Theory 34 (4):369–378.
    I shall translate Kierkegaard's account of the dangers and opportunities of what he called the Press into a critique of the Internet so as to raise the question: what contribution -- for good or ill -- can the World Wide Web, with its ability to deliver vast amounts of information to users all over the world, make to educators trying to pass on knowledge and to develop skills and wisdom in their students? I will then use Kierkegaard's three-stage answer to (...)
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  • The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
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  • A Vision of Responsible Innovation.Rene Von Schomberg - 2013 - In Richard Owen (ed.), Responsible Innovation. pp. 51-74.
    This Article outlines a vision of responsible innovation and outlines a public policy and implementation strategy for it.
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