Doing the right thing: computer ethics pedagogy revisited
| DOI | https://doi.org/10.1108/JICES-07-2014-0033 |
| Published date | 14 March 2016 |
| Pages | 33-48 |
| Date | 14 March 2016 |
| Author | Simon Jones |
| Subject Matter | Information & knowledge management,Information management & governance |
Doing the right thing: computer
ethics pedagogy revisited
Simon Jones
Department of Computer Science, Middlesex University, London, UK
Abstract
Purpose – 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.
Design/methodology/approach – Theoretical in scope, reviewing concepts and methods in the
existing literature and developing an alternative inter-disciplinary and multi-dimensional framework.
Findings – Ethical analysis can benet 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 specic properties and applications of ICTs which,
in turn, foreground particular ethical issues. This can result in a more self-reexive and rounded
appreciation of the ethical, legal and professional issues invoked by ICTs.
Originality/value – The paper develops a revised, exible 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.
Keywords Ethical theory, Computer ethics, Legal issues, Social issues, Ethical principles,
Professional codes of conduct
Paper type Conceptual paper
It is now widely acknowledged that students of computing, as prospective
professionals, need to be aware of the broader issues surrounding the design,
deployment and use of information and communication technologies (ICTs). Courses in
ethical, social and professional issues have consequently been integrated into computer
science, and related degrees, for some time. A common framework for teaching and
analysing computer ethics has emerged and can be identied in various key texts which
offer similar pedagogical approaches and address common topics (Kallman and Grillo,
1996;Forester and Morrison, 1998;Rosenberg, 2004;Stamatellos, 2007;Adams and
McCrindle, 2008;Baase, 2009;Johnson, 2009;Quinn, 2005;Kizza, 2010,Spinello, 2011;
Tavani, 2010;Reynolds, 2012). This paper critically reviews key aspects of this
framework from four main angles, namely, ethical theories, professional codes of
conduct, the law and social issues. Some of the limitations of these approaches are
considered. A revised framework is then outlined, and an alternative methodology
proposed for doing ethics in a teaching context. This approach draws on the practical
experience of teaching computer ethics to a culturally diverse body of computing
undergraduates, both in the UK and at several international sites.
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/1477-996X.htm
Computer
ethics
pedagogy
revisited
33
Received 29 July 2014
Revised 8 December 2014
25 February 2015
11 May 2015
Journalof Information,
Communicationand Ethics in
Society
Vol.14 No. 1, 2016
pp.33-48
©Emerald Group Publishing Limited
1477-996X
DOI 10.1108/JICES-07-2014-0033
1. Reviewing the standard framework
“Ethical theory” occupies a central place in computer ethics. The main strands of
Western moral philosophy are cited in most textbooks in the eld. These include social
contract and right-based theories, virtue ethics, duty-based deontological theories and
teleological approaches, such as consequentialism and utilitarianism. Many aspects of
these ethical theories continue to have pedagogical value. The importance of
substantiating claims through an appeal to rational argument is a fundamental
requirement of any ethical evaluation. Kant’s notion of moral obligation, of doing “good
things” for intrinsic motivations because they are good in themselves, touches on a vital
altruistic principle. Similarly, Kant’s categorical imperative that an action is valid only
if everyone else believes that one should act this way, touches on core principles of
fairness and of not making an exception for oneself, as encapsulated in the question
“what if everyone did it?” Social contract theory is useful in arbitrating disputes where
different cultural standards or moralities clash, whereas virtue ethics’ focus on the
character traits of individuals, as moral agents is particularly relevant to professional
behaviour.
Each of these ethical theories, however, has its own particular limitations, and these
are acknowledged in much of the existing literature. Contract-based theories tend to be
minimalist in demanding only that citizens do no harm, without any obligation to
proactively do good (Tavani, 2010, p. 63). Kantian theory’s universal imperatives tend
towards a certain moral absolutism through their inability to accommodate exceptional
circumstances where “wrong” actions may result in “good” consequences, unintended or
otherwise (Quinn, 2005, p. 67). Consequentialist theories, conversely, make it possible to
justify any action, however unethical, in the name of a desired goal. Utilitarian
approaches, where the goodness of actions is measured in terms of their maximization of
net happiness for the greatest number, can result in surprizingly inhuman conclusions,
particularly where the happiness of the majority supersedes that of the minority
(Johnson, 2009, p. 40). A further problem, identied by some authors, is that the
privileging of these specic strands of western ethical theory is implicitly exclusive of
other, political and moral philosophies, particularly those that are non-western in origin
(Duquenoy, 2007, p. 8). This is a limitation for teaching ethics in a culturally diverse,
globally dispersed learning environment and for addressing the ethical challenges of a
twenty-rst century digital society (Ess and Thorseth, 2010).
Although each of the major ethical theories has its respective merits, arguably, no
single theory, on its own, is adequate for tackling all the complex modern ethical
dilemmas raised by computer technologies. A range of theories and approaches are
needed in approaching dilemmas and issues that are invariably context specic. In most
scenarios, for example, it is rarely possible to focus solely on the duties and intentions
behind actions, without regard to their consequences, and vice versa. In real-world
decision-making, information technology (IT) professionals invariably have to balance
diverse, often conicting demands and responsibilities. These may include legal and
contractual obligations, business priorities and targets, and pressures to cut costs and
deliver within timescales. Professional conduct may be shaped by a complex mix of
personal values and character traits, including opportunism, self-interest, altruism and
common-sense ethics.
The codes of conduct of various IT professional bodies are widely acknowledged as
an important source of guidelines and standards of ethical practice. They are founded on
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