By Robert N. Barger
Computing device Ethics: A Case-based strategy teaches scholars to resolve moral dilemmas within the box of computing, taking a philosophical, instead of a criminal, method of the subject. It first examines the rules of Idealism, Realism, Pragmatism, Existentialism, and Philosophical research, explaining how every one of them will be followed as a foundation for fixing computing dilemmas. The publication then offers a worksheet of key inquiries to be utilized in fixing dilemmas. Twenty-nine instances, drawn from the real-life studies of laptop pros, are integrated within the e-book as a way to allow scholars scan with fixing moral dilemmas and determine the philosophical underpinnings of the recommendations.
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Extra resources for Computer Ethics: A Case-based Approach
Floridi and Sanders (2002) argue that a shortcoming of the environmental macroethical theory, and the primary reason why that theory will not work for computer ethics. s" that qualify for moral consideration to biologic life forms. Hence, the bias in that malcroethical theory for the environment and biological life forms. ”" It might seem that this proposal tests the boundaries of ethics, since ethics has until now been anthropocentric. That is, it has been concerned only with human beings. The eighteenth-century philosopher Immanuel Kant.
In the traditional classroom it is possible for the student to avoid this dialogical process, but on the computer it is not. The student must enter a response through the computer terminal at critical points in the program or most programs will not proceed. It is no accident that the premier computer education system in the 1970s was named PLATO after that famous teacher who, along with his mentor Socrates, believed in awakening learning in the student through a process of dialogue. The student is not the only one who learns through computer dialogue.
6 Responsiveness zi student watches, or even participates in the drawing. It is this dynamic aspect ofthe computer that is one of its most appealing features. 6 Responsiveness It has often been said that learning is an active process. The teacher can teach all day, but if there is no response on the part ofthe student then no learning will take place. In the traditional classroom it is possible for the student to avoid this dialogical process, but on the computer it is not. The student must enter a response through the computer terminal at critical points in the program or most programs will not proceed.