Deep Tech Ethics: An Approach to Teaching Social Justice in Computer Science
Deep Tech Ethics: An Approach to Teaching Social Justice in Computer Science
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深科技伦理：计算机科学中社会正义的教学方法
DOI：
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发表时间：
2021
期刊：
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通讯作者：
Moshe Y. Vardi
中科院分区：
文献类型：
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作者：
R. Ferreira;Moshe Y. Vardi
随着当代计算机技术发展中的伦理问题日益成为公众和政治关注的焦点，世界各地大学的计算机科学系重新强调技术伦理本科课程，以此教育学生了解其行为的大规模社会影响。致力于技术伦理是本科计算机科学教育课程的重要组成部分的想法，今年在莱斯大学，我们在计算机科学课程中试行了重新设计的道德和问责制版本。这一努力代表了我们在课程中实施“深度”技术伦理方法的第一次尝试。从技术哲学，批判媒体理论和科学技术研究中汲取元素，我们鼓励学生不仅学习“肤浅”意义上的道德，检查抽象的原则或价值观，以确定正确和错误，而是着眼于一系列“更深”的与当前社会正义问题更密切相关的问题，并依靠对这些问题的结构性理解，社会技术解决方案。在这篇文章中，我们报告了我们对这种重新设计的方法的实现。我们详细描述了实施这种方法的基本原理和策略，提出了重新设计的教学大纲的关键要素，并讨论了最后的学生反思和课程评价。最后，我们研究了课程的成就，局限性和未来的经验教训，特别是在不断升级的社会抗议和涉及COVID-19的问题方面。
As ethical questions around the development of contemporary computer technologies have become an increasing point of public and political concern, computer science departments in universities around the world have placed renewed emphasis on tech ethics undergraduate classes as a means to educate students on the large-scale social implications of their actions. Committed to the idea that tech ethics is an essential part of the undergraduate computer science educational curriculum, at Rice University this year we piloted a redesigned version of our Ethics and Accountability in Computer Science class. This effort represents our first attempt at implementing a "deep" tech ethics approach to the course. Incorporating elements from philosophy of technology, critical media theory, and science and technology studies, we encouraged students to learn not only ethics in a "shallow" sense, examining abstract principles or values to determine right and wrong, but rather looking at a series of "deeper" questions more closely related to present issues of social justice and relying on a structural understanding of these problems to develop potential sociotechnical solutions. In this article, we report on our implementation of this redesigned approach. We describe in detail the rationale and strategy for implementing this approach, present key elements of the redesigned syllabus, and discuss final student reflections and course evaluations. To conclude, we examine course achievements, limitations, and lessons learned toward the future, particularly in regard to the number escalating social protests and issues involving Covid-19.