Dear all,
Mikael made a good point:
“On the other hand they may be also helpful to transmit ethical thinking (or at
least moral values), so that they might even become as helpful in making
advancements in this area of knowledge as good old fashioned books and other
information technology devices.”
That is exactly the thing we have to think through. Designing and employing
techno-sociological systems we are changing our environment and the conditions
of life. The question is how to maximize good and minimize bad consequences of
those systems that by necessity never can be made perfect, but being
essentially dependent on humans, they continuously change, decay, evolve, etc.
The value system that is embedded in those systems must be made explicit and
actualized all the time. Generations apparently exist and often have different
sensibilities; different generations co-exist and negotiate the rules of the
game.
Of course there is no simple and permanent and static solution for all ethical
and moral problems we experience. What we can do is to keep open mind and take
responsibilities. That is an ongoing work. Values in technology are human ones,
so it is our job to try our best to design and use the technology according to
highest ethical standards.
The good thing to start with would be to understand what is it we want of
technology, where we are heading, what is good and what is bad in this
information-communication oriented society that claims to be interested in
becoming a knowledge society.
Best,
Gordana
Citerat fr�n "M. Nagenborg" <philosophie@michaelnagenborg.de>:
> Dear Pedro,
> dear all,
>
> Pedro Marijuan wrote:
> > ... My point is that most of knowledge impinging on social life
> > matters is of informal, implicit, practical, experiential nature.
How
>
> > can one gain access to cognitive "stocks" of such volatile
nature?
> > Only by living, by socializing, by a direct hands-on
participation...
>
> > Each new generation has to find its own way, to co-create its own
> > socialization path. No moral or ethical progress then!!! (contrarily
> > to the advancement of other areas of knowledge).
> I think, at this point, it is very important to keep the distinction
> between morality and ethics as scientific reasoning about morality.
>
> The problem how to transmit ideas from one generation to another does
> exist in very discipline. Everyone who is trying to become an expert in
>
> a special field of knowledge has to be educated in this special field
> (or has to educate himself). There is nothing special with
"Ethics" in
> this regard.
>
> Also, I am not sure, if the generation-model is a very good way of
> describing a society when it comes to education, because this implies
> that one generation follows another. This seems to be too simple to me:
>
> what we have is a overlapping of generations (not just two of them) and
>
> I am not quite sure if the generation model is really that important for
>
> living in a network society.
> > Obviously, learning machines or techno environments cannot
substitute
>
> > for a socialization process --a side note for "prophets"
of the
> > computational.
> But learning machines and techno environments should be at least look at
>
> as something that may sharp the socialization process and might also
> lead to conflicts between the generation, who designed the technology,
> and the ones, who have to live with such an environment - at least if
> one does not believe in real autonomous, moral artificial beings which
> morality is in no way connected to the morality of the designers.
>
> On the other hand they may be also helpful to transmit ethical thinking
>
> (or at least moral values), so that they might even become as helpful in
>
> making advancements in this area of knowledge as good old fashioned
> books and other information technology devices.
>
> Best regards,
> Michael Nagenborg
>
> --
> Dr. phil. Michael Nagenborg
> R�ppurrer Str. 116
> D-76137 Karlsruhe
>
> Tel. +49(0)721 3545955
> Fax +49(0)721 3545956
>
> www.michaelnagenborg.de
>
>
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Received on Sat May 6 13:45:51 2006
