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Dual use and the ethical responsibility of scientists

100%

Ehni H.-J.

2008

tom 56

nr 3

147-152

The main normative problem in the context of dual use is to determine the ethical responsibility of scientists especially in the case of unintended, harmful, and criminal dual use of new technological applications of scientific results. This article starts from an analysis of the concepts of responsibility and complicity, examining alternative options regarding the responsibility of scientists. Within the context of the basic conflict between the freedom of science and the duty to avoid causing harm, two positions are discussed: moral skepticism and the ethics of responsibility by Hans Jonas. According to these reflections, four duties are suggested and evaluated: stopping research, systematically carrying out research for dual-use applications, informing public authorities, and not publishing results. In the conclusion it is argued that these duties should be considered as imperfect duties in a Kantian sense and that the individual scientist should be discharged as much as possible from obligations which follow from them by the scientific community and institutions created for this purpose.

PARTICIPAČNÝ PRÍSTUP V SPOLOČENSKÝCH VEDÁCH

88%

Kusá Z.

tom 62

nr 9

790-800

Participatory approach (PAR) is a social sciences methodology, a form of research praxis as well as the world view for many researchers. This paper describes the position of PAR in social research. The paper starts with an attempt to define PAR and to outline briefly its history as well as the ways of its legitimization as a research practice. Further it describes its organizational and methodological aspects and discusses the research ethics. It is shown that though PAR is sometimes presented as possible way of how to settle the ethical problems, the promised equality in research relations might be delusive. In conclusion, the paper deals with the possibility of participatory research to produce valid knowledge. It suggests that participatory action research paradoxically seems to have a greater capacity to put social research closer to the ideal conditions of experimental laboratory praxis than the mainstream representative surveys do.

BRIDGES WITHOUT FOUNDATION? WHY THE USE OF AI TOOLS IN ACADEMIA NEEDS TO BUILD ON ETHICS FIRST

88%

Bahr A.

2024

tom 79

nr 5

486 – 500

The paper makes the case for establishing ethically substantiated foundations for using AI tools before turning to more detailed issues. First, I point out AI tools’ potential benefits in academia. Second, I discuss the risks of missing out on building ethically substantiated foundations by shifting the focus too much on specific questions. To illustrate this risk, I examine three kinds of issues: problematic outputs of AI tools; the amplification of warped incentives already present in academia; and the risk that universities, other educational institutions, and their members potentially jeopardize their digital autonomy. Third, I present starting points for a discussion on building ethical foundations for using AI tools in academia: we should concentrate on the questions of how to dismantle general warped incentives, what needs to be done to empower institutions in academia to create independent AI infrastructures collaboratively, and how to secure a responsible and productive use of AI technologies.

RESEARCH WORK AS CURRICULUM WORK IN NEW ZEALAND EARLY CHILDHOOD SETTINGS: WHAT SHOULD BE TAUGHT AND LEARNED?

75%

Gunn A. C.

2015

tom 6

nr 2

103 – 117

This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquiries into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.