论文标题
共同构建下一代共享价值观和道德实践：从信息伦理学课程中学到的经验教训
Co-constructing Shared Values and Ethical Practice for the Next Generation: Lessons Learned from a Curriculum on Information Ethics
论文作者
论文摘要
我们介绍了从STEM领域的2000多名博士和工程专业学生提供的科学完整性，研究伦理和信息伦理学的在线课程中学到的动力，设计，轮廓和经验教训，首先是在巴黎 - 萨克莱大学（University Paris-Saclay），现在已扩展到全世界学生的在线MOOC。与科学领域的课程不同，该课程旨在为学生提供他们在未来职业中可以应用的方法，工具和概念，这种培训的目标不是要装备他们，而是要使他们意识到他们的工作对社会的影响，关心对他们的责任，并使他们并不能够意识到对技术印象如何应对技术的同样的看法。在我们提供概念工具的同时，这更多是为了维持兴趣并吸引学生。我们希望他们就具体的道德问题进行辩论，并意识到在当代困境中纠正立场的困难，例如脱氧知识产权，在线言论自由及其同行，我们的数字自身的保护，算法决定的管理，自治系统的控制以及数字鸿沟的解决方案。作为一个大胆的捷径，我们的课程是关于在STEM课程中引入和激励黑格尔辩证法，通常从亚里士多德的角度倾向。
We present the motivation, design, outline, and lessons learned from an online course in scientific integrity, research ethics, and information ethics provided to over 2000 doctoral and engineering students in STEM fields, first at the University Paris-Saclay, and now expanded to an online MOOC available to students across the world, in English. Unlike a course in scientific domains, meant to provide students with methods, tools, and concepts they can apply in their future career, the goal of such a training is not so much to equip them, but to make them aware of the impact of their work on society, care about the responsibilities that befall on them, and make them realize not all share the same opinions on how should technology imprint society. While we provide conceptual tools, this is more to sustain interest and engage students. We want them to debate on concrete ethical issues and realize the difficulty of reconciling positions on contemporary dilemma such as dematerialized intellectual property, freedom of expression online and its counterparts, the protection of our digital selves, the management of algorithmic decision, the control of autonomous systems, and the resolution of the digital divide. As a bold shortcut, our course is about introducing and motivating Hegelian dialectics in STEM curricula, usually more bent on an Aristotelian perspective.
