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Anders Albrechtslund 《Ethics and Information Technology》2007,9(1):63-72
This article offers a discussion of the connection between technology and values and, specifically, I take a closer look at
ethically sound design. In order to bring the discussion into a concrete context, the theory of Value Sensitive Design (VSD)
will be the focus point. To illustrate my argument concerning design ethics, the discussion involves a case study of an augmented
window, designed by the VSD Research Lab, which has turned out to be a potentially surveillance-enabling technology. I call
attention to a “positivist problem” that has to do with the connection between the design context and the use context, which
VSD seems to presuppose, and I argue that it is necessary to clearly distinguish between the two, since the designers’ intentions
do not always correspond with the users’ practice; in fact, the relation between design and use is very complex and principally
unpredictable. Thus, a design theory must accept that foresight is limited to anticipation rather than prediction. To overcome
the positivist problem, I suggest a phenomenological approach to technology inspired by Don Ihde’s concept of multistability.
This argument, which is general in nature and thus applies to any theory of design ethics, is intended as a constructive criticism,
which can hopefully contribute to the further development of design ethics. 相似文献
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任维德 《内蒙古师范大学学报(哲学社会科学版)》2001,30(4):8-13
随着当代中国社会的转型,原有的社会政治控制方式已经不能适应发展变化了的中国社会需要,实现社会政治控制方式的转换,建构符合转型社会要求的政治控制方式,是当代中国社会的必然选择。这种政治控制方式,就是以利益协调为基础,以法律调节为手段、以改革和社会主义现代化建设为实现途径的新型社会政治控制方式。 相似文献
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Eysink Tessa H. S. van Dijk Alieke M. de Jong Ton 《Educational technology research and development : ETR & D》2020,68(5):2373-2393
Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn... 相似文献
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本文以教材改革新理念为指导 ,对新教材中“资料”的教育教学功能进行了挖掘和尝试 ,并提出实施“资料”教学的原则 相似文献
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Anna Potocki Guillaume de Pereyra Christine Ros Mônica Macedo-Rouet Marc Stadtler Ladislao Salmerón 《Infancia y Aprendizaje》2020,43(1):19-59
AbstractThis study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explicit instructions; and the use of source features in assessing a document’s relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, we found weak relationships between students’ identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers’ word reading skills. Taken together, these results document teenagers’ acquisition of source evaluation skills and warrant a distinction between readers’ ability to comprehend source features and to use these features when assessing information quality. 相似文献