Computer ethics education: impact from societal norms

ABSTRACT

Discussions have occurred on the best way to implement the horizontal and vertical integration of education on the social, ethical and professional issues relating to computer science. These discussions have not only included debates on the subject matter and what manner to approach it (i.e. integrated among all computer science courses taught, as a separate required course, or a combination of both), but have also involved debates over who is best qualified to address the subject. What has seldom been addressed, however, is how societal impressions of what is ethical have impacted both those who develop software and those who use it. In light of the experience of such institutions as the U.S. Air Force Academy which recently instituted a program called the Center for Character Development (due to a perceived erosion of the core values of its recruits), should academia and industry expect more from computer scientists than from the population as a whole? It is the integration of ethics courses in the computer science curriculum in light of a general erosion of ethical values in society as a whole that is addressed in this paper.

REFERENCES

• 1: Anton, Genevieve and Jeff Thomas, "A Question of Honor", Air Force Times, March 7, 1994, pg. 12.
• 2: Tom Forester , Perry Morrison, Computer ethics: cautionary tales and ethical dilemmas in computing, MIT Press, Cambridge, MA, 1993
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INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.7 THE COMPUTING PROFESSION
      K.7.m Miscellaneous
          Subjects: Ethics**

Additional Classification:
  H. Information Systems
  H.1 MODELS AND PRINCIPLES
      H.1.2 User/Machine Systems
          Subjects: Human factors

  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Computer science education
  K.6 MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS

General Terms:
Human Factors, Security