Ethical obligation to teach tech ethics to every student

What do you think about artificial biology?

What about changing the baby’s genes?

You may have a strong reaction to the second question. But do you know how these two are related?

Emerging technologies like synthetic biology are all around us and at different degrees of development and dissemination. Their applications are being tested, products are being created, data is being collected. But for whom and for whom?

Some examples of scientists or technicians going too far or abusing technology reach the mainstream media and make headlines. So maybe you’ve heard of gene-editing. “CRISPR baby. These harsh and sometimes frightening situations are more exceptional, but one important point is clear: we should all pay more attention. That includes students, who are tomorrow’s technicians and ethicists.

Even though this is an important subject to get acquainted with, only a handful of students will go into a field like synthetic biology. The real question is: How can we increase access and participation in the creation of emerging technology so that it represents and works for all of us? Finally, when it comes to emerging technologies, equity is important in terms of factors such as gender and race.

Today’s schools can now start laying the foundation. Teachers can facilitate ethical conversations with students in technology so that the technology develops evenly. In fact, teachers have a special role to play in driving this discussion for students, and Design ideas (Which we usually call at Stanford’s d.school Composition) Method.

The design focuses on identifying challenges and accelerating solutions and ideas to solve them. Using design as a framework allows for greater participation by identifying multiple access points, navigating technical vocabulary, and creating a sense of participation and agency in evolving technology.

Start with the end

For many of us, the term “synthetic biology” is less appealing than “gene-edited babies” and there’s a reason for that. The end results of a given technology are more accessible and relevant than any introduction to the technology. Focusing the conversation on technology invites participation from enthusiasts, evangelists and skeptics, of course. But that leaves a large portion of the population – who are depressed, or depressed, or who don’t think technology belongs to them.

Young people – our students are no different. In terms of emerging technologies, they occupy the same space with the spectrum of engagement. Some will be fascinated by the subject; Others will only show a passing interest at first. But we can engage students in the creation of technology.

Focusing education on final first, second, third place results directly challenges the student design. Once invested to influence them or make a difference about their problem they can find a level of opportunity in space to determine their role; Are they

  • Interested in creating a policy that governs systems that protect privacy?
  • Creating an anti-racism dataset?
  • Making novel products from their point of view?

Regardless of where they want to impact change, a layered understanding of the technology and the potential consequences show that there is a place for everyone to create a rounded solution.

When we lead with results, we are learning on what students need to know to form an opinion. Not all students need to be experts in code, gene indexes, or logic boards, but all students need to think about what they are doing to humans and the wider world.

By entering technology through a human-centered lens, we bypass exclusion words and high-tech barriers and ask students essential questions:

  • Is this the best use of technology?
  • Is this the right use of technology or are there other options?
  • What is gained?
  • What’s missing?
D. School students “design the cow” and consider the consequences of their design, including positive or negative effects on the environment, animal welfare, planetary welfare, and the “yak” factor.

Like it not, you’re building emerging tech

As new technology develops, the range of people affected expands, whether you are aware of it or not. It is a misconception that the ambiguity or rejection of technology means neutrality. There is no neutral space to occupy. Not black and white, but there it is Is Lots of gray area, and it gives space to think of possible consequences, change routes and charter new routes.

Around emerging technology, there is a sense of inevitability. But there is also a sense of helplessness, frustrated resignation, or even the fear that tech is something that “just happens” to people. Bioethicist Franईois Bayliss reports in his 2019 book, “Altered Inheritance: The Ethics of CRISPR and Human Genome Editing,” by Bayliss. Pew research practice Conducted in 2018 which indicates that inherited genome editing is inevitable. The majority of participants believed that human genome editing would create more inequality, and that even if some used human genome editing properly, others would use it in morally unacceptable ways; Nearly half said that technology would be used before fully understanding the effects on health, leading to real fears and anxieties.

But while these technologies are inevitable, it is not how they evolve. That’s where schools come in, because they help create a sense of agency in students. We are all participants, so whether we like it or not, we will create technologies that serve all of us.

Find the part you want to play

When we use design, we can more easily discuss applications that are about humans and stakeholders in the system, rather than just technology. Design helps you think about why your point of view is important and necessary and why others’ point of view is just as important.

Creating by technology is not about coding or gene editing. It can come with results to see the potential consequences. Creating new systems to create equitable access, gathering new sources of data to represent more users and participants, creating a more inclusive experience, and more. In other words, it’s not about the code; It’s about what the code can do.

It is essential to help learners find opportunities to participate in their agency and the system in which they exist. The next generation may not question whether they will participate, but as they are one More diverse, well-educated, change-tolerant groups More than their predecessors, the design offers a way to actively create what will come next.

The design consists of several layers, an emerging technology aimed at solving problems and giving way to problem solvers in a number of ways:

  • Meaning. What social trends or events do you see?
  • System. Are there any systemic issues? Which ones
  • Experience. What are the problems in the current experience?
  • Products. Are there any physical or digital products that are part of the current experience?
  • Technology. Did you know that any technology is used in this space now?
  • Data. What kind of data do you think is available about this issue?

By expanding the scope of understanding from technology to the whole landscape, we create more avenues for participation and increase students ’potential connection points with technology. With this broad understanding, we help students identify what they can bring to the table.

Once we get to a starting point, we can figure out how to get here and how to get what we’re experiencing.

Emerging technology is the same: emerging. While the inevitability of its presence is predictable, the agency is right to determine its potential impact. Design gives us a map to find your own agency in the landscape. Once we get involved, we can find out what we want to create and what kind of impact we as designers can start.

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