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Some proponents of auxiliary enhancement also support educational technologies with respect to morality, technologies which teach moral reasoning, e.g., assistants which utilize the Socratic method. [5] It may be the case that a “right” or “best” answer to a moral question is a “best” dialogue which provides value for users.
Technoethics (TE) is an interdisciplinary research area that draws on theories and methods from multiple knowledge domains (such as communications, social sciences, information studies, technology studies, applied ethics, and philosophy) to provide insights on ethical dimensions of technological systems and practices for advancing a technological society.
Moral enhancement [1] (abbreviated ME [2]), also called moral bioenhancement (abbreviated MBE [3]), is the use of biomedical technology to morally improve individuals. MBE is a growing topic in neuroethics , a field developing the ethics of neuroscience as well as the neuroscience of ethics.
In Moral Machines: Teaching Robots Right from Wrong, [11] Wendell Wallach and Colin Allen conclude that attempts to teach robots right from wrong will likely advance understanding of human ethics by motivating humans to address gaps in modern normative theory and by providing a platform for
Machine ethics (or machine morality, computational morality, or computational ethics) is a part of the ethics of artificial intelligence concerned with adding or ensuring moral behaviors of man-made machines that use artificial intelligence, otherwise known as artificial intelligent agents. [1]
Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts.
The philosophy of artificial intelligence is a branch of the philosophy of mind and the philosophy of computer science [1] that explores artificial intelligence and its implications for knowledge and understanding of intelligence, ethics, consciousness, epistemology, and free will.
The cognitive domain is used to understand and develop a sense of moral intelligence by teaching children right from wrong, practical application of virtues, and exercising moral problem solving. The affective domain is an approach to develop moral intelligence through sense of when a situation is a moral dilemma , knowing how to respond to a ...