Cesagen response to Nuffield Council on bioethics consultation on novel neurotechnologies:intervening in the brain

In what follows, we do not answer every question [by the Nuffield Council on Bioethics). We first proceed with our comments, referring to the numbered questions as appropriate. Thereafter, we give a case study from recent studies within Cesagen to illustrate more general insights for public policy. Case study 1 illustrates some of the complications that arise in public consultation about human enhancement, in particular, with reference to idealistic perceptions which are strongly influenced by long-term popular imaginations about the future of humans and their societies. As we said in a response to a previous consultation, our position is that attention needs to be paid to how the technologies and the associated issues are framed – ethically, politically, scientifically, and by whom. This includes how a given technology is itself described (typically well before it actually exists, if it comes to do so); the claims made for its purported benefits; how stakeholders are conceptualised; how social-cultural aspects will evolve. Such framing is not exclusively a scientific and technological matter but involves cultural and social imaginations as well as artistic ones

Awakening The Potential of Positive Computing: A Transversal, Heliotropic Design Paradigm for Human Flourishing

Positive Computing literature does not consider the complex implications stemming from the evidence of computing technologies’ harmful effects. Moreover, present approaches to integrating well-being science into the design of interactive systems are built on deficit-oriented models. In response, a transversal, social constructionist paradigm of Positive Computing sensitive to the social complex and views technology as a part ofcivilization as a living, human construction is explored as a means of advancing the Positive Computing domain. The work argues the well-being of civilization needs to be routinely re-secured through the development of a metacognitive, affirmative competency that recognizessocial systems as capable of creating their own realities. To effectuate the change, adoption of an integral awareness of the socio-technical complex and a new, positively oriented model of design for interactive computing technologies are proposed

Interrogating What We Mean by Making : Stories from Women who Make in Community

In recent years, innovation, entrepreneurship, and globalization have become popular concepts in relation to technology design. While some major corporations and other entities continue pushing for globalization through the design and dissemination of digital technologies, researchers also caution against the biases and oppression that can be embedded in US culture’s \u27near-ubiquitous use of algorithmically driven software.\u271 Countering some previously established orientations to globalization and entrepreneurship, this chapter highlights the importance of building technological innovation with (rather than just for or about) historically, structurally, and systematically marginalized and underrepresented communities. The overall purpose of this chapter is to showcase how technological innovation, when it is made and developed through reciprocal mentorship networks,2 can disrupt a chain of signifiers of a privileged structure and create makerspaces for and with community knowledge and information.https://digitalcommons.chapman.edu/english_books/1036/thumbnail.jp

Re-Shape: A Method to Teach Data Ethics for Data Science Education

Data has become central to the technologies and services that human-computer interaction (HCI) designers make, and the ethical use of data in and through these technologies should be given critical attention throughout the design process. However, there is little research on ethics education in computer science that explicitly addresses data ethics. We present and analyze Re-Shape, a method to teach students about the ethical implications of data collection and use. Re-Shape, as part of an educational environment, builds upon the idea of cultivating care and allows students to collect, process, and visualizetheir physical movement data in ways that support critical reflection and coordinated classroom activities about data, data privacy, and human-centered systems for data science. We also use a case study of Re-Shape in an undergraduate computer science course to explore prospects and limitations of instructional designs and educational technology such as Re-Shape that leverage personal data to teach data ethics

Embedding sustainability through systems thinking in practice: some experiences from the Open University

One initiative that has emerged during the UN Decade of Education for Sustainable Development (ESD) through the work of the Open University Systems group has been its postgraduate programme in Systems Thinking and Practice (STiP). Built on some forty years’ experience of systems teaching and research at the Open University (OU), this open learning, distance taught programme is designed to develop students’ abilities to tackle complex messy situations, to provide skills to think more holistically and to work more collaboratively to avoid systemic failures. This paper critically reviews the trajectory of this programme –its past, present and future. It discusses the STiP programme’s many boundaries with other programmes and across sectors. Challenges of epistemology, ethics and purpose are explored, in relation to education for sustainability. The programme’s many and varied teaching and learning processes are explicated. The pedagogy of the STiP programme is grounded in a diverse range of students’ experiences and needs that by no means all focus explicitly, or primarily, on sustainability or sustainable development. Many OU students study part-time alongside their other commitments, both work and community-based. STiP students are all interested in systems and learning. But what STiP is a part of for them varies considerably. Students come mainly from the UK and rest of Europe. Many of their interactions are online through several different fora. A diverse, active and critical OU STiP alumni community has developed, initiated by the early graduates of the programme. Academics responsible for the programme also participate in this community’s deliberations, at the invitation of student alumni. In this paper, the authors build on their various experiences of the STiP programme and re-explore its contexts and boundaries from an ESD point of view. They use some of the systems heuristics that they teach, to critically reflect on both what is being achieved through this programme in relation to education for sustainability and what they and some of their past students and associate lecturers think ought to be occurring in this respect as they go forward

LOVE IN THE AGE OF HIGH TECHNOLOGY: HOW ARE METTA AND KARUNA STILL POSSIBLE?*

The tremendous advances in science and technology today need not deter us in promoting and sustaining love. This may seem surprising to some, at least because such advances have resulted in pessimism concerning the survival of love. On the contrary, not only is love possible, but it has become more necessary in today’s world. The paper will focus on the kind of love that Buddhism pays particular attention to, namely metta (Skrt. maitri) and karuna. The two terms are generally translated as ‘loving-kindness’ and ‘compassion’ respectively. It is the teleological character of Buddhist thought that makes metta and karuna possible in today’s world

The Effect of Creative Culture on Aggressive Financial Reporting

Chief Executive Officers identify creativity as the leadership competency most desired in business today (IBM 2010). As companies recognize the benefits of creativity and innovation, managers are increasingly looking to build creative cultures within their organizations. However, research in psychology suggests that there may be unintended negative consequences to these attempts. In this study, I predict and find that innovative company culture primes creative thought and, in turn, leads to higher levels of real earnings management (REM) behaviors. Using construal level theories of psychological distance proposed by Trope and Liberman (2010), I design and test both a lower-level and a higher-level construal-based intervention to reduce real earnings management in these cultures. As I predict, a lower-level construal intervention reduces REM behaviors, but a higher-level construal-based intervention reduces REM behaviors to a greater extent. My findings have implications for diverse groups of business professionals. For example, identifying negative unintended consequences of creative corporate culture can help management more effectively assess risk across the organization. Also, the findings of this study could provide external auditors with information about client risk as early as the client acceptance stage of the audit. The study’s findings also inform boards of directors and audit regulators of a potential indicator of lower earnings quality. In addition, I contribute to the emerging accounting literature regarding real earnings management behaviors and to the psychology literature addressing the link between self-interested behavior and creativity, as well as to research examining the effects of construals on decision making under uncertainty