Even The Data Ethics Initiatives Don't Want To Talk About Data Ethics

Kalev Leetaru
Forbes.com
Originally posted October 23, 2018

Two weeks ago, a new data ethics initiative, the Responsible Computer Science Challenge, caught my eye. Funded by the Omidyar Network, Mozilla, Schmidt Futures and Craig Newmark Philanthropies, the initiative will award up to $3.5M to “promising approaches to embedding ethics into undergraduate computer science education, empowering graduating engineers to drive a culture shift in the tech industry and build a healthier internet.” I was immediately excited about a well-funded initiative focused on seeding data ethics into computer science curricula, getting students talking about ethics from the earliest stages of their careers. At the same time, I was concerned about whether even such a high-profile effort could possibly reverse the tide of anti-data-ethics that has taken root in academia and what impact it could realistically have in a world in which universities, publishers, funding agencies and employers have largely distanced themselves from once-sacrosanct data ethics principles like informed consent and the right to opt out. Surprisingly, for an initiative focused on evangelizing ethics, the Challenge declined to answer any of the questions I posed it regarding how it saw its efforts as changing this. Is there any hope left for data ethics when the very initiatives designed to help teach ethics don’t want to talk about ethics?

On its surface, the Responsible Computer Science Challenge seems a tailor-built response to a public rapidly awakening to the incredible damage unaccountable platforms have wreaked upon society. The Challenge describes its focus as “supporting the conceptualization, development, and piloting of curricula that integrate ethics with undergraduate computer science training, educating a new wave of engineers who bring holistic thinking to the design of technology products.”

The info is here.

The New Standardized Morality Test. Really.

Peter Greene
Forbes - Education
Originally published September 13, 2018

Here is an excerpt:

Morality is sticky and complicated, and I'm not going to pin it down here. It's one thing to manage your own moral growth and another thing to foster the moral development of family and friends and still quite another thing to have a company hired by a government draft up morality curriculum that will be delivered by yet another wing of the government. And it is yet another other thing to create a standardized test by which to give students morality scores.

But the folks at ACT say they will "leverage the expertise of U.S.-based research and test development teams to create the assessment, which will utilize the latest theory and principles of social and emotional learning (SEL) through the development process." That is quite a pile of jargon to dress up "We're going to cobble together a test to measure how moral a student is. The test will be based on stuff."

ACT Chief Commercial Officer Suzana Delanghe is quoted saying "We are thrilled to be supporting a holistic approach to student success" and promises that they will create a "world class assessment that measures UAE student readiness" because even an ACT manager knows better than to say that they're going to write a standardized test for morality.

The info is here.

After long battle, mental health will be part of New York's school curriculum

Bethany Bump
Times Union
Originally published January 27, 2018

Here is an excerpt:

The idea of teaching young people about mental health is not a new one.

The mental hygiene movement of the early 1900s introduced society to the concept that mental wellness could be just as important as physical wellness.,

In 1928, a nationwide group of superintendents recommended that mental hygiene be included in the teaching of health education, but it was not.

"When you talk about mental health and mental illness, people are still, because of the stigma, in the closet about it," Liebman said. "People just don't talk about it like they talk about physical illness."

Social media has strengthened the movement to de-stigmatize mental illness, he said. "People are being more candid about their mental health issues and seeking support and using social media as kind of a fulcrum for gaining support, peers and friends in their recovery," Liebman said.

Making the case

Advocates of the law want people to know they are not pushing for students or schoolteachers to become diagnosticians. They say that is best left to professionals.

Adding mental health literacy to the curriculum will provide youth with the knowledge of how to prevent mental disorders, recognize when a disorder is developing, know how and where to seek help and treatment, strategies for dealing with milder issues, and strategies for supporting others who are struggling.

The information is here.