Welcome to the Nexus of Ethics, Psychology, Morality, Philosophy and Health Care

Welcome to the nexus of ethics, psychology, morality, technology, health care, and philosophy
Showing posts with label Shareholders. Show all posts
Showing posts with label Shareholders. Show all posts

Sunday, August 4, 2019

First Steps Towards an Ethics of Robots and Artificial Intelligence

John Tasioulas
King's College London

Abstract

This article offers an overview of the main first-order ethical questions raised by robots and Artificial Intelligence (RAIs) under five broad rubrics: functionality, inherent significance, rights and responsibilities, side-effects, and threats. The first letter of each rubric taken together conveniently generates the acronym FIRST. Special attention is given to the rubrics of functionality and inherent significance given the centrality of the former and the tendency to neglect the latter in virtue of its somewhat nebulous and contested character. In addition to exploring some illustrative issues arising under each rubric, the article also emphasizes a number of more general themes. These include: the multiplicity of interacting levels on which ethical questions about RAIs arise, the need to recognize that RAIs potentially implicate the full gamut of human values (rather than exclusively or primarily some readily identifiable sub-set of ethical or legal principles), and the need for practically salient ethical reflection on RAIs to be informed by a realistic appreciation of their existing and foreseeable capacities.

From the section: Ethical Questions: Frames and Levels

Difficult questions arise as to how best to integrate these three modes of regulating RAIs, and there is a serious worry about the tendency of industry-based codes of ethics to upstage democratically enacted law in this domain, especially given the considerable political clout wielded by the small number of technology companies that are driving RAI-related developments. However, this very clout creates the ever-present danger that powerful corporations may be able to shape any resulting laws in ways favourable to their interests rather than the common good (Nemitz 2018, 7). Part of the difficulty here stems from the fact that three levels of ethical regulation inter-relate in complex ways. For example, it may be that there are strong moral reasons against adults creating or using a robot as a sexual partner (third level). But, out of respect for their individual autonomy, they should be legally free to do so (first level). However, there may also be good reasons to cultivate a social morality that generally frowns upon such activities (second level), so that the sale and public display of sex robots is legally constrained in various ways (through zoning laws, taxation, age and advertising restrictions, etc.) akin to the legal restrictions on cigarettes or gambling (first level, again). Given this complexity, there is no a priori assurance of a single best way of integrating the three levels of regulation, although there will nonetheless be an imperative to converge on some universal standards at the first and second levels where the matter being addressed demands a uniform solution across different national jurisdictional boundaries.

The paper is here.

Sunday, April 7, 2013

What is the Value of Ethics Education?

Are Universities Successfully Teaching Ethics to Business Students?

By Steven Mintz
Ethics Sage Blog
Originally published on February 12, 2013

Last week I read an article on the failure of ethics education of business students to change the dynamic in the business world where the pursuit of self-interests trumps all else. We certainly have been through a decade or so of glaring unethical business practices at companies such as Enron and WorldCom, Bernie Madoff’s insider-trading scandal, and the financial meltdown of 2008-2010 from which we still have not recovered.

As a professor who teaches ethics I was struck by the reasoning given for the failure of ethics education. Some claim ethics is taught only in a separate course rather than integrated throughout the curriculum creating a perception in the minds of students that ethics is only important tangentially rather than as an integral part of business practice. I agree with this perspective but realize, having been an academic administrator for many years, the problem lies in not being able to get faculty from various business disciplines on board to incorporate ethics into their individual courses. Some feel unequipped to do so; others do not believe we should be “preaching” to college students.

I did some research on how ethics is taught to business students and their perspectives on business responsibilities and found some interesting results. Surveys conducted by the Aspen Institute, a think tank, show that about 60% of new M.B.A. students’ view maximizing shareholder value as the primary responsibility of a company; that number rises to 69% by the time they reach the program's midpoint.

There is nothing wrong with maximizing shareholder value – it is a basic tenet of capitalism. The problem lies when that is the only driver of corporate behavior to the exclusion of broader stakeholder approaches that would include customers, suppliers, and employees in the mix. Though maximizing shareholder returns isn't a bad goal in itself, focusing on that at the expense of societal interests can lead corporate decision-makers down the road of greed. By maximizing shareholder value, bonuses increase and stock options are worth more.

The entire blog is here.