Computers in control: Rational transfer of authority or irresponsible abdication of autonomy?     

Arthur Kuflik 《Ethics and Information Technology》1999,1(3):173-184

To what extent should humans transfer, or abdicate, “responsibility” to computers? In this paper, I distinguish six different senses of ‘responsible’ and then consider in which of these senses computers can, and in which they cannot, be said to be “responsible” for “deciding” various outcomes. I sort out and explore two different kinds of complaint against putting computers in greater “control” of our lives: (i) as finite and fallible human beings, there is a limit to how far we can acheive increased reliability through complex devices of our own design; (ii) even when computers are more reliable than humans, certain tasks (e.g., selecting an appropriate gift for a friend, solving the daily crossword puzzle) are inappropriately performed by anyone (or anything) other than oneself. In critically evaluating these claims, I arrive at three main conclusions: (1) While we ought to correct for many of our shortcomings by availing ourselves of the computer's larger memory, faster processing speed and greater stamina, we are limited by our own finiteness and fallibility (rather than by whatever limitations may be inherent in silicon and metal) in the ability to transcend our own unreliability. Moreover, if we rely on programmed computers to such an extent that we lose touch with the human experience and insight that formed the basis for their programming design, our fallibility is magnified rather than mitigated. (2) Autonomous moral agents can reasonably defer to greater expertise, whether human or cybernetic. But they cannot reasonably relinquish “background-oversight” responsibility. They must be prepared, at least periodically, to review whether the “expertise” to which they defer is indeed functioning as he/she/it was authorized to do, and to take steps to revoke that authority, if necessary. (3) Though outcomes matter, it can also matter how they are brought about, and by whom. Thus, reflecting on how much of our lives should be directed and implemented by computer may be another way of testing any thoroughly end-state or consequentialist conception of the good and decent life. To live with meaning and purpose, we need to actively engage our own faculties and empathetically connect up with, and resonate to, others. Thus there is some limit to how much of life can be appropriately lived by anyone (or anything) other than ourselves.  相似文献   

Communication Intervention for Students with Severe Disability: results of a partner training program     

Michael Arthur  Nancy Butterfield  David H. McKinnon 《International Journal of Disability, Development & Education》1998,45(1):97-115

This paper reports on the evaluation of a professional development program designed for communication partners of students with severe disability. The program aimed to facilitate the translation of reported best practice in the area of communication to classroom practice. A model of case application was used to enhance partner acquisition of targeted skills and knowledge, thereby addressing perceived concerns in this area. Participants including teachers, teacher aides, and speech pathologists completed pre‐ and post‐intervention questionnaires measuring skills, knowledge, and concerns. Data were analysed on the basis of participant role to determine the significance of change between groups. Results suggest that the professional development program was effective. Teachers and teacher aides reported increased skills and knowledge, accompanied by reduced concerns. Speech pathologists indicated minimal change in either area. These findings are explored in the context of the current research literature on partner training in communication intervention.  相似文献   

Emotional Maltreatment and Adolescent Depression: Mediating Mechanisms and Demographic Considerations in a Child Welfare Sample     

Shiesha L. McNeil  Arthur R. Andrews  Joseph R. Cohen 《Child development》2020,91(5):1681-1697

Emotional maltreatment is a risk factor for adolescent depression. Yet, it remains unclear whether commissions and omissions of emotional maltreatment (a) confer vulnerability via distinct mechanisms and (b) demonstrate similar risk across adolescent subpopulations. The present, multiwave study examined whether school engagement and peer relationships explain the depressive effects of distinct emotional maltreatment subtypes in an at-risk child welfare sample (N = 657; ages 11–14, Age_Mean = 12.49). The findings indicated that commission subtypes of emotional maltreatment predicted increasing depressive symptoms via increasing peer relationship problems, especially for girls. Meanwhile, decreasing school engagement was a depressogenic risk pathway for Hispanic adolescents reporting omission subtypes of emotional maltreatment. The results emphasize the importance of distinguish between emotional maltreatment subtypes to identify specific risk pathways for adolescent depression.  相似文献   

Measuring performance improvement in a strategic planning context     

Daniel A. Parry  Arthur E. Parry 《Performance Improvement》2001,40(5):34-38

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From the Guest Editors     

Arthur Molella  Robert Kargon 《Curator: The Museum Journal》2006,49(1):5-11

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Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013     

Lopes  João A.  Oliveira  Célia 《Learning Environments Research》2022,25(1):41-58

Learning Environments Research - Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a...  相似文献