Problem-solving? No, problem-opening! A method to reframe and teach data ethics as a transdisciplinary endeavour

Abstract

Starting from the recognition of the limits of today's common essentialist and axiological understandings of data and ethics, in this article we make the case for an ecosystemic understanding of data ethics (for the city) that accounts for the inherent value-laden entanglements and unintended (both positive and negative) consequences of the development, implementation, and use of data-driven technologies in real-life contexts. To operationalize our view, we conceived and taught a master course titled ‘Ethics for the data-driven city’ delivered within the Department of Urbanism at the Delft University of Technology. By endorsing a definition of data as a sociotechnical process, of ethics as a collective practice, and of the city as a complex system, the course enacts a transdisciplinary approach and problem-opening method that compel students to recognize and tackle the unavoidable multifacetedness of all ethical stances, as well as the intrinsic open-endedness of all tech solutions, thus seeking a fair balance for the whole data-driven urban environment. The article discusses the results of the teaching experience, which took the form of a research-and-design workshop, alongside the students’ feedback and further pedagogical developments.