Unique ethical challenges for the 21st century: Online technology and virtue education

Dennis, Matthew; Harrison, Tom

doi:10.1080/03057240.2020.1781071

Cited by 23 publications

(18 citation statements)

References 40 publications

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“…Shannon Vallor suggests that we need to regulate our online behaviour by employing ‘techno-moral virtues’ ( 2016 ), whereas Tom Harrison offers his own account of ‘cyber virtues’ (Harrison 2016 ; cf. Dennis and Harrison 2020 ), which explains how children and young people can live better online lives. In other words, Vallor and Harrison each propose virtues that they think we need to flourish in an online environment, as well as modifications of existing ones.…”

Section: Character-based Strategiesmentioning

confidence: 99%

Digital well-being under pandemic conditions: catalysing a theory of online flourishing

Dennis

2021

Ethics Inf Technol

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The COVID-19 pandemic has catalysed what may soon become a permanent digital transition in the domains of work, education, medicine, and leisure. This transition has also precipitated a spike in concern regarding our digital well-being. Prominent lobbying groups, such as the Center for Humane Technology (CHT), have responded to this concern. In April 2020, the CHT has offered a set of ‘Digital Well-Being Guidelines during the COVID-19 Pandemic.’ These guidelines offer a rule-based approach to digital well-being, one which aims to mitigate the effects of moving much of our lives online. The CHT’s guidelines follow much recent interest in digital well-being in the last decade. Ethicists of technology have recently argued that character-based strategies and redesigning of online architecture have the potential to promote the digital well-being of online technology users. In this article, I evaluate (1) the CHT’s rule-based approach, comparing it with (2) character-based strategies and (3) approaches to redesigning online architecture. I argue that all these approaches have some merit, but that each needs to contribute to an integrated approach to digital well-being in order to surmount the challenges of a post-COVID world in which we may well spend much of our lives online.

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Section: Character-based Strategiesmentioning

confidence: 99%

Digital well-being under pandemic conditions: catalysing a theory of online flourishing

Dennis

2021

Ethics Inf Technol

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“…This article argues that a novel understanding of wisdom is necessary in order to take into account both the affordances and the political economy of the internet. As a result, we propose in this article a framework for understanding what we call cyber-wisdom (i.e., the ability to do the right thing at the right time, when using the internet) and how this can be taught in practice through cyber-wisdom education (i.e., a form of character education, which is in turn a form of moral education, aimed at facilitating human flourishing online through the promotion of cyber-wisdom and character virtues) (Dennis & Harrison, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Wisdom in the digital age: a conceptual and practical framework for understanding and cultivating cyber-wisdom

Polizzi

Harrison

2022

Ethics Inf Technol

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The internet presents not just opportunities but also risks that range, to name a few, from online abuse and misinformation to the polarisation of public debate. Given the increasingly digital nature of our societies, these risks make it essential for users to learn how to wisely use digital technologies as part of a more holistic approach to promoting human flourishing. However, insofar as they are exacerbated by both the affordances and the political economy of the internet, this article argues that a new understanding of wisdom that is germane to the digital age is needed. As a result, we propose a framework for conceptualising what we call cyber-wisdom, and how this can be cultivated via formal education, in ways that are grounded in neo-Aristotelian virtue ethics and that build on three prominent existing models of wisdom. The framework, according to which cyber-wisdom is crucial to navigating online risks and opportunities through the deployment of character virtues necessary for flourishing online, suggests that cyber-wisdom consists of four components: cyber-wisdom literacy, cyber-wisdom reasoning, cyber-wisdom self-reflection, cyber-wisdom motivation. Unlike the models on which it builds, the framework accounts for the specificity of the digital age and is both conceptual and practical. On the one hand, each component has conceptual implications for what it means to be wise in the digital age. On the other hand, informed by character education literature and practice, it has practical implications for how to cultivate cyber-wisdom in the classroom through teaching methods that match its different components.

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“…Mengkonstruksikan pendidikan nilai berbasis kearifan lokal adalah salah satu hal yang bisa dilakukan oleh guru. Melalui pendidikan nilai, siswa bisa memperoleh makna berdasarkan apa yang ia alami, bisa membedakan benar dan salah, dan memupuk sikap menghormati (Dennis & Harrison, 2020;Komalasari & Sapriya, 2016;Syaodih & Agustin, 2011). Kaitannya dengan kearifan lokal adalah siswa bisa menggali nilai yang bermakna baik secara langsung maupun tidak dari lingkungan siswa sendiri setiap hari.…”

Section: Pembahasanunclassified

Nilai-Nilai Kearifan Lokal Dalam Keseharian Aktivitas Pembelajaran Elektronik Di Masa Pandemi Covid-19: Bagaimana Guru Mengonstruksi Konten, Sikap, Dan Perilaku Siswa?

Pratama

Agustin

Bakti

2021

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This study aimed to explain how teachers construct local wisdom valuesin learning activities during the pandemic. This research used a case study method. Data was obtained by interview, observation and documentation study of the research subjects, namely four teachers who taught in different areas. From the interview results, it was known that teachers used local wisdom as learning content that was based on themes. The teacher used studentsâ€™ daily journals to analyze students' attitudes and behaviors whether it was in accordance with the values and norms prevailing in the local area or not. Local wisdom supported character education, so it must be taught in a balanced manner both as content and as habituation of student attitudes and behavior.

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Unique ethical challenges for the 21st century: Online technology and virtue education

Cited by 23 publications

References 40 publications

Digital well-being under pandemic conditions: catalysing a theory of online flourishing

Digital well-being under pandemic conditions: catalysing a theory of online flourishing

Wisdom in the digital age: a conceptual and practical framework for understanding and cultivating cyber-wisdom

Nilai-Nilai Kearifan Lokal Dalam Keseharian Aktivitas Pembelajaran Elektronik Di Masa Pandemi Covid-19: Bagaimana Guru Mengonstruksi Konten, Sikap, Dan Perilaku Siswa?

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