Cybernetics, Cyberethics, and Technologically Enhanced Learning

Cybernetics, Cyberethics, and Technologically Enhanced Learning

Howard A. Doughty (Seneca College, Canada)
Copyright: © 2019 |Pages: 19
DOI: 10.4018/978-1-5225-5933-7.ch010

Abstract

Cybernetics is the science of communications and control. It has been applied to everything from household thermostats to non-verbal communication. Ethics is the study of beliefs about right and wrong thought and behavior. The synthetic subfield of cyberethics deals with the application of ethics to the technologies and practices of cybernetics. This chapter will explore a definition of cybernetics that goes beyond its association with computers, information networks, and the rights, roles, and responsibilities of people involved in information technology. This more adventuresome approach will embrace broader themes in education and offer insights into the “box” outside of which we are relentlessly being told to think.
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Conventions Of Cyberethics

In the case of cyberethics, attention is normally drawn to such particulars as: computer hacking and spreading malware; personal rights to privacy and intellectual property; equality of access and the “digital divide;” net neutrality and freedom of information; licit and illicit gambling, prostitution, human and drug trafficking; online extortion, stalking and bullying; industrial espionage and terrorism; and any number of other issues from deploying duplicitous data on dating websites to “revenge porn,” or from anonymously posting disrespectful and demeaning opinions on social media to intentionally degrading political discourse by “trolling” venues for sharing news and opinions. Most of these or their analogs are, of course, already concerns in low-tech society, but they take on added significance and meaning when projected from what passes for the “real” world into the high-tech multiple platforms of cyberspace (Dudley, Braman, & Vincenti, 2012).

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