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Cybernetics, Cyberethics, and Technologically Enhanced Learning

Cybernetics, Cyberethics, and Technologically Enhanced Learning

Copyright: © 2019 |Pages: 19
ISBN13: 9781522559337|ISBN10: 1522559337|EISBN13: 9781522559344
DOI: 10.4018/978-1-5225-5933-7.ch010
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MLA

Doughty, Howard A. "Cybernetics, Cyberethics, and Technologically Enhanced Learning." Emerging Trends in Cyber Ethics and Education, edited by Ashley Blackburn, et al., IGI Global, 2019, pp. 215-233. https://doi.org/10.4018/978-1-5225-5933-7.ch010

APA

Doughty, H. A. (2019). Cybernetics, Cyberethics, and Technologically Enhanced Learning. In A. Blackburn, I. Chen, & R. Pfeffer (Eds.), Emerging Trends in Cyber Ethics and Education (pp. 215-233). IGI Global. https://doi.org/10.4018/978-1-5225-5933-7.ch010

Chicago

Doughty, Howard A. "Cybernetics, Cyberethics, and Technologically Enhanced Learning." In Emerging Trends in Cyber Ethics and Education, edited by Ashley Blackburn, Irene Linlin Chen, and Rebecca Pfeffer, 215-233. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5933-7.ch010

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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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