Using Educational Theory and Moral Psychology to Inform the Teaching of Ethics in Computing
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Presented at InfoSecCD 2005
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Using Educational Theory and Moral Psychology to Inform the Teaching of Ethics in Computing
- 1. Using Educational Theory and Moral Psychology to Inform the Teaching of Ethics in Computing Melissa Dark [email_address] Jeanne Winstead [email_address] t
- 6. Kohlberg’s Stages of Moral Development
- 9. But what exactly is developmental change?
- 11. How can educators best approach the daunting task of helping students develop morally?
- 20. Do you, as an educator, think that it is your responsibility to help students develop in this way?
- 22. Questions
Editor's Notes
- Briefly define these issues and give a brief history of how they were arrived at. Most people couldn’t have imagined 15 years ago, or 20 years ago where the desk top revolution was going to lead, what whole new fields and opportunities it was going to open, and what some of the abuses and problems would be
- Intro yourself and your back ground –say you want to show a brief ethical dilemma (Hollywood style) – sorry it couldn’t be more Info Security related, but you want folks to pay close attention because at the end there’s going to be a quiz – or a least a question you want them to ponder.
- In my review of the literature for my masters project and in my collaboration with Dr. Dark, I found that morality had at least 3 aspects to it … If any one of these factors are missing, this would be a recipe for an ethical disaster.
- When we think about the three aspects of morality, I just mentioned – cognitive, affective, and social, we can come to a logical conclusion that morality is DEVELOPMENTAL in nature
- In fact this is what the literature tells us. Lawrence Kohlberg (1969) proposed that morality is developmental and that it is driven to unfold in stages by cognitive dissonance. Go over the chart.
- With these concepts in mind, we see that at least some of what we are seeking when we teach professional ethics involves developmental change – getting the students to know, to care, and to act.
- Which leads us to our next question
- The traditional approach by which we hope to produce ethical professionals is one or all of the following. And these are good, but being from an educational technology/instructional design background, we asked ourselves which learning theories would best lend themselves to the task at hand – and how would they shape our learning spaces?
- Behaviorism teaches more at the conventional level.
- Often we teach as we are taught. In the following slides we want to illustrate some aspects of these theories that we feel are useful to the task at hand and reflect on what implication these might have for how we approach and address helping someone develop ethically. These particular points have interesting implications for the classroom environment itself – as James Banks has said, “You can’t teach democratic values with a stick and coercion.”
- By meaning I don’t mean something esoteric like “what is the meaning of life,” necessarily. The human mind is wired to try to make sense out of the world (example, wire harnesses at SIA, my experience at Federal Mogul – incomprehensible instructions, tangled, mess, couldn’t hear – talk about cognitive dissonance. But as the time went by, things gradually started to fall into place and make sense.
- Not purely lecture and all eyes on the teacher. Students having a voice, relating with one another, and instructor facilitating.
- The question I leave with you today is …