Socially Disruptive Technologies, Contextual Integrity, and Conservatism About Moral Change.

This commentary is a response to Contextual Integrity as a General Conceptual Tool for Evaluating Technological Change by Elizabeth O'Neill (Philosophy & Technology (2022)). It argues that while contextual integrity (CI) might be an useful addition to the toolkit of approaches for ethical technology assessment, a CI approach might not be able to uncover all morally relevant impacts of technological change. Moreover, the inherent conservatism of a CI approach might be problematic in cases in which we encounter new kinds of morally problematic situations, such as climate change, or when technology reinforces historically grown injustices.

Understanding Technology-Induced Value Change: a Pragmatist Proposal.

We propose a pragmatist account of value change that helps to understand how and why values sometimes change due to technological developments. Inspired by John Dewey's writings on value, we propose to understand values as evaluative devices that carry over from earlier experiences and that are to some extent shared in society. We discuss the various functions that values fulfil in moral inquiry and propose a conceptual framework that helps to understand value change as the interaction between three manifestations of value distinguished by Dewey, i.e., "immediate value," "values as the result of inquiry" and "generalized values." We show how this framework helps to distinguish three types of value change: value dynamism, value adaptation, and value emergence, and we illustrate these with examples from the domain of technology. We argue that our account helps to better understand how technology may induce value change, namely through the creation of what Dewey calls indeterminate situations, and we show how our account can integrate several insights on (techno)moral change offered by other authors.

Mapping value sensitive design onto AI for social good principles.

Value sensitive design (VSD) is an established method for integrating values into technical design. It has been applied to different technologies and, more recently, to artificial intelligence (AI). We argue that AI poses a number of challenges specific to VSD that require a somewhat modified VSD approach. Machine learning (ML), in particular, poses two challenges. First, humans may not understand how an AI system learns certain things. This requires paying attention to values such as transparency, explicability, and accountability. Second, ML may lead to AI systems adapting in ways that 'disembody' the values embedded in them. To address this, we propose a threefold modified VSD approach: (1) integrating a known set of VSD principles (AI4SG) as design norms from which more specific design requirements can be derived; (2) distinguishing between values that are promoted and respected by the design to ensure outcomes that not only do no harm but also contribute to good, and (3) extending the VSD process to encompass the whole life cycle of an AI technology to monitor unintended value consequences and redesign as needed. We illustrate our VSD for AI approach with an example use case of a SARS-CoV-2 contact tracing app.

Safe-by-Design in Engineering: An Overview and Comparative Analysis of Engineering Disciplines.

In this paper, we provide an overview of how Safe-by-Design is conceived and applied in practice in a large number of engineering disciplines. We discuss the differences, commonalities, and possibilities for mutual learning found in those practices and identify several ways of putting those disciplinary outlooks in perspective. The considered engineering disciplines in the order of historically grown technologies are construction engineering, chemical engineering, aerospace engineering, urban engineering, software engineering, bio-engineering, nano-engineering, and finally cyber space engineering. Each discipline is briefly introduced, the technology at issue is described, the relevant or dominant hazards are examined, the social challenge(s) are observed, and the relevant developments in the field are described. Within each discipline the risk management strategies, the design principles promoting safety or safety awareness, and associated methods or tools are discussed. Possible dilemmas that the designers in the discipline face are highlighted. Each discipline is concluded by discussing the opportunities and bottlenecks in addressing safety. Commonalities and differences between the engineering disciplines are investigated, specifically on the design strategies for which empirical data have been collected. We argue that Safe-by-Design is best considered as a specific elaboration of Responsible Research and Innovation, with an explicit focus on safety in relation to other important values in engineering such as well-being, sustainability, equity, and affordability. Safe-by-Design provides for an intellectual venue where social science and the humanities (SSH) collaborate on technological developments and innovation by helping to proactively incorporate safety considerations into engineering practices, while navigating between the extremes of technological optimism and disproportionate precaution. As such, Safe-by-Design is also a practical tool for policymakers and risk assessors that helps shape governance arrangements for accommodating and incentivizing safety, while fully acknowledging uncertainty.

COVID-19, uncertainty, and moral experiments.

Pandemics like COVID-19 confront us with decisions about life and death that come with great uncertainty, factual as well as moral. How should policy makers deal with such uncertainty? We suggest that rather than to deliberate until they have found the right course of action, they better do moral experiments that generate relevant experiences to enable more reliable moral evaluations and rational decisions.

How to Weigh Values in Value Sensitive Design: A Best Worst Method Approach for the Case of Smart Metering.

Proactively including the ethical and societal issues of new technologies could have a positive effect on their acceptance. These issues could be captured in terms of values. In the literature, the values stakeholders deem important for the development of technology have often been identified. However, the relative ranking of these values in relation to each other have not been studied often. The best worst method is proposed as a possible method to determine the weights of values, hence it is used in an evaluative fashion. The applicability of the method is tested by applying it to the case of smart meters, one of the main components of the smart grid. The importance of values is examined for three dimensions of acceptance namely sociopolitical, market, and household acceptance.

The Food Warden: An Exploration of Issues in Distributing Responsibilities for Safe-by-Design Synthetic Biology Applications.

The Safe-by-Design approach in synthetic biology holds the promise of designing the building blocks of life in an organism guided by the value of safety. This paves a new way for using biotechnologies safely. However, the Safe-by-Design approach moves the bulk of the responsibility for safety to the actors in the research and development phase. Also, it assumes that safety can be defined and understood by all stakeholders in the same way. These assumptions are problematic and might actually undermine safety. This research explores these assumptions through the use of a Group Decision Room. In this set up, anonymous and non-anonymous deliberation methods are used for different stakeholders to exchange views. During the session, a potential synthetic biology application is used as a case for investigation: the Food Warden, a biosensor contained in meat packaging for indicating the freshness of meat. Participants discuss what potential issues might arise, how responsibilities should be distributed in a forward-looking way, who is to blame if something would go wrong. They are also asked what safety and responsibility mean at different phases, and for different stakeholders. The results of the session are not generalizable, but provide valuable insights. Issues of safety cannot all be taken care of in the R&D phase. Also, when things go wrong, there are proximal and distal causes to consider. In addition, capacities of actors play an important role in defining their responsibilities. Last but not least, this research provides a new perspective on the role of instruction manuals in achieving safety.

Safe-by-Design: from Safety to Responsibility.

Safe-by-design (SbD) aims at addressing safety issues already during the R&D and design phases of new technologies. SbD has increasingly become popular in the last few years for addressing the risks of emerging technologies like nanotechnology and synthetic biology. We ask to what extent SbD approaches can deal with uncertainty, in particular with indeterminacy, i.e., the fact that the actual safety of a technology depends on the behavior of actors in the value chain like users and operators. We argue that while indeterminacy may be approached by designing out users as much as possible in attaining safety, this is often not a good strategy. It will not only make it more difficult to deal with unexpected risks; it also misses out on the resources that users (and others) can bring for achieving safety, and it is undemocratic. We argue that rather than directly designing for safety, it is better to design for the responsibility for safety, i.e., designers should think where the responsibility for safety is best situated and design technologies accordingly. We propose some heuristics that can be used in deciding how to share and distribute responsibility for safety through design.

Informed Consent in Asymmetrical Relationships: an Investigation into Relational Factors that Influence Room for Reflection.

In recent years, informed consent has been suggested as a way to deal with risks posed by engineered nanomaterials. We argue that while we can learn from experiences with informed consent in treatment and research contexts, we should be aware that informed consent traditionally pertains to certain features of the relationships between doctors and patients and researchers and research participants, rather than those between producers and consumers and employers and employees, which are more prominent in the case of engineered nanomaterials. To better understand these differences, we identify three major relational factors that influence whether valid informed consent is obtainable, namely dependency, personal proximity, and existence of shared interests. We show that each type of relationship offers different opportunities for reflection and therefore poses distinct challenges for obtaining valid informed consent. Our analysis offers a systematic understanding of the possibilities for attaining informed consent in the context of nanomaterial risks and makes clear that measures or regulations to improve the obtainment of informed consent should be attuned to the specific interpersonal relations to which it is supposed to apply.

An Ethical Framework for Evaluating Experimental Technology.

How are we to appraise new technological developments that may bring revolutionary social changes? Currently this is often done by trying to predict or anticipate social consequences and to use these as a basis for moral and regulatory appraisal. Such an approach can, however, not deal with the uncertainties and unknowns that are inherent in social changes induced by technological development. An alternative approach is proposed that conceives of the introduction of new technologies into society as a social experiment. An ethical framework for the acceptability of such experiments is developed based on the bioethical principles for experiments with human subjects: non-maleficence, beneficence, respect for autonomy, and justice. This provides a handle for the moral and regulatory assessment of new technologies and their impact on society.

Engineering and the problem of moral overload.

When thinking about ethics, technology is often only mentioned as the source of our problems, not as a potential solution to our moral dilemmas. When thinking about technology, ethics is often only mentioned as a constraint on developments, not as a source and spring of innovation. In this paper, we argue that ethics can be the source of technological development rather than just a constraint and technological progress can create moral progress rather than just moral problems. We show this by an analysis of how technology can contribute to the solution of so-called moral overload or moral dilemmas. Such dilemmas typically create a moral residue that is the basis of a second-order principle that tells us to reshape the world so that we can meet all our moral obligations. We can do so, among other things, through guided technological innovation.

The problem of many hands: climate change as an example.

In some situations in which undesirable collective effects occur, it is very hard, if not impossible, to hold any individual reasonably responsible. Such a situation may be referred to as the problem of many hands. In this paper we investigate how the problem of many hands can best be understood and why, and when, it exactly constitutes a problem. After analyzing climate change as an example, we propose to define the problem of many hands as the occurrence of a gap in the distribution of responsibility that may be considered morally problematic. Whether a gap is morally problematic, we suggest, depends on the reasons why responsibility is distributed. This, in turn, depends, at least in part, on the sense of responsibility employed, a main distinction being that between backward-looking and forward-looking responsibility.

Sunscreens with Titanium Dioxide (TiO(2)) Nano-Particles: A Societal Experiment.

The risks of novel technologies, such as nano(bio)technology cannot be fully assessed due to the existing uncertainties surrounding their introduction into society. Consequently, the introduction of innovative technologies can be conceptualised as a societal experiment, which is a helpful approach to evaluate moral acceptability. This approach is illustrated with the marketing of sunscreens containing nano-sized titanium dioxide (TiO(2)) particles. We argue that the marketing of this TiO(2) nanomaterial in UV protective cosmetics is ethically undesirable, since it violates four reasonable moral conditions for societal experimentation (absence of alternatives, controllability, limited informed consent, and continuing evaluation). To remedy the current way nano-sized TiO(2) containing sunscreens are utilised, we suggest five complementing actions (closing the gap, setup monitoring tools, continuing review, designing for safety, and regulative improvements) so that its marketing can become more acceptable.

Designing games to teach ethics.

This paper describes a teaching methodology whereby students can gain practical experience of ethical decision-making in the engineering design process. We first argue for the necessity to teach a 'practical' understanding of ethical issues in engineering education along with the usual theoretical or hypothetical approaches. We then show how this practical understanding can be achieved by using a collaborative design game, describing how, for example, the concept of responsibility can be explored from this practical basis. We conclude that the use of games in design education can provide an excellent basis for discussing practical and ethical reasoning during the process of design.

The bugs eat the waste: what else is there to know? Changing professional hegemony in the design of sewage treatment plants.

New technologies may give rise to new professions, but existing professions may also try to acquire a role in the design of already existing artefacts that are designed by another profession. If they do so successfully, this may trigger technological change. A case study on the design of sewage treatment plants is presented, in which since the beginning of the 20th century microbiological and biotechnological researchers have tried to acquire a larger role at the cost of the traditionally involved civil engineers. The case is analysed with the help of Abbott's conceptual framework for professional competition. Two routes for professional competition that are typical for engineering, but that are not yet distinguished by Abbott, are identified and analysed: the development of new design parameters and the development of new design approaches.

A network approach for distinguishing ethical issues in research and development.

In this paper we report on our experiences with using network analysis to discern and analyse ethical issues in research into, and the development of, a new wastewater treatment technology. Using network analysis, we preliminarily interpreted some of our observations in a Group Decision Room (GDR) session where we invited important stakeholders to think about the risks of this new technology. We show how a network approach is useful for understanding the observations, and suggests some relevant ethical issues. We argue that a network approach is also useful for ethical analysis of issues in other fields of research and development. The abandoning of the overarching rationality assumption, which is central to network approaches, does not have to lead to ethical relativism.

Teaching ethics and technology with Agora, an electronic tool.

Courses on ethics and technology have become compulsory for many students at the three Dutch technical universities during the past few years. During this time, teachers have faced a number of didactic problems, which are partly due to a growing number of students. In order to deal with these challenges, teachers in ethics at the three technical universities in the Netherlands--in Delft, Eindhoven and Twente--have developed a web-based computer program called Agora (see www.ethicsandtechnology.com). This program enables students to exercise their ethical understanding and skills extensively. The program makes it possible for students to participate actively in moral reflection and reasoning, and to develop the moral competencies that are needed in their later professional practice. The developers of the program have tried to avoid two traps. Firstly, they rejected, from the outset, a cookbook style of dealing with ethical problems that applied ethics is often taken to be and, secondly, they wanted to design a flexible program that respects the student's as well as the teacher's creativity, and that tries to engage students in moral reflection. Agora meets these requirements. The program offers possibilities that extend beyond the requirements that are usually accepted for case-exercises in applied ethics, and that have been realised in several other computer models for teaching ethics. In this article, we describe the main considerations in the development of Agora and the features of the resulting program.