Analyzing Ethical Scenarios

One of the approaches to teaching about the ethical issues related to computer technology is the use of the ethical scenario ( or case study ). Unfortunately, few authors of texts for this area give any concrete methodology for analyzing such scenarios. Students, therefore, tend to flounder when asked to, for instance, write an essay about some event depicted in a scenario. This paper provides a methodology for analyzing such scenarios. Introduction In its 1991 Computing Curriculum report, the Association for Computing Machinery (in conjunction with the Institute of Electrical and Electronic Engineers) identified for the first time the importance of including a "social and professional context" as part of the core curriculum for all computer science majors [Tucker, et al, 1991]. According to this report, "undergraduates also need to understand the basic cultural, social, legal, and ethical issues inherent in the discipline of computing" [page 11]. There are several techniques that have been employed in order to present these topics to students. The most popular technique appears to be what is variously called the case study or ethical scenario, a short narrative of one or more events that involve one or more ethical issues. The intent is that a student reading such a scenario is expected to analyze the participants’ actions and arrive at a judgment concerning their ethical nature. Such scenarios, as related to the field of computing, were first illustrated by John Parker, who conducted a workshop attended by a diverse group of professionals, including Volume 1 The ETHICOMP E-Journal ISSN 1743-3010 Analyzing Ethical Scenarios computer scientists, psychologists, sociologists, and lawyers [Parker, 1977]. The group’s task was to analyze numerous scenarios related to computing, specifically attempting to identify the ethical issues involved. Parker’s goal was to "develop the concepts of unethical practices that are unique or prevalent in the computer science and technology fields," with the final results "to be used in the development of more explicit codes of ethics among AFIPS constituent societies..." [pp. 4-5]. While this seminal work provides a general framework for analyzing such scenarios, unfortunately it is not detailed enough for use in an undergraduate computer science setting. In addition, the framework itself assumes that participants are, in fact, experts in their fields. This can hardly be assumed when such scenarios are analyzed by undergraduate students, some of whom may be as yet marginally experienced even with computing. Many recent authors have followed Parker’s lead, however, and include this type of scenario in their texts. For instance, Forester and Morrison [1994] include a section of lengthy scenarios at the end of their book, to be used for "further discussion." Each scenario is meant to illustrate the particular aspect of ethics addressed in each chapter. Dejoie et al [1991] includes lists of short scenarios, some of which have been adapted from Parker. Rosenberg [1992] provides several case studies, along with his own analysis of them. He notes that these studies may not be useful in teaching students how to behave ethically, but at least would identify some of the ethical dilemmas facing computer professionals. Course syllabi circulated at the 1991 National Conference on Computing and Values indicate that scenario analysis is a widely used technique in ethics education for computer science students. However, none of these references suggest a methodology for analyzing such scenarios that is appropriate to an undergraduate (or even graduate) level. Suggesting the use of Parker’s technique, for instance, would require that students be able to extract underlying ethical principles that address the issues of the scenario, without suggesting how this can be done. This is clearly expecting too much of undergraduate students, many of whom are weak in their understanding of ethical theories, their ability to perform critical analysis, and their general writing skills. While the very best students might be somewhat successful with such an indefinite task, the majority of students tend to flounder, easily becoming disenchanted with the entire exercise. It is necessary, therefore, to provide students with a methodology for approaching such a task. This would provide a means of organizing the information of the scenario, as well as their own thoughts about it, preliminarily to attempting to write about it. This technique of organizing is common within the realm of critical writing. The revered (and much-maligned by students) technique of outlining is one form of this. Guides to clear writing also provide clues to a more detailed methodology. Trimble [1975], for instance, in a section on critical analysis, suggests that students should "[range] back and forth through the plot in pursuit of textual evidence" to support the viewpoint the critic is The ETHICOMP E-Journal 2 Analyzing Ethical Scenarios taking, "using those details to demonstrate a point" [p. 26]. Following is one method of approaching such an analysis, which is currently being used by students enrolled in a senior-level computer science course "Social Consequences of Computing" at Millersville University. The intent of this methodology is to assist students in breaking a scenario down into its component parts, in order to better isolate and organize the key elements