1.Using Educational Theory and Moral Psychology to Inform the Teaching of Ethics in Computing Melissa Dark [email_address] Jeanne Winstead [email_address] t

2. The call to teach Information Security Ethics

Challenges Confronting Information Security Professionalsnow

• Privacy

• Ownership

• Access

• Liability

• Reliability

• Safety

Challenges Confronting Information Security Professionalsin the future

• ???

• • New occasions teach new duties, time makes ancient good uncouth, They must upward still and onward, who would keep abreast of truth James Lowell, 1845

3. Points to Ponder

What is the relationship between codes of ethics, the law, religion, social mores, and morality?

Movies scenes from Legally Blond 2 Copyright MGM 2003 Clickhereto play in Media Player. Warning! Requires high bandwidth. 4. The nature of morality

The matching of a moral view to ones experiences is in part

• Cognitive

• • Identifying and analyzing a problem

• • Apply past learning

• • Gather new information

• • Organizing and comparing data

• • Analyzing elements and relationships

• • Clarifying and judging alternatives

• • Summarizing solutions

• Affective

• • Feelings and emotions

• • Willingness

• • Preferences/dispositions

• • Attitudes

• • Interests

• • Appreciations

• • Value systems and complex behavior patterns

• Social

• • Socialization

• • Social processes

• • Societies

• • Social intelligence

5. Morality is Developmental in Nature

Origins of human morality are

• emotions linked to expanding cognitive abilities

• that make people care

• • about the welfare of others,

• • about cooperation,

• • and norm following. Green, J., & Haidt J. (2002)

6. Kohlbergs Stages of Moral Development 7. So we find that

Moral development

• begins with human emotions and socialization.

• Is an ongoing process of matching a moral view to ones experience of life in a social world

Experiences of conflict in the process generate movement from structural stage to structural stage.

8. In Teaching Ethics We seek Developmental Change

Do not accept authority blindly

Conduct critical self -examination

Take on the perspective of others

Empathize

Participate in civil discourse

Focus on a shared future

Feel yourself a member of a super ordinate group

9. But what exactlyisdevelopmental change? 10.

A developmental change is

• Not a change in frequency or intensity of a response already patterned

• But the emergence of anovel structure

Points to Ponder 11. How can educators best approach the daunting task of helping students develop morally? 12. Traditional Approaches to Teaching Ethics

Formal ethics

Applied ethics

• Case study

• Professional codes of ethics

13. Learning Theories

Behaviorism

• Learning as behavior determined by the environment

• Instruction as forms of positive and negative reinforcement

• Student viewed as a black box

• Theorists: Watson, Skinner, Thorndyke

Cognitivism

• Learning as a mental activity

• • Involves internal coding and structuring by the learner.

• • Sometimes involves developmental phases or jumps

• Instruction as emphasis on structuring, organizing, and sequencing information to facilitate optimal processing.

• Student viewed as active participant in the process

• Theorists: Piaget, Bandura, Miller, Bruner

Constructivism

• Learning as an active process ofconstructingrather than acquiring knowledge

• Instruction as a process of supporting knowledge construction rather than communicating knowledge

• Student viewed as being more in the drivers seat

• Theorists: Vygotsky, Dewey, Piaget

Critical Theory

• Learning as a a way of thinking that encourages us to critically approach our assumptions about ourselves and the world

• Instruction as a process of critical pedagogyempowering studentsto know, to care, and to act(Banks)

• • Socratic questioning

• • central concernis the issue of power in the teaching and learning context.

• • focuses on how and in whose interests knowledge is produced and 'passed on'

• • views the ideal aims of education as emancipatory.

• Student viewed as critical citizens and empowered agents

• • able effectively to question, challenge, and contribute toward the progressive transformation

• • of the prevailing status quo within the communities, societies, and cultures

• • that they work to help maintain and reproduce every day,

• • and in relation to which they are not only inescapably interested

• • but also vitally important -- participants.

• Theorists: Banks

14. And the best matches are

Constructivism

• Best addresses the developmental nature of the educational task of teaching ethics

Critical Theory

• Empowers students to know, to care, and to act

15. Points to Ponder on Critical Theory

• • [Critical] pedagogy . . . signals how questions of audience, voice, power, and evaluation actively work to construct particular relations between teachers and students, institutions and society, and classrooms and communities. . . .

• • Pedagogy in the critical sense illuminates the relationship among knowledge, authority, and power. (Giroux, 1994: 30)

You cant teach democratic values with a stick and coercion (Banks, 1993) 16. Points to Ponder on Constructivism

Learning is a search for meaning, meaning is derived from experience, and experience is the result of continuous active agency.

Therefore, learning should start with the issues around which students are actively trying to construct meaning

• Privacy

• Ownership

• Access

• Liability

• Reliability

• Safety

And should provide enough significant opportunities for students to gain experience in a reflective and iterative manner.

17. Points to Ponder on Constructivism

Meaning making is dynamic and full of continuous tension,

in fact tension is a necessary part of the process.

When an individual must choose between beliefs, ideas, attitudes, and behaviors that are contradictory,

then the learner will embark on meaningful learning.

This tension/discord creates the need for action on the part of the learner.

18. Characteristics of a Constructivist Class Room

A constructivist class room

Is more student-centric than teacher-centric

Provides experiential learning situations

• Meet the students where they are

• • Privacy

• • Ownership

• • Access

• • Liability

• • Reliability

• • Safety

• Take them further down the road

19. Points to Ponder in Conclusion

"In developing their ethical reasoning abilities students must learn that there are some ethical questions for which a 'right' answer exists and some for which the best answer is a matter of reasoned debate and discussion."Linda Elder (1999)

20. Do you, as an educator, think that it is your responsibility to help students develop in this way? 21. Acknowledgments

This material is based upon work supported by the National Science Foundation under Grant No. 0113725.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Various items of Information in this presentation were adapted from the following websites

• http://chd.gse.gmu.edu/immersion/knowledgebase/

• http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism

• http://carbon.cudenver.edu/~mryder/itc_data/postmodern.html

• http://www.csd.uwa.edu.au/altmodes/to_delivery/critical_pedagogy.html

• http://www.uwec.edu/ranowlan/intr_whystudy_crit_thy.htm

• http://www.ucc.ac.uk/english/html/what_is_critical_theory.html

22. Questions