通过算法回收公共服务伦理:对教学和发展的启示

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. Morrison, A. Wellstead, H. Dickinson
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引用次数: 0

摘要

在公共服务中使用算法和自动化并不新鲜,但近年来,这些技术的处理能力有了长足的变化,价格也有所下降,这意味着我们看到了更广泛的应用。这些进步正在以影响日常生活伦理层面的方式重塑我们对重要事物的看法。反过来,这些变化挑战了长期以来关于公共服务伦理及其教学方式的假设。在这篇多学科的论文中,我们认为公共服务领导者必须关注围绕采用“数据驱动”技术(包括算法决策)的伦理问题()。以算法和技术为中心的伦理问题对公共服务项目和大学项目中公共服务伦理教育学的当前缺陷以及该学科的未来方向提出了假设。这样做引发了长期存在但被忽视的问题,即公共服务在国家中的作用,以及恢复罗尔所说的“办公室道德”。我们认为,这将对公共服务伦理的教学产生影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reclaiming public service ethics through algorithms: Implications for teaching and development
The use of algorithms and automation of public services is not new, but in recent years there has been a step change in processing power and a decrease in the price of these technologies, which means we are seeing more widespread use. These advances are reframing our perception of what matters in ways that impact the ethical dimensions of day-to-day life. In turn, these changes challenge long-standing assumptions about public service ethics and how it is taught. In this multidisciplinary authored paper, we argue that public service leaders must be attentive to ethical questions that converge around adopting “data-driven” techniques, including algorithmic decision-making ( ). Algorithmic and technology focused ethics question assumptions about the current deficits within public service ethics pedagogy in public service programs and university programs and the future direction of the discipline. To do so raises longstanding but neglected questions about the public services’ role in the state and recovering what Rohr refers to as the ‘ethics of the office.’ This, we argue, will have implications for teaching public service ethics.
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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