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Consequences of Computing:
A Framework for Teaching
Importance of the Dimensions - Page 17 of 36
Privacy Computing professionals often design systems that collect, store, and transmit
data about individuals. In fact it is the ability of computers to do this that has made
computing one of the growth industries of this century. It is also true that most legal and
ethical systems recognize some sort of right to privacy, the right to determine what
information others can collect, store, and transmit about you.
Like all of the ethical issues we list, simple claims of "rights" in this area quickly become
more complex. What is a "right" to privacy and what does it entail? Is it absolute or can it
be balanced against other rights or obligations? How do you balance the legitimate "need to
know" that organizations and governments claim with the individual right to privacy? These
ethical (and under certain circumstances, legal) questions cannot be answered successfully with
dogmatic claims of either "free enterprise at all costs" or "individual privacy at all costs."
And the designer of technical systems will inevitably face these issues whenever databases
containing data about people are involved. Some practice in thinking carefully about them will
help both during design and implementation.
In addition, the important issues involved in thinking about privacy may well change depending
on whether we are talking about monitoring of workers (organization level) or use of national
databases (national level) issues. Privacy expectations will differ among individuals,
cultures, and nations, and need to be taken into account in the design of systems that handle
personal data. Finally, because computing professionals know the potential uses and abuses of
the technology, they need to be ready to participate in the public dialogue about privacy.
Equity and access Careful consideration needs to be given to the extent to which modern
technology has divided us into those who have access to the power of technology and those who
do not. We have argued earlier that computers change (by either altering or reinforcing) the
power relations in organizations. This is also true in schools, in governments, and at the
national level. What responsibilities do computer professionals undertake when they design
technology that changes society in such dramatic ways? Are they only responsible for
delivering the technology to a school and not at all responsible for trying to influence how it
is used? If remediation for past inequities is important, does simply making people "equal"
now resolve the issue, or do the previously disadvantaged deserve special support?
If there is any room for professional responsibility in this area, it needs to be informed by
careful ethical thought. Since computer professionals design the systems and influence
decisions about implementation, their opinions on these matters should not simply be based on
empirical evidence about inequities, but also grounded in careful ethical reasoning about
issues of equity and access in current society.
Honesty and deception To the extent that computer professionals desire respect and
influence in the public area, the respect needs to be based on the public's expectation of
honesty from the profession. Computer professionals will at times have conflicts of interest,
and these need to be recognized and appreciated by students of computer science. Computer
professionals are inevitably engaged to some extent in making public claims for their products,
whether to potential clients or customers, or to internal management, to granting agencies, or
to Congress. Honest, clear, and comprehensive appraisals of the benefits and risks of
technology will help maintain the respect the public has for the profession.
There are legitimate disagreements in these appraisals, and students need practice in
conducting these disagreements honestly too. As mentioned earlier, computer professionals
often have responsibilities to both their employer and to their client. When a system seems
likely to be delayed beyond a reasonable time, or will need extensive work, how should these
conflicting loyalties be resolved? Some reflection on how competing interests balance each
other will surely be of help since these issues are likely to confront our students early in
their careers.
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