Consequences of Computing:
A Framework for Teaching

Importance of the Dimensions - Page 17 of 36

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.