Some ethicists believe that all professionals, regardless of their practice, have speal moral obligations as professionals. For example, Michael Bayles (2003) argues that professionals have a special obligation to
their clients to be worthy of a client’s trust, and this, Bayles further suggests, leads to obligations of honesty, candor, competence, diligence, loyalty and discretion.
Many computer professionals are software engineers or members of software engineering teams. Gotternbarn (2001) believes that because software engineers and their teams are responsible for developing safety-critical systems, they have significant opportunities to:
* Do good or cause harm
* Enable others to do good or cause harm
* Influence others to do good or cause harm
Thus, Gotternbarn suggests that the roles and responsibilities involved in the development of safety-critical systems are differentiating factor.
Kevin Bowyer (2001) points out that the phrase “safe-critical system” is often used to refer to computer systems that can have a “direct life-threatening impact”. Examples of safety-critical software applications typically include:
* Aircraft and air traffic control systems
* Mass transportation systems
* Nuclear systems
* Missile systems
* Medical treatment systems
Computer ethics questions can be raised and studied at various “levels” and each level is vital to the overall goal of protecting and advancing human values.
1st level of computer ethics - “Pop” computer ethics
-it is simply the exposure to stories and reports found in the popular media regarding the good or bad ramifications of computer technology. The society at large needs to be aware of such things as computer viruses and computer systems designed to aid handicapped persons. The public at large should be sensitized to the fact that computer technology can threaten human values as well as advance them.
2nd level of computer ethics - “Para” computer ethics
-it is someone who takes special interest in computer ethics cases, collects examples, clarifies them, looks for similarities and differences, reads related works, attends relevant events, and so on, is learning ”para” computer ethics.
Example: A para medic, of course, cannot do all that a physician does, but he or she can make preliminary medical assessments, administer first aid and provide rudimentary medical assistance.
Note: a ”para” computer ethicist is not a professional ethicist, but does have some relevant special knowledge.
3rd level of computer ethics – “Theoretical” computer ethics
-it applies scholarly theories to computer ethics cases and concepts. Someone proficient in “theoretical” computer ethics would be able not only to identify, clarify, compare and contrast computer ethics cases; she or he could also apply theories and tools from philosophy, social science or law in order to deepen our understanding of the issues.
Note: “theoretical” computer ethics is normally taught in college-level with titles like “Computer Ethics”, “Computers and Society”, “Computers and the Law.”
Voters and the public at large, for example, should be sensitive to the social and ethical consequences of information technology. Computer professionals and public policy makers should have “para” computer ethics skills and knowledge in order to do their jobs effectively. And scholars must continue to deepen our understanding of the social and ethical impact of computing by engaging in theoretical analysis and research.
