Florian Richter

Technological implementations in the educational context seem to contribute to competence acquisition through personalized learning. For instance, intelligent systems are embedded in the learning environment in smart classrooms. Implementing these systems is widely accepted, and different technical solutions have been proposed, but the educational context still needs to be thoroughly scrutinized. The examined approaches fail to capture the complexity of the learning experience and underdetermine the pedagogical aspect. Therefore, directions are indicated and discussed to clarify the educational context of technological implementations and show how intelligent systems can support personalized learning in an ethically acceptable way.

The development of autonomous weapons systems (AWSs), which would make decisions on the battlefield without direct input from humans, has the potential to dramatically change the nature of war. Due to the revolutionary potential of these technologies, it is essential to discuss their moral implications. While the academic literature often highlights their morally problematic nature, with some proposing outright banning them, this paper highlights an important benefit of AWSs: protecting the lives, as well as the mental and physical health of soldiers. If militaries can avoid sending humans into dangerous situations or relieve drone operators from tasks that lead to lifelong trauma, this obviously appears morally desirable – especially in a world where many soldiers are still drafted against their will. Nonetheless, there are many arguments against AWSs. However, we show that although AWSs are potentially dangerous, criticisms apply equally to human soldiers and weapons steered by them. The combination of both claims makes a strong case against a ban on AWSs where it is possible. Instead, researchers should focus on mitigating their drawbacks and refining their benefits.

Smart technologies should make cities, governments, and societies not only more efficient and sustainable but also more livable. First, the conceptual framework of smart cities and societies is reviewed. At first glance, it seems promising to implement AI-based systems to address the latent needs of citizens. However, which conception of justice this presupposes has not been sufficiently scrutinized. Second, different conceptions of justice are shortly discussed. It is argued that conceptions of justice are context-dependent, i.e., while in one context, one conception of justice could be considered ethically acceptable, in another context, it might be considered unacceptable. Third, the limits and ethical implications of operationalizing justice via algorithms are analyzed.

Rule-following is a normative doing and therefore needs to be reconsidered in a metaethical framework. Rule-following will be discussed in the light of cognitivism and non-cognitivism. It will be shown that neither cognitivism nor non-cognitivism are sufficiently good accounts for conceptualizing rule-following, because they are held captive by a quasi-mechanistical picture of rule-following. This idea stems from Stanley Cavell´s and John McDowell´s approach to rule-following. McDowell appeals to the idea that we participate in “shared forms of life” and therefore are able to follow rules correctly. I believe that his quietist view can be amplified by conceptualizing different modes of following a rule. We can also follow a rule e.g. ironically and still grasp the conceptual content of the rule adequately.