Vance Ricks

This paper articulates the importance of distinguishing responsibility practices from accountability frameworks for the design, development, and deployment of algorithmic decision-making systems. Accountability frameworks are organized social systems associated with particular groups or institutions that employ rule-governed practices to incentivize or sanction specific behaviors. In contrast, responsibility practices concern our everyday notions of praise and blame, which vary across different contexts and institutions. There is widespread recognition that algorithmic decision-making systems raise special questions about how to attribute moral responsibility and hold individuals accountable. However, scholars often overlook the importance of distinguishing these things. We argue for the value of recognizing that accountability practices and responsibility practices are distinct. Moreover, we argue that accountability frameworks can offer morally important benefits that cannot be obtained through ordinary moral responsibility practices. That is, there are often good moral reasons for organizations to implement accountability practices in their internal rules. This justifies some current practices, but also provides an argument for the value of developing and implementing accountability practices within an organization.

Here we describe how writing exercises based on Value Analysis Design, an approach to the design and implementation of technological systems, can build skills in both philosophical reflection and philosophical writing. While not a replacement for long-form philosophical writing, these exercises are ways to help students develop both philosophical and writing skills. Not only do they do so without requiring the extensive feedback that is required for long-form writing, but they are also opportunities for STEM students and other non-philosophy majors to acquire skills in ethical reflection, analysis, and communication.

Embedding ethics modules within computer science courses has become a popular response to the growing recognition that CS programs need to better equip their students to navigate the ethical dimensions of computing technologies like AI, machine learning, and big data analytics. However, the popularity of this approach has outpaced the evidence of its positive outcomes. To help close that gap, this empirical study reports positive results from Northeastern’s program that embeds values analysis modules into CS courses. The resulting data suggest that such modules have a positive effect on students’ moral attitudes and that students leave the modules believing they are more prepared to navigate the ethical dimensions they’ll likely face in their eventual careers. Importantly, these gains were accomplished at an institution without a philosophy doctoral program, suggesting this strategy can be effectively employed by a wider range of institutions than many have thought.