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Felicitas Kraemer Kees van Overveld Martin Peterson 《Ethics and Information Technology》2011,13(3):251-260
We argue that some algorithms are value-laden, and that two or more persons who accept different value-judgments may have
a rational reason to design such algorithms differently. We exemplify our claim by discussing a set of algorithms used in
medical image analysis: In these algorithms it is often necessary to set certain thresholds for whether e.g. a cell should
count as diseased or not, and the chosen threshold will partly depend on the software designer’s preference between avoiding
false positives and false negatives. This preference ultimately depends on a number of value-judgments. In the last section
of the paper we discuss some general principles for dealing with ethical issues in algorithm-design. 相似文献
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Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2007,10(2):153-169
Ohne Zusammenfassung
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ABSTRACTAs social science fiction, this paper imagines three possible futures for education and technology. Among the most important technologies emerging today are data-aggregating technologies such as AI, affective computing, adaptive or predictive software, clouds and platforms. The paper is not, however, directed at specific technologies, but at indeterminate sociotechnical configurations. Set in 2040, it offers three ‘histories’ of the 2020s. Might students become (i) ‘smooth users’, improving themselves in the pursuit of frictionless efficiency within a post-democratic frame created by large corporations, (ii) ‘digital nomads’, seeking freedom, individualism and aesthetic joy as solopreneurs exploiting state regulations and algorithmic rules while stepping out of the state and deeply into the capitalist new economy, or (iii) participatory, democratic, ecological humans embedded in ‘collective agency’ that see institutions as spaces for exploring more equitable ways of living? The paper reflects on the future research and the political, educational and technological decisions which would make each of these three fictional future histories more or less likely. 相似文献
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Felicitas Macgilchrist Barbara Christophe 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):145-158
Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education. 相似文献
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Irina Rosa Kumschick Valentina Piwowar Diemut Ophardt Victoria Barth Katharina Krysmanski Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2017,20(1):93-113
The following study aims to explore whether a video- and problem-based learning (PBL) environment can be improved using cognitive tools. Our hypothesis is that direct instructions in a PBL setting enhance pre-service teachers’ learning outcomes in classroom management. To answer this research question, we implemented a pre-post-design within which we assigned 237 master students to two learning environments: Classic problem-based learning (PBL), where students acquired central theoretical concepts and empirical findings on dealing with disruptions in groups (n = 113) or instructed problem-based learning (I-PBL), where students received extensive theoretical instructions (n = 124) during the first two seminar sessions. In the framework of a longitudinal self-report assessment we found that (1) teacher self-efficacy in the subscales “student engagement”, “instruction” and “classroom management competencies” increased in students of both groups. The highest increase was found in classroom management competencies. (2) In the evaluation with an objective measure students participating in the I?PBL group showed greater knowledge than students in the PBL group (multiple-choice test), and (3) regarding motivational processes students in the PBL group reported a higher degree of identification than students in the I?PBL group. 相似文献
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In this paper standards and recent trends in video-based teaching and learning research are presented. Three trends are described: 1. Methodological advances in using video for measuring processes of teaching and learning. 2. Using video for improving teacher education. 3. Embedding video sequences as stimuli in tests for assessing professional teacher competencies. The trends are based on the state-of-art in video-based research. Common standards are described and recent developments are identified. As a conclusion the authors argue for evidence-based use of video in teaching and learning research. This includes further efforts in providing basic research regarding specific effects of video on the acquisition of professional competencies. 相似文献
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Felicitas Thiel Jasmin Tarkian Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2016,19(3):481-485
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G. Felicitas Munzel 《Educational Philosophy and Theory》2019,51(13):1351-1360
AbstractTo perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, specifically in the human power of choice-making. The task is to reorient the natural order of choice-making (which derives its maxim from an object of the inclinations), to the moral order that takes the moral law as its supreme principle. I explicate the role of a specific capacity of the human subjective side of judging in this process; namely, of ‘mind’ in its sense as Gemüt. While human willing and choice-making are subject to the influence of sensuousness (the inclinations and passions), Gemüt is a capacity of sensibility (Sinnlichkeit) that allows the human subject to enjoy the feeling of being pleased in the fulfillment of duty. Its four specific aesthetic preliminary concepts of responsiveness to concepts of duty – moral feeling (as respect for the law), conscience, love of humanity, and respect for oneself (self-esteem) – must be cultivated in order to make objective practical reason also subjectively practical. Thereby one secures a bulwark against the ineliminable propensity for evil whose first effect is to destroy inner moral integrity. 相似文献