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Expectations towards the Morality of Robots: An Overview of Empirical Studies

100%
Wasielewska A.
Ethics in Progress
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2021
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vol. 12
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issue 1
134-151
EN
The main objective of this paper is to discuss people’s expectations towards social robots’ moral attitudes. Conclusions are based on the results of three selected empirical studies which used stories of robots (and humans) acting in hypothetical scenarios to assess the moral acceptance of their attitudes. The analysis indicates both the differences and similarities in expectations towards the robot and human attitudes. Decisions to remove someone’s autonomy are less acceptable from robots than from humans. In certain circumstances, the protection of a human’s life is considered more morally right than the protection of the robot’s being. Robots are also more strongly expected to make utilitarian choices than human agents. However, there are situations in which people make consequentialist moral judgements when evaluating both the human and the robot decisions. Both robots and humans receive a similar overall amount of blame. Furthermore, it can be concluded that robots should protect their existence and obey people, but in some situations, they should be able to hurt a human being. Differences in results can be partially explained by the character of experimental tasks. The present findings might be of considerable use in implementing morality into robots and also in the legal evaluation of their behaviours and attitudes.
2
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Aksjonormatywne postawy przedsiębiorców na świecie. Analiza porównawcza

100%
Rogowski R.
Annales. Etyka w Życiu Gospodarczym
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2017
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vol. 20
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issue 3
81-96
EN
The paper presents the results of research on ethical attitudes of entrepreneurs based on a global survey (World Values Survey, six waves of research conducted in 2010–2014). More than ninety thousand interviews were analyzed. The most important values of the investigated entrepreneurs are family, work and religion. Less important are friends, leisure time and politics. Achieving material wellbeing in life is an essential goal, especially for people living in less developed continents. The respondents most often declared central political views. The great importance of God in their lives was pointed out by the inhabitants of both Americas and Africa. Research has shown that acts such as theft, tax fraud, corruption and non-payment for public transport are generally negatively assessed, but there are some differences in attitudes.
PL
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3

Introducing Deliberative Democracy: A Goal, a Tool, or Just a Context?1

86%
Bianchi G.
Human Affairs
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2008
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vol. 18
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issue 1
100-106
EN
The concept of deliberative democracy is presented within a wide spectrum of variety of its operationalizations. Since the applicability of the principle of deliberation to the functioning of human society is of the author's primary interest, dilemmas of deliberative democracy related to different problems associated with deliberation in practice are described in some detail. The key questions raised aiming at elucidating the "ontology" of deliberativeness are as follows: is it only a tool for solving the problems of society and politics? Is it a context within which other processes decide on the running of society? Or does it embody a goal of democracy?
4
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Pozitívne hodnotenie v rodinnej výchove z teoreticko-empirického hľadiska a morálne postoje

72%
Koldeová L.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2017
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issue 2(25)
85-93
EN
The paper deals with a positive evaluation in the family education with a focus on application of rewards in various respects. Based on theoretical considerations it presents a view of rewards as a method of positive evaluation and the moral attitudes of children in family education. It also presents the results of empirical research focused on rewards in family education realised in the Slovak Republic and the Federal Republic of Germany.
5
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Rola rodziny w kształtowaniu systemu wartości u dzieci w wieku przedszkolnym

72%
Pękala A.
Wychowanie w Rodzinie
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2015
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vol. XI
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issue (1/2015)
95-109
EN
A child’s environment, with its family in the first place, creates the best space to lead a properly directed educational progress. The family as a fundamental social unit is characterized by the greatest continuity and regularity. It should provide the best conditions for child’s development. There are several important issues in this educational process which are carried out by the family. It is not only the emotional attitude but also the means of its expression as well as the ability to meet the child’s needs. A family is a place where a child is being prepared for life, where it learns to tolerate various difficulties and failures and where it learns to take responsibility for its duties. The shaping of moral attitudes is an extremely important issue in the process of children's education. Developing and shaping an appropriate and fixed hierarchy of values is a necessary factor for conscious living and making responsible decisions, making choices and manifesting certain behaviour. The system of values passed in the family consists of not only certain behaviour, home atmosphere and lifestyle but also expectations of shaping fixed features of character. These patterns are passed by means of opinions, views, knowledge and accepted standards. A family introduces a child to the world of cultural and social values. This is the family environment where a child encounters, for the first time, the notions of right and wrong, the allowed and accepted things. By means of behaviour and evaluation parents show a child what is important in life, what to pay attention to and how to act with people. Parents as intermediaries in obtaining information about the surrounding world can and should, by the selection of information and materials strengthen some influences and weaken others at the same time. To achieve the desired effects, parents should remember it is necessary not only to select appropriate models, but most of all they should have a studied and purposeful way to promote them.
PL
Otoczenie dziecka, w tym przede wszystkim rodzina, jest najlepszym miejscem do prowadzenia właściwie ukierunkowanej pracy wychowawczej. Będąc podstawową komórką społeczną, cechującą się największą ciągłością i systematycznością, powinna zapewnić dziecku najlepsze warunki rozwoju. W realizowanym przez nią procesie wychowania znaczenie odgrywa nie tylko emocjonalny stosunek rodziców do dziecka, lecz również ten, który się wyraża w ich sposobie zachowania oraz umiejętności zaspokajania jego potrzeb. W rodzinie dziecko przygotowuje się do życia, uodparnia na trudności i niepowodzenia, uczy się odpowiedzialnego podejmowania obowiązków i zadań. Kształtowanie postaw moralnych jest niezwykle istotną kwestią w procesie wychowania dzieci. Wypracowanie i ukształtowanie właściwej i trwałej hierarchii wartości jest czynnikiem niezbędnym do świadomego życia i podejmowania odpowiedzialnych decyzji, dokonywania pewnych wyborów oraz przejawiania określonych zachowań. System wartości przekazywany w środowisku rodzinnym to nie tylko wzory zachowania, atmosfera domowa, styl życia, ale także oczekiwania w zakresie kształtowania stałych cech charakteru. Owe wzorce przekazywane są w postaci opinii, poglądów, wiedzy, a także uznawanych norm. odzina powinna wprowadzać dziecko w świat wartości kulturalnych i społecznych, w rodzinie po raz pierwszy dziecko powinno zetknąć się z pojęciami dobra i zła, rzeczy dozwolonych, pochwalanych i potępianych. Rodzice swoim zachowaniem i ocenami winni wskazać młodemu pokoleniu, co w życiu jest ważne, z czym należy się liczyć, jak należy odnosić się do ludzi. Będąc pośrednikami w zdobywaniu informacji o otaczającym świecie mogą i powinni poprzez selekcję informacji i materiałów pewne wpływy nasilić, a inne osłabić. Aby uzyskać pożądane efekty, powinni pamiętać, że konieczny jest nie tylko dobór właściwych wzorów i modeli, ale przede wszystkim przemyślany i celowy sposób ich propagowania.
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