Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Emerging Technologies and Moral Boundaries: Psychological, Philosophical and Neuroscientific Perspectives<br />
Understanding Ethical cognition<br />Not ethical decision making<br />Not (directly) guiding ethical decision making<br />...
Why care?<br />Understand basis of own decisions<br />E.g. May reveal and shed light on disconnects between ‘in principle’...
Why military might care<br />Effectiveness of troops in war situation<br />Effectiveness of troops in peacekeeping<br />Mo...
Slight change of focus<br />Not about reaching consensus – about understanding multiple perspectives, what is common, what...
Stuart J. Youngner, MD<br />Chair, Department of Bioethics, CWRU<br />Susan E. Watson Professor of Bioethics<br />Professo...
Social vs physical/logical/scientific<br />Push – pull relationship<br />> sharp boundary<br />Research under way<br />New...
FFA and animate/inanimate<br />1997<br />2009<br />
A Nonvisual Look at the Functional Organization of Visual Cortex Animals vs tools /inanimate objects<br />
Faces - houses<br />
Kids (e.g. 3-7yrs) - houses<br />
Babies (0-2yrs) - houses<br />
‘cute’ mammal - houses<br />
Robot - houses<br />
Babies (0-2yrs) - houses<br />
Uncanny valley<br />
When does emotional response turn into moral sentiment?<br />
Upcoming SlideShare
Loading in …5
×

Cetmons Psychological And Neuroscientific Perspectives

451 views

Published on

  • Be the first to comment

  • Be the first to like this

Cetmons Psychological And Neuroscientific Perspectives

  1. 1. Emerging Technologies and Moral Boundaries: Psychological, Philosophical and Neuroscientific Perspectives<br />
  2. 2. Understanding Ethical cognition<br />Not ethical decision making<br />Not (directly) guiding ethical decision making<br />e.g. seven horizons<br />e.g. case studies<br />What guides/motivates/generates ethical sentiments & related emotions (e.g. anger, abhorrence, disgust, forgiveness, beneficence, sacrifice)<br />
  3. 3. Why care?<br />Understand basis of own decisions<br />E.g. May reveal and shed light on disconnects between ‘in principle’ ethical decisions, and ‘hot’ ethical responses to actual situations<br />Ethical sentiments are very powerful, perhaps most powerful social force<br />Shapes public opinion / response<br />Motivates life and death decisions<br />Dictates ease and ability to treat others in different ways (e.g. to kill, to treat inhumanely, to treat appropriately to a peacekeeping operation)<br />
  4. 4. Why military might care<br />Effectiveness of troops in war situation<br />Effectiveness of troops in peacekeeping<br />Moral of troops and effective use of technology<br />Reintegration of troops after tour<br />National / International public opinion<br />How to present or ‘package’ use of enhancements, control perception, win ‘hearts and minds’<br />
  5. 5. Slight change of focus<br />Not about reaching consensus – about understanding multiple perspectives, what is common, what is different<br />Not about dismissing ‘hysterical’ responses or putting aside ‘bad arguments’. <br />Cultural differences (by nation, by sub-culture)<br />Dependency on exposure (live it vs. hear about it) and on how communicated (propaganda)<br />Interesting and important in its own right<br />Encourage thinking ‘outside the box’ – stronger guide to how to build consensus (as opposed to ‘look, we reached a consensus, now that should dictate policy’).<br />Better understand what guides our own ethical intuitions (rather than appeal to religion, rationality, ‘authority of educated philosopher’)<br />Inform laws / how principles should be applied.<br />Not replacement for activities outlined, but complement to them.<br />
  6. 6. Stuart J. Youngner, MD<br />Chair, Department of Bioethics, CWRU<br />Susan E. Watson Professor of Bioethics<br />Professor of Psychiatry<br />Sara Waller<br />Associate Professor of Philosophy, Montana State<br />Philosophy of animal minds, neuroscience, ethics<br />
  7. 7. Social vs physical/logical/scientific<br />Push – pull relationship<br />> sharp boundary<br />Research under way<br />New project<br />
  8. 8. FFA and animate/inanimate<br />1997<br />2009<br />
  9. 9. A Nonvisual Look at the Functional Organization of Visual Cortex Animals vs tools /inanimate objects<br />
  10. 10. Faces - houses<br />
  11. 11. Kids (e.g. 3-7yrs) - houses<br />
  12. 12. Babies (0-2yrs) - houses<br />
  13. 13. ‘cute’ mammal - houses<br />
  14. 14. Robot - houses<br />
  15. 15. Babies (0-2yrs) - houses<br />
  16. 16. Uncanny valley<br />
  17. 17. When does emotional response turn into moral sentiment?<br />

×