Ethics in an Age of Technology: Gifford Lectures, Volume Two

The Gifford Lectures have challenged our greatest thinkers to relate the worlds of religion, philosophy, and science. Now Ian Barbour has joined ranks with such Gifford lecturers as William James, Carl Jung, and Reinhold Neibuhr. In 1989 Barbour presented his first series of Gifford Lectures, published as Religion in an Age of Science. In 1990 he returned to Scotland to present his second series, dealing with ethical issues arising from technology and exploring the relationship of human and environmental values to science, philosophy, and religion and showing why these values are relevant to technological policy decisions.

In examine the conflicting ethics and assumptions that lead to divergent views and technology, Barbour analyzes three social values: justice, participatory freedom, and economic development. He defends such environmental principles as resource sustainability, environmental protection, and respect for all forms of life. He present case studies in agriculture, energy policy, genetic engineering, and the use of computers. Finally, he concludes by focusing on appropriate technologies, individual life-styles, and sources of change: education, political action, response to crisis, and alternative visions of the good life.

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Ethics in an Age of Technology: Gifford Lectures, Volume Two

The Gifford Lectures have challenged our greatest thinkers to relate the worlds of religion, philosophy, and science. Now Ian Barbour has joined ranks with such Gifford lecturers as William James, Carl Jung, and Reinhold Neibuhr. In 1989 Barbour presented his first series of Gifford Lectures, published as Religion in an Age of Science. In 1990 he returned to Scotland to present his second series, dealing with ethical issues arising from technology and exploring the relationship of human and environmental values to science, philosophy, and religion and showing why these values are relevant to technological policy decisions.

In examine the conflicting ethics and assumptions that lead to divergent views and technology, Barbour analyzes three social values: justice, participatory freedom, and economic development. He defends such environmental principles as resource sustainability, environmental protection, and respect for all forms of life. He present case studies in agriculture, energy policy, genetic engineering, and the use of computers. Finally, he concludes by focusing on appropriate technologies, individual life-styles, and sources of change: education, political action, response to crisis, and alternative visions of the good life.

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Ethics in an Age of Technology: Gifford Lectures, Volume Two

Ethics in an Age of Technology: Gifford Lectures, Volume Two

by Ian G. Barbour
Ethics in an Age of Technology: Gifford Lectures, Volume Two

Ethics in an Age of Technology: Gifford Lectures, Volume Two

by Ian G. Barbour

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Overview

The Gifford Lectures have challenged our greatest thinkers to relate the worlds of religion, philosophy, and science. Now Ian Barbour has joined ranks with such Gifford lecturers as William James, Carl Jung, and Reinhold Neibuhr. In 1989 Barbour presented his first series of Gifford Lectures, published as Religion in an Age of Science. In 1990 he returned to Scotland to present his second series, dealing with ethical issues arising from technology and exploring the relationship of human and environmental values to science, philosophy, and religion and showing why these values are relevant to technological policy decisions.

In examine the conflicting ethics and assumptions that lead to divergent views and technology, Barbour analyzes three social values: justice, participatory freedom, and economic development. He defends such environmental principles as resource sustainability, environmental protection, and respect for all forms of life. He present case studies in agriculture, energy policy, genetic engineering, and the use of computers. Finally, he concludes by focusing on appropriate technologies, individual life-styles, and sources of change: education, political action, response to crisis, and alternative visions of the good life.


Product Details

ISBN-13: 9780062275677
Publisher: HarperCollins Publishers
Publication date: 01/29/2013
Sold by: HARPERCOLLINS
Format: eBook
Pages: 336
File size: 538 KB

About the Author

Ian G. Barbour has retired from Carleton College where he was professor of physics, professor of religion, and Bean Professor of Science, Technology, and Society. The "preeminent synthetic in the field" (Cross Currents,) he is the author of several influential books, including Ethics in an Age of Technology and Myths Models, and Paradigms, which was nominated for the National Book Award. He gave the world-renowned Gifford Lectures, 1989-1991.

Read an Excerpt

Ethics and Morality

All of us sometimes think about what we should do. Should we try to make more money, to get in better shape, to develop better friendships, to "look out for number one," to be more charitable, or to promote justice? Parents, friends, religious leaders, and public figures may tell us very different things. One friend may tell us that it is most important to get ahead at any cost, while another may tell us that it is our moral obligation to promote the welfare of all people. How do we figure out what we should do? Ethics and moral philosophy are the branches of philosophy that rationally investigate questions about the best way to live.

The Subject Matter of Ethics and Moral Philosophy

Ethics and moral philosophy are about the best way to live. They are concerned with the sort of goals a person should have and with how we should treat other people. Every society has its customs and normal ways of life. The society teaches its children to act according to its customs, and people in the society expect and require that other people behave according to these customs and standards. These customs can be considered to be the unreflective ethics of the society at large. The customs tell people how to live, what to do, what sort of person to be, and how to evaluate other people. Acting and living in these ways is considered within the society to be the best way of life.

If a person learns how to live and what to do from her society, why do ethical and moral issues ever arise? Why does anyone ever think about questions of ethics? There are many factors that lead people to think about the best way tolive.

Individual ResistanceFor many different reasons individuals may not want to adopt some of the customs of their society. As an example, children may not want to eat only what they are supposed to eat, or teenagers may want to engage in sexual activities that are not allowed, or adults may not want to obey the authorities in the society. Customs and morals always place restrictions on satisfying desires. Hence, it is inevitable that people ask why they should follow the societal customs and standards rather than do something else.

Conflicts and BalancingPeople have many different social roles in any society. The requirements of one social role may conflict with those of another. What a woman should do as a mother of her children may conflict with what she should do as a member of a state or as a partner in a business. For example, in ancient Greek theater, Antigone experiences the conflict between her family obligation to bury her dead brother and the king's command that her brother not be buried. Even when a direct conflict has not already occurred, people have to think about how to balance their roles. A person has to determine which goals and requirements should take precedence over other goals and requirements, and in which circumstances. She has to combine and balance all the customs that apply to her. For example, a person will have to decide how much time and energy to devote to her career, and how much time and energy to devote to personal relationships. To combine and balance customs and to resolve conflicts, people have to think about which combinations and alternatives would be best.

Choice Among Societal Ways of LifeIn many traditional societies, a person has no choice about his occupation or way of life. Authorities or his circumstances decide these issues for him. However, in our society people can and usually must choose the occupation and way of life that they will pursue. It is part of our cultural way of life that people have to decide whether to join the military, become a salesperson, pursue a medical or business career, and so on. People also must decide whether to get married, be involved in a religious group, and perform community service. To make these decisions, people have to think about the best way of life.

Social ChangeThe customs and values of any society may change over time. In our society there have been major changes in the last thirty years concerning acceptable sexual behavior and woman's work outside the home. Many factors contribute to societal change, but ultimately people in the society must accept and live by the new standards if any change is to occur. To decide whether to continue the traditional ways of life or to adopt changes, people have to think about the best way to live.

Societal PluralismOur current society does not have one uniform set of customs and values. There are many different standards, and some of these standards contradict others. For example, some people emphasize individual success even if it requires abandoning one's background to move ahead. Others insist on the importance of family or group identity and on conserving a traditional culture. Individuals have to think about ethical issues in deciding which customs and standards to follow and how to evaluate people who follow other standards.

Being Responsible for StandardsSome people want to be responsible for themselves. They think that they ought to decide actively on their own standards and ways of life. Just to absorb standards and ways of life passively from one's society is not enough. They feel that the customs and values that an individual receives from society are not really their own until they have explicitly chosen them. To make standards their own in the fullest sense requires that they think about them and have reasons for living by one set of standards rather than another. This is what the ancient Greek philosopher Socrates (470-399 B.C.) meant when he taught that "the unexamined life is not worth living."

Having True StandardsMost people think that there is an objective good. They think that some goals and some ways of treating other people are objectively good and others are objectively bad. Morality is not a matter of personal opinion or societal tradition. Personal and societal views can be true or false. If one believes in objective goodness, she has reason to want to be sure that the standards by which she lives are the true ones. She should be ready to revise her standards and moral positions to make them agree with what is objectively good, if that is necessary. In order to determine that their standards are true, people have to think about ethical questions.

Any question about what to do is an ethical question in the most general sense. However, many everyday decisions are not very important, and many decisions depend upon very specific circumstances and on facts about individual people. Studies in ethics cannot consider everything that we do and all of the specific facts and circumstances that affect our everyday actions. Studies in ethics focus on major issues about what goals to pursue and how to treat other people. Studies in ethics focus on general standards that apply to many people and to large parts of their lives. Differences between types of people, such as between men and women and between more capable and less capable people, are included in some theories about the good life and the right way to treat people, but many ethical positions say little about differences between individual people. They do not deny that there are many individual differences, but they think that differences do not affect general ethical claims. Differences make a difference only in the application of more general ethical positions to individual cases.

Ethics tries to figure out both how an individual can live a good life and how people should treat one another in a good society. Most ethical thinkers consider these issues to be interconnected, but some focus on one or the other of them. There are disagreements about whether what makes an individual's life go well would also agree with the rules for treating other people well. Different conceptions of the good life for an individual give different priorities to individual self-interest and treating people morally. Moral philosophers consider treating everyone morally to be what is most important, so that the good life for an individual includes always treating other people morally. Other conceptions of the good life for an individual, such as egoistic hedonism or selfish self-development (see chapter 2), are basically immoral. According to such nonmoral conceptions of the good life, an individual person will be better off by sometimes violating the rules for treating other people well.

Moral PhilosophyThe terms "ethics" and "moral philosophy" are frequently used interchangeably. Many people consider them to mean basically the same thing. Particularly those who consider being moral to be the best way of life for an individual are likely to equate the two. However, there is also a narrower conception of moral philosophy. Moral philosophy in the narrower sense is an investigation of the basic principles and underlying ideas of Western morality. In this narrower sense moral philosophy would never advise someone to do something that is immoral, whereas some conceptions of the good life do advise people sometimes to act immorally. Most studies in "applied ethics," such as medical ethics or business ethics, assume this narrower conception. Most studies in applied ethics focus on the moral dimensions of specific issues such as abortion or affirmative action. This book considers both questions about the good life and questions about the right way to treat people.

Table of Contents

Acknowledgments xi
Abbreviations xiii
Preface xv
PART ONE CONFLICTING VALUES
Views of Technology
3(23)
Technology as Liberator
4(6)
The Benefits of Technology
4(1)
Optimistic Views of Technology
5(3)
A Reply to the Optimists
8(2)
Technology as Threat
10(5)
The Human Costs of Technology
10(2)
Recent Critics of Technology
12(2)
A Reply to the Pessimists
14(1)
Technology as Instrument of Power
15(8)
Technology and Political Power
15(1)
The redirection of Technology
16(4)
The Social Construction of Technology
20(3)
Conclusions
23(3)
Human Values
26(31)
Science and Human Values
27(6)
Values Intrinsic to Science
28(1)
Evolutionary Ethics
29(3)
The Contribution of Science to Ethics
32(1)
Philosophy and Human Values
33(8)
Utilitarianism and Its Critics
33(3)
The Concept of Justice
36(2)
Freedom as Participation
38(3)
Religion and Human Values
41(14)
Christian Ethics
42(3)
Individual Values
45(4)
Social Values
49(4)
Human Nature
53(2)
Conclusions
55(2)
Environmental Values
57(28)
Science and Environmental Values
57(6)
New Views of Nature
57(4)
Biocentric Ethics
61(2)
Philosophy and Environmental Values
63(9)
Human Benefits from the Environment
64(2)
Duties to Future Generations
66(3)
Respect for All Forms of Life
69(3)
Religion and Environmental Values
72(8)
Eastern Religions
72(2)
Historical Christianity
74(3)
Contemporary Theology
77(3)
Conclusions
80(5)
PART TWO CRITICAL TECHNOLOGIES
Agriculture
85(31)
Food and Hunger
85(6)
Causes of Hunger
86(2)
Environmental Constraints
88(3)
Western Agriculture
91(12)
Family Farms and Rural Life
93(3)
Agribusiness and Research Priorities
96(3)
Sustainable Agriculture
99(4)
Agriculture in the Third World
103(6)
The Green Revolution and Malnutrition
103(3)
Sustainable Development
106(3)
Food and Global Justice
109(5)
Ethics Principles
110(2)
National Policies
112(2)
Conclusions
114(2)
Energy
116(30)
Fossil Fuels
116(6)
Oil and Global Justice
117(1)
Coal and the Environment
118(4)
Nuclear Power
122(9)
Reactor Safety and Risk Acceptability
122(3)
Radioactive Wastes and Future Generations
125(3)
The Future of Nuclear Power
128(3)
Renewable Sources
131(6)
Solar Energy and Sustainability
131(4)
Decentralization and Participation
135(2)
Conservation
137(6)
Energy and Economic Development
137(3)
Life-styles and Personal Fulfillment
140(2)
Energy in the Third World
142(1)
Conclusions
143(3)
Computers
146(33)
Computers and Work
147(8)
Automation and Human Skills
147(4)
The Electronic Office
151(2)
Centralization and Decentralization
153(2)
Computers and Citizens
155(7)
Access to Information
156(2)
Computer Programmers and Users
158(2)
Data Bank's and Privacy
160(2)
Computers for War and Peace
162(6)
Military Computers
163(2)
Computers in the Third World
165(3)
Artificial Intelligence
168(7)
Progress in Artificial Intelligence
168(3)
Artificial Intelligence and Human Nature
171(2)
Prospects for the Future
173(2)
Conclusions
175(4)
PART THREE TECHNOLOGY AND THE FUTURE
Unprecedented Powers
179(34)
Environmental Degradation
179(11)
Air and Water Pollution
179(4)
Global Threats: An Endangered Planet
183(4)
The "Limits to Growth" Debate
187(3)
Genetic Engineering
190(10)
Modifying Microbes, Plants, and Animals
190(4)
Human Genetic Engineering
194(4)
The Social Context of Research
198(2)
Nuclear Weapons
200(11)
The Arms Race
201(4)
Ethical and Theological Issues
205(2)
Arms Control Treaties
207(2)
Global Security
209(2)
Conclusions
211(2)
Controlling Technology
213(29)
Governing Technology
213(10)
The Diverse Roles of Government
213(4)
Technical Experts and Policy Decisions
217(3)
Citizens and Political Participation
220(3)
Assessing Technology
223(8)
Cost-Benefit Analysis
223(3)
Risk Assessment
226(3)
Technology Assessment Methods
229(2)
Redirecting Technology
231(9)
Regulatory Strategies
232(3)
Justice, Employment, and the Environment
235(2)
The Social Responsibility of Scientists and Engineers
237(3)
Conclusions
240(2)
New Directions
242(27)
Technology and Human Values
224(27)
Policy Priorities
243(1)
Appropriate Technology
244(4)
Scale, Efficiency, and Participation
248(3)
Sustainable Consumption
251(7)
A Conserver Society
251(4)
Individual Life-styles
255(3)
Changing Values
258(11)
A New Social Paradigm
258(3)
A Biblical Perspective
261(3)
Source of Change
264(5)
Notes 269(34)
Index of Names 303
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