Download as PDF. Here we describe best practices for the process of incorporating appropriate ethical attention, reflection, and decision-making in the context of technology development. No single code of technology ethics can fit all contexts and practitioners; organizations and professions should therefore develop explicit internal policies, procedures, guidelines, and best practices that are specifically adapted to their own activities and challenges. However, those specific codes of practice can be shaped by reflecting on these 16 broad norms and guidelines for ethical practice. Because of the immense social power of technology, ethical issues are virtually always in play. Even when our work is not directly client-facing, ethical issues are never absent from the context.
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Aristotle is properly recognized as the originator of the scientific study of life. Even Plato has Timaeus devote a considerable part of his speech to the human body and its functions and malfunctions. Nevertheless, before Aristotle, only a few of the Hippocratic treatises are both systematic and empirical, and their focus is almost exclusively on human health and disease. By contrast, Aristotle considered the investigation of living things, and especially animals, central to the theoretical study of nature. There was nothing of similar scope and sophistication again until the 16 th century. Before examining this remarkable achievement, a few words about its creator are in order. By then he had developed his own distinctive philosophical ideas, including his passion for the study of nature.
Ethics of technology
Thomas Aquinas was a Dominican priest and Scriptural theologian. Although Thomas authored some works of pure philosophy, most of his philosophizing is found in the context of his doing Scriptural theology. Indeed, one finds Thomas engaging in the work of philosophy even in his Biblical commentaries and sermons. Within his large body of work, Thomas treats most of the major sub-disciplines of philosophy, including logic, philosophy of nature, metaphysics, epistemology, philosophical psychology, philosophy of mind, philosophical theology, the philosophy of language, ethics, and political philosophy.
In kindergarten through grade six, the critical and creative thinking lessons are designed to elicit a higher level thinking response. These lessons can also be used to identify and nurture gifted potential among young learners. The problem-solving skills, thinking processes, and student products that result from these lessons provide observable evidence of a student's ability to think and reason on advanced levels.