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Church integrity systems : a handbook : anti-corruption efforts of churches need a resetTrust in institutions is waning across the globe, whether in governments, the judiciary, business, the media, or civil society - including religious and educational bodies. A key factor is the persistent prevalence of corruption within many institutions. Restoring trust demands a steadfast commitment to integrity, transparency, responsibility, and accountability. This book explores the Integrity Systems of Christian churches, examining the structures, realities, and both theological and political root causes of integrity failures. It presents insights and experiences from Church Integrity Systems across denominations and continents, offering biblical, ecclesiological, and ethical guidance. It includes 50 strategic recommendations with a wealth of codes of conduct, standards, and checklists. It is a valuable and practical handbook for believers and church leaders dedicated to upholding the integrity and credibility of their institutions.
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Ethics in open and distance educationOpen education is in comparison to the UNESCO 2021 recommendation for open science, based primarily on the intellectual virtue of open science. We easily notice in this text the great admiration for a philosophical positivism, placing academic knowledge and science in the center of some collaborative practices: “open, transparent, collaborative and inclusive scientific practices, coupled with more accessible and verifiable scientific knowledge subject to scrutiny and critique, is a more efficient enterprise that improves the quality, reproducibility and impact of science, and thereby the reliability of the evidence needed for robust decision-making and policy and increased trust in science.” There is a “vital importance of science, technology and innovation (STI)”, if not for “promoting democracy and peace” or for complying with the UN “Sustainable Development Goals”, open science or its younger brother open education are meant surly to reduce a de facto economically unequal situation in the world, which can be depicted as distance or “digital gaps” existing “between and within countries”. Open economy of knowledge suggests a ground principle of negative freedom not to be constrained in an access to some basic goods. We should think about natural conditions, not only political and economical or human decision related constraints: Africa, and the least developed countries (LDCs), landlocked developing countries (LLDCs), show that natural types of constraints are everywhere. Interestingly, twelve among the poorest countries (with the lowest Human Development Index, (HDI) scores) are landlocked, or isolated places. With eight thematic articles focusing on open and distance education, JEHE 5(2024) is reaching closer to the heart of interdisciplinary research, bringing thought elements for policy in artificial intelligence and education, by showing that good conversations on ethics can bring teaching and research beyond the traditional gaps.
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Ethical, regulative and legislative perspectives on emerging technologies and educationEthical considerations in emerging technologies for education entails clear options on at least four different sets of concepts. Emerging technologies, such as artificial intelligence (AI) are transforming the landscape of education. However, their adoption raises ethical questions. One challenge lies probably in obtaining informed consent from students in the changing environment of the places where they study, in close interaction with AI technological innovations. There are regulations and legal perspectives that both bring solutions but also challenges. Education and science, as distinct from technology, may need to be redefined from a philosophical perspective. Technologies of information open a new dimension on regulatory and legal aspects in relation to bringing more justice on a global scale. Technology and science are two distinct fields, entailing a set of different disciplines. These days, public media give us the impression that supercomputers, which are used to analyse tens of millions of risk scenarios, will solve most of our concrete risks, but is it always useful to use the computing power of a computer to maximise societal stability and prevent concrete harms? Before we think about regulating emerging technologies, we might need to think about what our problems require, often there will be a delicate balance, between knowing the reality of the problem, before we think of the solution, and before we check if we have mastered some physical reality-based application of our problem-solving thinking. On the one hand, rapid technological advancements exist, on the other scientific use of intelligence in solving concrete problems which is not only a matter of technology, is rather often related to defining the right pragmatic use of sciences. For example, the question of the predictability of risks has always been a complex issue, and technologies in the past as today, posed challenges as much as they brought possible solutions. There are many situations, where we can describe a set of phenomena, but cannot predict, like tossing a coin in the air and trying to guess which way it will land.
