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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.
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National values in Vietnam and the world : new contexts, challenges and opportunitiesWorldwide, national identities are challenged by fast technological and economic transitions, political polarization and cultural changes. Vietnam is strengthening its national identity by a fascinating multiyear process of national values dialogue. Vietnam’s current socialist model, incorporating a socialist-oriented market economy, a rule-of law socialist state, and a socialist democracy, is looking at the integration of its traditional cultural values with future orientations. This volume includes 32 articles of authors from Vietnam, but also China, Europe and the Philippines. They cover a broad range of topics, from culture to family, from socialism to patriotism, from justice to wealth, from history to international integration. The contributions are the result of the International Conference on “National Values in the New Context”, held in July 2023 in Hanoi.
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Leadership et investissement éthique vers un avenir durable : un manuel de référenceCe manuel de référence a été préparé dans le cadre du Programme sur les biens des Églises africaines (ACAP), initié par l'Assemblée générale de la Conférence des églises de toute l'Afrique (CETA) à Kampala, en Ouganda, en 2013. L'apprentissage proposé dans le manuel par le biais d'études de cas, d'étapes à suivre et du questionnaire d'auto-évaluation a pour but de promouvoir le leadership et les pratiques éthiques au sein des Églises et des organisations liées à l'Église. Il est conçu comme un guide et une référence pour les responsables de ces organisations, offrant des idées, des stratégies et des outils pratiques pour promouvoir l'intégrité et la responsabilité dans toutes les facettes de leur rôle. Le leadership éthique dans les organisations confessionnelles repose essentiellement sur les principes de transparence, d'honnêteté, d'intégrité, d'inclusion, de responsabilité et de vertu. Les dirigeants se voient confier la responsabilité sacrée de gérer non seulement les ressources et les missions de leurs organisations, mais aussi le bien-être spirituel et la confiance de leurs communautés. En appliquant les stratégies et les principes soutenus dans ce manuel, il est possible de s'engager dans un changement transformateur, qui consiste à restaurer des pratiques éthiques de leadership et d'investissement pour une meilleure gestion des institutions. Nous vous invitons à utiliser ce manuel de référence et à le partager avec d'autres personnes.
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Aesthetic values, ethics and educationThis book, on the topic of aesthetic values, ethics, and education, gathers contributors from diverse backgrounds. University professors, theologians, international practitioners, music performers, and literary artists from different continents, i.e. Africa, Asia, and Europe, explore the profound intersection between intercultural and universal values, ethical considerations, and education through arts. The book presents essays and poems addressing the value and role of arts in challenging cultural and societal norms to nurture reasoning and social responsibility, and ultimately to promote intercultural dialogue and understanding with ethics in aesthetic value and education to foster respect and collaboration. In exploring the profound intersection between these parameters through arts, this book invites readers to reimagine the world, ethics, and critical thinking in contemporary society.
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L’essentiel sur les droits humains et les libertés publiques en droit comparéLes libertés publiques sont des libertés individuelles et collectives garanties et constituent un sous-ensemble des droits fondamentaux. Au niveau interne, les libertés publiques sont réparties dans trois catégories principales : - les droits civils et politiques, - les droits économiques et sociaux, - les droits collectifs ou communautaires. Les citoyens de l’Union européenne jouissent d’un grand nombre de droits et libertés qui sont consacrés par la charte des droits fondamentaux de l’Union européenne ainsi que par les traités européens. La Cour constitutionnelle de la RDC, gardienne des libertés fondamentales peut s’inspirer de la jurisprudence de Cour-EDH et de la CJUE traitée dans l’ouvrage.
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Ethical leadership and investment for a sustainable future : a reference manualThis Reference Manual has been prepared as a result of the African Church Assets Programme (ACAP) journey, initiated by the All Africa Conference of Churches (AACC) General Assembly in Kampala, Uganda in 2013. The learning made available in the Manual through case studies, actionable steps and the self-assessment questionnaire are provided with the aim to promote ethical leadership and practices within churches and church-related organizations. It is designed as a guide and reference for leaders within these organizations, offering insights, strategies, and practical tools to promote integrity and accountability in all facets of their roles. At its core, ethical leadership in faith- based organizations is rooted in the principles of transparency, honesty, integrity, inclusivity, accountability and righteousness. Leaders are entrusted with the sacred responsibility of stewarding not only the resources and missions of their organizations but also the spiritual well-being and trust of their communities. By applying the strategies and principles contained in this Manual, it is possible to engage in transformative change, which is all about restoring a culture of improved ethical leadership and investment in our institutions. Welcome, and feel encouraged to use and to share this Reference Manual with others.
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Education alternative et non formelle au NigerÀ l’instar des autres pays de l’Afrique-subsaharienne, le Niger est confronté à la tâche de scolariser l’ensemble des enfants et des jeunes en leur offrant des opportunités pertinentes d’apprentissage. Toutefois, le modèle scolaire nigérien montre des signes d’essoufflement et est actuellement incapable de relever ce défi. D’où la nécessité d’autres pistes d’éducation et de formation. Au lieu d’un choix par défaut de la formation scolaire, nous avons avec l’éducation alternative et non-formelle une opportunité de repenser l’éducation dans une perspective africaine et culturellement appropriée. Ce livre réunit les textes d’auteurs qui exposent les potentialités de ce modèle d’éducation, au moyen de différents concepts clefs ainsi que leurs fondements théoriques et pratiques. Résultat d’un travail collectif mené par des chercheurs de plusieurs horizons, le projet est soutenu par Fondazione Vittorino Chizzolini (Italy), L’École normale supérieure (ENS, Niger) et l’Université de Genève (UNIGE, Suisse).
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AI governance ethics : artificial intelligence with shared values and rulesArtificial Intelligence influences already almost all sectors of society, from production, consumption and recycling of products to education and media, from agriculture to military. The search for AI governance from voluntary standards to international convention and standards is fast and urgent. This book unites contributions of authors from all continents. It also offers a representative collection of official recommendations and guidelines on AI governance from national governments, continental entities like EU and AU to UN-organisations.
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Global Survey of Business Ethics 2022-2024 : teaching, research and training. Vol. 3, EuropeThe Global Survey of Business Ethics 2022-2024 (GSBE) incorporates the full 36 country or regional reports that were collated over three years of investigation by 94 reporters. The sheer volume of content required the publication of three volumes. This third volume is collated as follows: Volume 3: Short introduction to the Global Survey of Business Ethics 2022-2024 and the European country reports. Compared to Africa and Asia (presented in volume 1 and 2), Europe is a relatively small and homogenous continent. But their submitted reports may surprise by their huge variety. They are written in English, the “lingua franca” of business while many of them were carried out in the respective languages, e.g., in Spanish, Italian, German, Estonian and Hungarian. The differences range from business ethics activities being closely guided by international standards such as the PRME (“Principles for Responsible Management Education”) in Ireland and recent Directives of the European Union in Denmark to priorities of struggling with “non-financial disclosure and accounting” in Italy and to “post-war reconstruction” and “moral leadership of the business elite” in Ukraine. It is obvious that the socio-political and cultural context of the country (i.e., the systemic or macro-conditions) shape to a large extent the decision-making and acting of business enterprises and educational organizations as well as individuals at the meso- and micro-levels, respectively. The European reports are presented in this volume and include Czech Republic, Denmark, Estonia, France, Germany-Austria-Switzerland, Hungary, Ireland, Italy, Netherlands, Romania, Slovakia, Spain, and Ukraine.
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Global Survey of Business Ethics 2022-2024 : teaching, research and training. Vol. 2, Asia, Australia, Russia and AmericaThe Global Survey of Business Ethics 2022-2024 (GSBE) incorporates the full 36 country or regional reports that were collated over three years of investigation by 94 reporters. The sheer volume of content required the publication of three volumes. This second volume is collated as follows: Volume 2: Short introduction to the Global Survey of Business Ethics 2022-2024 and the reports from Asia, Australia, Russia, South and North America. While volume 1 and volume 3 present the country reports from one continent, that is, from Africa and Europe, respectively, in contrast, this volume 2 contains 13 reports from five continents and includes seven from the ten most populous countries on Earth (Worldometers 2024): India (1,428,627,663), China (1,425,671,352), United States 339,996,563), Indonesia(277,534,122), Brazil (216,422,446), Russia (144,444,359) and Mexico (128,455,567). Adding the most populous country in volume 1, that is, Nigeria with 223,804,632 people, the GSBE book includes a total of 4,184,976,704 people or ca. 52% of the world population (8,118,835,999). Given this enormous population, the reports in this volume can only provide some tiny, but not insignificant insights of the huge diversity of challenges and opportunities in the field of business ethics. The reports are presented in this volume and include Mainland China, Hong Kong, Macau, Japan, Indonesia, Philippines, India, Australia, Russia, Latin America, Brazil, United States, and Mexico.
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Sharing values across borders : my story with GlobethicsIn celebration of the 20th anniversary of Globethics, through a series of interviews founder Christoph Stückelberger takes readers through his own journey with the foundation with stories, reflections, and philosophical insights. From groundbreaking online library to global network of researchers and leaders, Globethics has transformed the sharing of values across borders for a generation. This volume looks to the future of the foundation, recounting the challenges and success that shaped Globethics until today. More than a retrospective, Sharing Values Across Borders is a testament to the enduring power of ethics in shaping a just, inclusive, peaceful, and sustainable world.
