Evaluating current ethical values of OpenStreetMap using value sensitive design

The crowdsourced OpenStreetMap mapping platform is utilized by countless stakeholders worldwide for various purposes and applications.Individuals,researchers,governments,commercial,and humanitarian organizations,in addition to the engineers,professionals,and technical developers,use OpenStreetMap both as data contributors and consumers.The storage,usage,and integration of volunteered geographical data in software applications often create complex ethical dilemmas and values regarding the relationships between different categories of stakeholders.It is therefore common for moral preferences of stakeholders to be neglected.This paper investigates the integration of ethical values in OpenStreetMap using the value sensitive design methodology that examines technical,empirical,and conceptual aspects at each design stage.We use the Humanitarian OpenStreetMap Team,an existing volunteered geographic information initiative,as a case study.Our investigation shows that although OpenStreetMap does integrate ethical values in its organizational structure,a deeper understanding of its direct and indirect stakeholders’perspectives is still required.This study is expected to assist organizations that contribute to or use OpenStreetMap in recognizing and preserving existing and important ethical values.To the best of our knowledge,this is the first attempt to evaluate ethical values methodically and comprehensively in the design process of the OpenStreetMap platform.

Purposeful and Ethical Early Childhood Teacher:The Underlying Values Guiding Finnish Early Childhood Education

Purpose:The new Finnish National Core Curriculum for Early Childhood Education and Care(2018)strongly highlights pedagogical knowledge and practice,demanding teachers to develop their pedagogical thinking,evaluation,judgment,and operating culture.Since ethics is viewed as vital characteristics of the teaching profession,our objective is to make these complex ethical issues more visible to be subject to democratic discussion and change.Design/Approach/Methods:The framework comprises a broad theory base of codes of ethics and professional codes of ethics of teaching.The research materials were national curricula of early childhood education and care(ECEC)-and pre-primary education.The eight-step qualitative analysis process was applied to identify and shed light on the codes of ethics laying the foundations forpurposeful and ethical earlychildhood education(ECE)teacher.Findings:The results indicate that through both theoretical lenses,the Finnish ECEC curricula comprise several ethical codes.For the future purposeful ECE teachers as ethical professionals,the results raise questions for further discussion.Particularly,issues related to the ethics of care,intellectual freedom,inquiry stance,and professional competence,and diversity may further enhance our ECEC curricula.

Why Does Personalism Turn Towards Animal Ethics？

The intellectual heritage of modernity needs rethinking. It is marked by radical humanism and implied by the ideas of Descartes and Kant above all, which introduces an unbridgeable gap between animals and human persons （nonhuman and human animals）. Intuitive sensibility to the question of the welfare of nonhuman animals meets a theoretical ally in the rapidly growing knowledge on their subjectivity and makes us pose a questions about their ontological status. This context arouses a possibility of a turn to personalist ethics, yet not to its anthropocentric version implied by Kant, but to personalism conceived of as an instance of value ethics as exemplified by Antonio Rosmini and Karol Wojtyta （John Paul II）.