Teaching ethics in the face of the Technological Revolution (CRI). A hermeneutic-analogical perspective

Abstract

This paper addresses the issue of ethics in general and teacher ethics in times of the Technological Revolution or Fourth Industrial Revolution (CRI)[1]. This approach is based on an analogical hermeneutic perspective, mainly that proposed by Mauricio Beuchot, Gadamer and Foucault. This paper begins with a theoretical and philosophical approach to ethics, to define the way in which it is conceptualized for the purposes of the same, this from the perspective of authors such as Mauricio Beuchot, Michel Foucault and Sigmund Bauman. I continue with the approach to the CRI, from its broadest aspects, to its particularity in the data revolution or Big Data, which is central to this essay. I continue by posing some relevant ethical dilemmas in the face of this technological and industrial change, to conclude with an analogical ethical proposal in the formative or educational sense.

[1] According to the Institute of Engineering of the National Autonomous University of Mexico (UNAM), "the Fourth Industrial Revolution (CRI) is characterized by the transformation of companies and public and social organizations around the world through the intensive use of the Internet, automation, data management and global connectivity". Retrieved from: http://www.ii.unam.mx/es-mx/AlmacenDigital/Notas/Paginas/revolucionindustrial.aspx. Accessed June 01, 2021.

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