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A Four-Part Ethical Framework for Facilitating Discussions About Generative Artificial Intelligence: The Process Is the Product
Abstract
Despite promises of revolution, generative artificial intelligence (GenAI), like many technologies before it, risks replicating failures of its predecessors rather than reimagining new possibilities. This chapter speaks directly to instructors in higher education who are grappling with GenAI's increasing presence in classrooms, not by offering technical how-tos, but by framing an ethical, human-centered approach to its use by teachers and students alike. We introduce a four-part ethical framework that includes utilitarianism, deontology, Rawls' veil of ignorance, and critical ethics each rooted in distinct philosophical and justice-oriented traditions. Through ideas for practical, adaptable classroom activities, we offer ways for educators to surface questions of power, equity, and agency with their students. This is an invitation to slow down, to think alongside one another, and to reimagine what it means to teach and learn ethically in a world increasingly shaped by generative technologies.
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