Ecocentrism has roots in environmental philosophy, which questions the conceptual dichotomy between humans and the environment, acknowledging nonhuman species' right to flourish independently of human interest (Naess 1973). Generally, ecocentrism refers to a planet- and nature-centered as opposed to the human-centered (anthropocentric) system of values. Inspired by this philosophy, ecocentric education focuses on intrinsic values of the ecosystem, environment, and individual living beings and habitats in environmental education (EE) and education for sustainable development (ESD). https://rd.springer.com/referencework/10.1007/978-3-319-63951-2 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Traditional information systems for crisis response and management are centralized systems with a rigid hierarchical structure. Here we propose a decentralized system, which allows citizens to play a significant role as information source and/or as helpers during the initial stages of a crisis. In our approach different roles are assigned to citizens. To be able to designate the different roles automatically our system needs to generate appropriate questions. On the basis of information theory and a restricted role ontology we formalized the process of question generation. Three consecutive experiments were conducted with human users to evaluate to what extent the questioning process resulted in appropriate role determination. The result showed that the mental model of human users does not always comply with the formal model underpinning the questions generation process.
The idea that technologies influence society—both positively and negatively—is not new. This is mainly the terrain of the philosophy and the ethics of technolo-gy research. Similarly, design research aims to help create new technologies in line with individual, social, and societal needs and values. Against this backdrop, it seems essential to expose relations between design and philosophy of tech-nology research, particularly from a methodological perspective. The main goal of this paper is to suggest a preliminary overview of methods and approaches that can inspire and inform interdisciplinary collaboration and, with that, sys-tematic engagement with ethics in design processes. Through interdisciplinary exchange, we propose a preliminary typology of ethics-informed methods and approaches based on two main dimensions, namely theory-grounded approaches to theoretically-flexible techniques and assessment to accompaniment. This mapping intends to help navigate the ethical qualities of selected methods from both disciplines, and it aims to create a platform for fruitful interdisciplinary conversations.
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