This study examines the assumption that training in professional ethics is a predictor of the meta-moral cognitive ability of engineering students. The main purpose of the study was to check the difference in the meta-moral cognitive abilities between those students who studied a course on professional ethics, as part of the engineering curriculum, and those who did not undertake such a course. Using the survey method, the author conducted a pilot study amongst 243 engineering undergraduates. The meta-moral cognitive awareness inventory (...) developed on the basis of the meta-cognitive awareness inventory prepared by Schraw Gregory and Dennison Rayne Sperling was used to measure the meta-moral cognitive level of the respondents. The results show that there was a substantial difference in the meta-moral cognitive abilities between those students who studied professional ethics, and those who did not. The univariate analysis of variance of the collected data reveals a significant variance. (shrink)

This paper examines the literature on meta-moral cognition and juxtaposes that with meta-cognition. At a basic level, the moral agent coordinates and assigns meaning to the various micro-concepts and moral concepts involved in a moral judgment. These concepts are combined to make moral assumptions. Meta-moral cognition is a higher level cognitive skill. The skill helps the moral agent to understand the cognitive process, control it, regulate the concepts and strategies used, and helps to reflect on the right and wrong of (...) the formulated moral judgment. To develop such moral taxonomy, the moral agent needs to understand the process of reasoning. (shrink)

Meta-moral cognitive skills consist of identifying reasons behind ethical decisions, potential criticisms for such reasons, and constructing counterarguments for these criticisms. We assessed the relationship among these three elements of ethical judgment justification using ethical dilemmas. A mixed-methods research design was used to investigate university students from India and Japan. Critical thinking skills, knowledge of professional ethics, discipline, perspective-taking, common sense, and culture influenced the respondents’ meta-moral cognitive skills. There was a correlation between the number/strength of reasons and criticisms and (...) between criticisms and counterarguments. The respondents had difficulty connecting the reasons for their decisions and their counterarguments. The results imply that incorporating personal and professional cases as part of the ethics curriculum can improve meta-moral cognitive skills. (shrink)

The article examines the challenges involved in the process of developing artificial ethical agents. The process involves the creators or designing professionals, the procedures to develop an ethical agent and the artificial systems. There are two possibilities available to create artificial ethical agents: (a) programming ethical guidance in the artificial Intelligence (AI)-equipped machines and/or (b) allowing AI-equipped machines to learn ethical decision-making by observing humans. However, it is difficult to fulfil these possibilities due to the subjective nature of ethical decision-making. (...) The challenge related to the developers is that they themselves lack training in ethical skills. The creators who develop an artificial ethical agent should be able to foresee the ethical issues and have knowledge about ethical decision-making to improve the ethical use of AI-equipped machines. The suggestion is that the focus should be on training professionals involved in the process of developing these artificial systems in ethics rather than developing artificial ethical agents and thereby attributing ethical agency to it. (shrink)

The article examines the challenges involved in the process of developing artificial ethical agents. The process involves the creators or designing professionals, the procedures to develop an ethical agent and the artificial systems. There are two possibilities available to create artificial ethical agents: (a) programming ethical guidance in the artificial Intelligence (AI)-equipped machines and/or (b) allowing AI-equipped machines to learn ethical decision-making by observing humans. However, it is difficult to fulfil these possibilities due to the subjective nature of ethical decision-making. (...) The challenge related to the developers is that they themselves lack training in ethical skills. The creators who develop an artificial ethical agent should be able to foresee the ethical issues and have knowledge about ethical decision-making to improve the ethical use of AI-equipped machines. The suggestion is that the focus should be on training professionals involved in the process of developing these artificial systems in ethics rather than developing artificial ethical agents and thereby attributing ethical agency to it. (shrink)

It is proposed to examine the need for redefining self deception in an Indian socio-cultural context and also on the basis of different social roles that one plays in his/her life time. Self-deception can be defined as the process of acting or behaving against one’s true inner feelings to maintain one’s social status. The conceptconsists of two aspects: maintaining a belief and the behavioral expression of it. Most of the time, deception occurs in the latter part, because it helps the (...) deceiver to achieve a moral protection from the society and thereby, to get a mental pacification. In fact, in some situations, self deception helps to raise our self importance in the society. That is to say, if we express our inner truth, that which is unpleasant for the society, then it can lead to humiliation from the society. An individual adopts self deception as a method to evade dejection from the external world. Whenever I act against my inner feelings, it happens consciously or intentionally so I cannot feel both aspects, as a deceiver and the deceived, at the same time. Besides, I do respect the feelings of myself and in this sense one’s own self can never be deceived! Thus, self deception can be explained with relation to the expression of true beliefs in yourself. (shrink)

This paper examines the concept of "paradox" in the Liar paradox. The paradox in the "Liar Paradox" arguments is created with the support of law of contradiction. Four arguments consist of different versions of the Liar paradox are analysed. The author explains the issues related to communication, beliefs and the principle of identity in the various arguments of the Liar paradox leading to inconsistencies. There are ambiguities in these arguments and if the ambiguities are removed, then there is no contradiction (...) which constitutes the paradox. Thus, the "paradox" in the "Liar Paradox" arguments is questionable. (shrink)