Will Computers Dehumanize Education?

Abstract

    Many people feel uneasy about the increasing presence of computers in education. Yet explicit ethical and social criticisms seem not to have led to substantial, overt, vigorous opposition. If the risks of using computers are real and serious, educators are ethically obligated to take precautions to prevent them. If, however, fears about computers are misplaced, educators should move swiftly and massively to realize their benefits.

    Our purpose in writing this paper is to confront social and ethical issues constructively. We do so by articulating people's concerns, by evaluating arguments and counterarguments, and by weighing evidence for and against. We focus on one concern in particular: that computers may dehumanize education. We identify and discuss four robust interpretations of this concern.

1. That children may draw away from people and society.
2. That the teacher students may break down.
3. That the teaching of important human values may be jeapardized.
4. That education may become overly standardized.

    We reach no simple conclusions. Although we find that dehumanization is not an inevitable consequence of computers in education, we do find that decisions made by educators and legislators are capable of raising or lowering the risk. In the course of discussion, we identify areas where further research is needed in order to enhance critical understanding, and we conclude with ideas for responsible action even in the face of uncertainty.

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November 1996