Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

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108 “Engineers avoid actions which may lead to accepting the power of given constraints and thus to reducing their individual responsibility.” This clearly points out that the possibility for freedom of choice and action needs to be given, only then responsibility can beaccepted by the engineers. The Association thus supports the concept of equality among people instead of hierarchies which on the contrary, produce pressure and constraints. “Engineers base their actions on the same ethical principles as everybody else within society. They honour national laws and regulations concerning technology use, working conditions, and the natural environment. Engineers discuss controversial views and values across borders of disciplines and cultures. Engineers contribute to defining and developing further relevant laws and regulations in their countries.” Rules which have already been defined by the democratic community are to be accepted. If considered necessary, they may be´discussed again, not only among engineers, but also with all members of society in order to gain a more general view upon problems and possible solutions. The means of co-operatively solving problems is the fair discourse, not mere strategy or power. “Engineers are committed to keep up and continually develop further their professional skills and competencies. Engineers are committed to enhancing critical reflection on technology within schools, universities, enterprises and professional institutions.” We can find solutions to new challenges to the benefit of all people only through life-long learning and by applying critical reflection. Thus the Association VDI points out here what Apel sees as essential for research and discourse: Once a consensus has been found it is necessary to follow the agreement in order to create trust and mutual win. But if a special solution or agreement turns out to have unexpected and unwanted consequences, it must be reconsidered and redesigned by the community of researchers.
109 Therefore engineers – and everybody else - must constantly keep improving knowledge in order to prevent dangers and mistakes caused by new technology. Further generations of engineers as well as others have to be prepared for such fundamental aims and challenges. These aspects are also discussed in the contributions by Gill, and Brandt and Henning in this Volume, under the aspects of Human-Centred Technology Design. 7. Ethics in Enterpreneurship: SENEKA On the background of these ethical considerations, it seems to be possible to construct rules of economic co-operation across borders of social systems, e.g. enterprises with different cultural patterns, nations and civilizations, etc.. These rules may be considered the basic fabric for global and regional networking with the aim of establishing trust for mutual gain and Win- Win-Situations in economic actions. One example of such networking is presented here. It represents the practical use of certain rules based on Discourse Ethics principles. These principles have been implemented across Germany, and across widely different economic entities, in the Germany-wide Service Network for Training and Continuing Education (SENEKA). SENEKA aims at the improvement of innovation competence of small and medium-sized enterprises through cooperation and networking. This strategic approach is presently increasing in importance, as the globalisation of economy endangers the economic stability of entire regions and countries. With this project, the experiment has been started across Germany to improve regional economic stability by strategies of networking. Thus the project focuses on exchanging knowledge and experiences among enterprises and research institutions. In SENEKA, more than 30 enterprises and research institutions are implementing processes of innovation and designing marketable products in the fields of knowledge management, networking and competence development. One of these project results I will briefly present here. It integrates the social, organisational and technical aspects of knowledge management under aspects of Discourse Ethics. Simultaneously it represents one example of the SENEKA project output which currently covers about 30 of such processes and products. SENEKA Community on Ethics
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Preface The EU-INDIA Cross-Cultural
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1 Part One: Human-Centred Informati
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3 1. Introduction: Information and
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5 Virtual Enterprise will be the no
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7 in these regions. These territori
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9 Beyond such business data, enterp
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11 of our reality and the world of
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13 The first view: Information Tech
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15 continuous learning processes me
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17 Following this proposal, society
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19 These steps of running such glob
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21 21.6.2000, is taken up. This Con
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23 To strongly increase internation
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25 To develop further technology th
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27 To include ethics into the educa
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29 Jaspers, K. (1953). Introduction
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31 1. Introduction: The EU-INDIA Cr
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33 project their own regional and c
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35 − − − − − the need for
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37 stakeholders in rural developmen
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39 − − − built upon the valor
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41 − − − Creating an enterpri
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43 Agricultural Universities in the
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45 Farmer Exchange between Punjab a
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47 and Punjab and Gujarat regions o
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49 institutional focus, networking
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51 Patterns of Partner Collaboratio
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53 A network model of postgraduate
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55 Some experiences in interactions
Page 59 and 60: 57 Some interdisciplinary linkages,
Page 61 and 62: 59 Part Two: Developing Education i
Page 63 and 64: 61 1. Introduction: Technological a
Page 65 and 66: 63 being designed to produce so-cal
Page 67 and 68: 65 and those conducted elsewhere. S
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Page 73 and 74: 71 This section also introduces an
Page 75 and 76: 73 3.2 Introducing ICT based servic
Page 77 and 78: 75 E-Commerce E-commerce refers to
Page 79 and 80: 77 In India about 70% of the popula
Page 81 and 82: 79 It is important not only for the
Page 83 and 84: 81 1. Introduction: Extending the C
Page 85 and 86: 83 − − − − − have a clear
Page 87 and 88: 85 3.2 The UK context The Figure ab
Page 89 and 90: 87 diminishing the importance of cu
Page 91 and 92: 89 of stress on respect for teacher
Page 93 and 94: 91 India does not seem to have a sy
Page 95 and 96: 93 lot of the reason for this is to
Page 97 and 98: 95 which have prevented successful
Page 99 and 100: 97 7. Conclusions: Utilizing EU Vis
Page 101 and 102: 99 CHAPTER FIVE The Concept of Univ
Page 103 and 104: 101 science and research, in univer
Page 105 and 106: 103 We can still regard Kant’s co
Page 107 and 108: 105 He subsequently analyses the ac
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Page 113 and 114: 111 and ethics are involved in the
Page 115 and 116: 113 New Delhi University Education
Page 117 and 118: 115 These groups represent the new
Page 119 and 120: 117 − takes place by simulating s
Page 121 and 122: 119 − − − − − − − Whi
Page 123 and 124: 121 Part Three: Information Technol
Page 125 and 126: 123 1. Introduction: The ICT Trajec
Page 127 and 128: 125 The important point, however, i
Page 129 and 130: 127 presentations on laptop have be
Page 131 and 132: 129 paper, so farmers know when it
Page 133 and 134: 131 Coded Knowledge Tacit Knowledge
Page 135 and 136: 133 CHAPTER SEVEN Informatics, Comm
Page 137 and 138: 135 core IT rather than on social a
Page 139 and 140: 137 First, the National Registratio
Page 141 and 142: 139 2.2 CASE STUDY # 2: The ‘GYAN
Page 143 and 144: 141 line public grievances redress;
Page 145 and 146: 143 spread over 5 districts, ICT ki
Page 147 and 148: 145 − − − − − Strong link
Page 149 and 150: 147 income is generated to support
Page 151 and 152: 149 driven. A village committee and
Page 153 and 154: 151 telecom infrastructure. An earl
Page 155 and 156: 153 gender [other things being equa
Page 157 and 158: 155 While the C2C services of the n
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159 approximately 1400 includes a c
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161 The Baatchit Centre houses the
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163 Micro-finance, or the provision
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165 long term loans from the Gramee
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167 Related Development In the area
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169 new Wireless in Local Loop [WiL
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171 Additional considerations for e
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173 Referred to by some as the “I
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175 The Simputer Trust is working w
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177 Veterinary and Animal Sciences,
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179 As part of the e-Chaupal initia
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181 2.13 CASE STUDY # 13: ICT for W
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183 institutions, like Panchayats,
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185 On the 26 th of January 1999, t
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187 children, building as they do o
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189 Ten specialists [two each from
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191 These innovative approaches not
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193 − − − − − − − The
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195 Young Linux enthusiasts and vol
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197 A video linkage facility has co
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199 ITU: International Telecommunic
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201 CHAPTER EIGHT Collaborations in
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203 L1: Need for partners to own th
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205 L5: Need to be aware of the for
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207 One of the key challenges of th
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209 doctoral researchers. The tasks
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211 bringing the benefits of new te
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213 between the university and soci
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215 52056 Aachen, Germany e-mail: i
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217 Formerly: Dep of Computer Scien
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