Reiss, M;
(2021)
Robots as persons? Implications for moral education.
Journal of Moral Education
, 50
(1)
pp. 68-76.
10.1080/03057240.2020.1763933.
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Abstract
At present there is a clear distinction between robots and persons. In this article I explore the possibility that this distinction may not hold in perpetuity, as some robots attain personhood. I argue that personhood is an emergent property in both the development of individuals and the evolution of life, that personhood may not require a carbon-based existence, and that, given that robots are being made with ever greater powers of cognition, at some point these powers of cognition may reach the point at which we need to start talking of robots as having minds and being persons. This will have implications for how we treat robots, for how we design robots and for how we understand ourselves and other creatures. There are also implications for moral education that may need to be taken seriously.
| Type: | Article |
|---|---|
| Title: | Robots as persons? Implications for moral education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03057240.2020.1763933 |
| Publisher version: | https://doi.org/10.1080/03057240.2020.1763933 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Robots, moral education, personhood, futurology |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10097055 |
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