# Embedded EthiCS

## Stanford

{% embed url="<https://hai.stanford.edu/blog/building-ethical-computational-mindset>" %}

* <https://ethicsinsociety.stanford.edu/about/people/kathleen-creel>

{% embed url="<https://ethicsinsociety.stanford.edu/about/people/kathleen-creel>" %}

## Harvard

{% embed url="<https://embeddedethics.seas.harvard.edu/module.html>" %}

{% embed url="<https://arxiv.org/ftp/arxiv/papers/1808/1808.05686.pdf>" %}

* not only what they *could* create, but also what they *should* create
* reasons for the Embedded EthiCS (not standalone course) is to *habituate*&#x20;

students to think ethically: expose them to a wide variety of ethical issues across the field, repeated experience, and communicating their positions effectively.

1. to identify ethical issues
2. to reason about the problems
3. to communicate effectively

two different types of theories of discrimination: anti-classification theories and anti-subordination theories (Barocas and Selbst 2016).

{% embed url="<http://www.californialawreview.org/wp-content/uploads/2016/06/2Barocas-Selbst.pdf>" %}

## Georgetown

{% embed url="<https://ethicslab.georgetown.edu>" %}

## Korean - KAIEA

{% embed url="<https://kaiea.org/>" %}