Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
IN SEARCH OF TEACHING COMPUTER ETHICS TO
CURB SOFTWARE PIRACY
Mohana Muniandy
INTI International University, Malaysia (mohana.muniandy@newinti.edu.my)
ABSTRACT
The purpose of this paper is to examine the literature on computer ethics and the need for ethics curriculum for
Computer Science students to prevent software piracy. Two questions are addressed concerning the trainability
of computer ethics; i) What makes people break ethical standards by using or making pirated software? ii) How
can ICT Ethics be supported through education to prevent software piracy? These questions, once answered,
will help formulate the essence in which computer ethics should be taught. This paper was written with critical
hermeneutics as the methodology.
KEY WORDS
Software piracy, ethics, computer ethics, IT ethics, teaching, computer crime
INTRODUCTION
The more advanced technology gets, the more problems we seem to face. Some computer
related acts are clearly wrong and are punishable by law. However, there are some ethical
problems that are not so clearly defined or dealt with. In this paper, ethical problems in ICT
are discussed with students’ behaviour in general, and software piracy in specific. Apart from
plagiarism and hacking, the effects of students using or making pirated software are of
concern to most educators, because of the repercussions this brings. The act of using pirated
software is, unfortunately, often viewed by students as acceptable. It is therefore important to
make sure that students are taught of the ethical implications of software piracy. Before
looking at the different reasons for software piracy, this article will address the methodology
used in the next section.
METHODOLOGY
Hermeneutical methodology
According to Bleicher (1983, p.1), hermeneutics is the theory or philosophy of the
interpretation of meaning. He states that the problem with hermeneutics is with how to
interpret others’ ideas and writings precisely on the basis of one’s own system of values and
meanings. Focusing on this problem is essential in hermeneutical approach which is used as a
methodology for human sciences. Bleicher quotes Betti’s analysis of re-experiencing or rethinking what an author had originally felt or thought, to understand the process of
understanding in general. In other words, this theory explains how to translate a complex
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
meaning that was created by someone and understanding it ourselves in our own way.
(Bleicher, 1983, p.1). Bleicher (1983) states that the task of hermeneutics is to avoid
misunderstandings. In hermeneutic philosophy, he says that an interpreter already has a preunderstanding of the object that the interpreter wants to approach. Therefore, he states that an
interpreter is unable to start with a neutral mind. (p. 2).
Bleicher (1983) explains that hermeneutical circle is an essential concept in data
interpretation. It means that the subject (interpreter) changes after becoming aware of new
possibilities of existences and responsibilities of his own future after coming in contact with
the object (text). There is communication between object and subject in the form of a
dialogue. (p. 3). This has been true for this paper. After the hermeneutical circle, the author
has identified new ideas of approaching the teaching of ethics to ICT students, which is
presented in the later part of this paper.
Reliability and validity
In qualitative research, the term reliability is used to determine the reliability of the data,
analysis and interpretation of the data. In terms of determining the reliability of interpretation
in this paper, the author has made the research transparent, i.e. it is possible for the reader to
follow and criticise the author’s argument and conclusion. Lincoln and Guba (1985, cited in
Schwandt, 2007, p.19) suggest that to show transferability, “thick descriptive data is required
so that judgements about the degree of fit or similarity may be made by others who may wish
to apply all or part of the findings elsewhere”.
Lincoln and Guba (1985, cited in Schwandt, 2007, p.18) also state that credibility can be seen
as analogous to internal validity. Therefore, in terms of credibility of the research, the author
has shown how she arrived at her interpretations via arguments and agreements to the many
articles she referred to. The author believes credibility of this paper can be shown in terms of
the many different sources that were referred to as well as the different authors referred to
and the different times the referred articles were published.
ETHICAL CHALLENGES IN ICT
Agarwal and Garcia (2006) have stated that the law and ethics sometimes have different
views (p. 89). This could be due to the fact that laws are often behind their time and cannot
keep up with the speed of technological advances. Therefore, laws may be used for unethical
purposes. However, both laws and ethics are meant to protect people and safeguard good life.
Unfortunately, whether this is the real situation is another matter. Often power and different
interests come into the picture. So, we may actually have laws that are unethical. However,
why do students behave unethically by using pirated software? The next section will try to
address this question.
Unethical Behaviours
There are many theories proposed by researchers to explain why people would behave in
unethical manners. Buckley et al. had presented five such theories that explain why students
cheat in their exam. In this section, three of their theories will be explained in regards to why
computer science students may want to use pirated software.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
(1) Deterrence Theory: This theory holds that unethical behaviour is discouraged in
direct proportion to the perceived probability of getting caught (Buckley et al.). This
is true when it comes to computer science students as well. Most computer science
students would only use pirated software if they believe that they will not get into
trouble for it.
(2) Rational Choice Theory: This was proposed by economics and so is explained as a
cost / benefit function. In other words, a person who thinks about an unethical conduct
evaluates the situation to see the positive and negative aspects of that decision
(Buckley et al.). Again, this is holds true for computer science students wanting to get
hold of pirated software. Students will use pirated software if they believe that they
will not get caught, and if they feel the pirated software will enable them to complete
their assignments. Also, it is definitely cheaper to use pirated software than to buy the
original software.
(3) Everybody Else Does It Theory: Buckley et al. explained this theory using the
attribution theory by Wiese and Buckley (1997). It is said that if unethical
behaviour is perceived as a common trend, some people would engage in unethical
behaviour just to “keep up” (Buckley et al.). For computer science students, this
theory can be used to explain why when one student uses software piracy, others
would be inclined to follow, even if they know it to be wrong.
These theories shown above, may be useful in explaining why students behave unethically,
however, this article will not go into this much further. Instead, we will briefly look at an
ethical research done by a Finnish Professor, Vartiainen.
Ethical research by Vartiainen
According to Vartiainen (1999), many Finnish computer science students had different views
on ethical issues in computing. In his research, he gave several scenarios that students were
asked to identify as acceptable, questionable or unacceptable. Through his questions,
Vartiainen discovered that students’ attitude towards illegal actions was different from
professionals’ viewed illegal actions. There were also differences between gender as men
were more prone to be dishonest (Vartiainen, 1999, pp. 6-9). Vartiainen discovered eight
issues, shown in table 1, in which professionals and students did not have homogenous
attitudes. He stressed that those eight ethical issues are the ones that needs to be included in
the content for teaching computer ethics to students. (Vartiainen, 1999, p. 10).
Table 1. Ethical Issues proposed by Vartiainen (Vartiainen, 1999, p.10)
1
Ownership of intellectual property
5
Customer relationships
2
Use of computer resources for own
purposes
6
Accomplishment of work tasks
3
The purpose and usage of large
databases
7
Honesty
4
Acknowledging
contribution
8
Problem of collective responsibility
another
person’s
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Among the eight topics proposed by Vartiainen, the topic on ownership of intellectual
property would help students realise the importance of respecting other people's work. This is
to bring awareness especially in terms of software piracy such as online music piracy.
The topics raised by Vartiainen are aptly suitable for this day and age and will probably still
be important topics of discussion in years to come. The next section of this article addresses
the issue on how to teach ethics to computer science students to prevent crimes such as
software piracy.
SUPPORTING ETHICAL DEVELOPMENT IN EDUCATION
Moral Development
Lawrence Kohlberg had seriously looked at people developing the ability to be ethical at
certain stages or levels in life. He also studied to see if education could help this development
(Velasquez, Manuel et al.). The following shows the levels of moral development identified
by Kohlberg. Consequently, how the same levels can be used to explain ethical developments
among computer users is discussed.
Levels
I
Pre-conventional
II
Conventional
III
Post-conventional
(Chazan, Barry: p. 71)
Moral Development
Moral value resides in external, quasi-physical happenings, in bad
acts, or in quasi-physical needs rather than in persons and
standards.
Moral value resides in performing good or right roles, in
maintaining the conventional order and the expectancies of others.
Moral value resides in conformity by the self to shared or
shareable standards, rights or duties.
At the pre-conventional level the main aim is to avoid punishment. This is the level of moral
development for most children. Therefore at this level, computer users, namely children,
would be ethical to avoid getting caught. In other words, children who use computers would
follow the rules set by parents and teachers.
At the conventional level, the aim is to follow expectancies of others. Most adolescents are at
this level of moral development. At this level, computer users, who are mostly adolescents,
would be ethical or unethical to follow what is acceptable by friends or family. This includes
using pirated software, i.e. pirated game software, just to be accepted by friends.
At the post-conventional level, the moral development is at a universal point of view. At this
level, computer users would be ethical, regardless of what others do or say. We would expect
most adults at this level.
Nonetheless, this is not to say that the adolescents will not be at the post conventional level or
that adults will not be at the conventional or pre-conventional level of moral development. In
order to avoid ethical problems in computing, however, we would need computer users and
computer professionals at level III. Reaching level III, according to Kohlberg can be achieved
through education.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
“Kohlberg discovered that when his subjects took courses in ethics and
these courses challenged them to look at issues from a universal point of
view, they tended to move upward through the levels.”
(Velasquez, Manuel et al.)
The argument that is shown above is similar to the position assumed here, that we can rest
assured that computer or IT ethics can be taught.
Teaching ethics to prevent software piracy
Based on what Kohlberg had discovered among his subjects, the teaching of computer ethics
should challenge students to look at computer related issues from a universal point of view.
Staehr, L. J. had proposed five teaching methods that can be used when teaching computer
ethics. In the following section, four of the headings used by Staehr in her teaching method,
is explained in regards to curtailing software piracy.
(i) Small group discussions (Staehr, L.J.)
Small groups of students, approximately 3-4, can be given cases of illegal actions or software
piracy and given tasks to discuss:
 overview of the case
 what they would do if it had happened to them i.e. they are the
developer and their software has been pirated
 how they would prevent this type of behaviour from recurring.
This type of exercise would allow the students to reflect on what was presented to them and
allow them to learn better.
(ii) Ethical case Assignment (Staehr, L.J.)
Students can be given cases of software piracy that exists in the world. After reviewing the
cases, the students can be encouraged to reflect on why software piracy exists.
(iii) Debating (Staehr, L.J.)
Students can be asked to debate on the impact on different types of software piracy faced by
the world today, anything ranging from music piracy to game piracy. This would allow
students to think in a universal way.
(iv) Reflective Diary (Staehr, L.J.)
Students can be asked to keep a diary for each lesson that they attend in the computer ethics
class. This is meant to help with their reflective learning and question the issues brought up in
class.
What we want is for students to learn to think critically and reflectively when it comes to
software piracy. Ideally, the existing computer ethics course should be redesigned to cater to
the current needs of the world.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
DISCUSSION AND SUMMARY
Teaching computer ethics is seen as a solution to diminish computer related misconduct
among computer science students. Students need to be exposed to computer ethics in a way
that enables them to think from a universal point of view. Luckily, according to Kohlberg,
this is possible and so it gives us much hope.
There is a need to educate computer science students to think ethically, critically and
reflectively when using computers. To teach computer ethics is not an easy task, but it has to
be approached with much caution, patience and creativity.
Teaching computer ethics is seen as a solution to diminish computer related misconduct and
increase awareness about ethics in computer usage among computer science students.
Students need to be exposed to computer ethics in a way that enables them to think from a
universal point of view.
REFERENCES
Agarwal, S. & Garcia, M. (2006). What to Teach About Computer Ethics. Information
Technology Based Higher Education Training, 2006. ITHET ’06 (7th International
Conference) July 2006, Pages (86-93).
Bleicher, J. (1983). Contemporary Hermeneutics: Hermeneutics as Method, Philosophy and
Critique. Routledge & Kegan Paul.
Buckley, M. Ronald; Wiese, Danielle S and Harvey, Michael G., ‘Identifying Factors Which
May Influence Unethical Behaviour’, Teaching Business Ethics; March 1998; Volume 2,
Number 1.
Chazan, Barry: 1985, ‘Contemporary Approaches to Moral Education: Analyzing Alternative
Theories’, New York Teachers College Press
Schwandt, T. (2007). Judging interpretations: But is it rigorous? trustworthiness and
authenticity in naturalistic evaluation by Lincoln, Y. & Guba, E. New Directions for
Evaluation, Summer2007 Issue 114, Pages 11-25.
Staehr, L.J., 2002 ‘Helping computing students develop a personal ethical framework’.
Technology and Society Magazine, IEEE, Volume 21, Issue 2, Summer 2002 Page(s):13 –
20
Vartiainen, Tero, ‘Ethical Attitudes among Finnish Computer Science Students and
Computer Professionals’ Joensuu : University of Joensuu , 1999
Velasquez, Manuel; Andre, Claire; Shanks, Thomas; S.J., and Meyer, Michael J.; 1987, ‘Can
Ethics Be Taught?’, Retrieved Retrieved 26 April, 2007, from
http://www.scu.edu/ethics/practicing/decision/canethicsbetaught.html
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