The rapid advancement of technology presents humanity with unprecedented challenges, none more pressing than the ethical dilemmas posed by innovations like autonomous vehicles and virtual reality (VR). Consider the moral quandaries inherent in self-driving cars. Programmed to prioritize safety, these vehicles must make split-second decisions in life-or-death situations. Should the car prioritize the safety of its passengers, even if it means sacrificing pedestrians? The programming of such a moral compass raises profound ethical questions that extend beyond the realm of engineering and into the philosophical domain. This challenge is amplified by the immersive nature of VR. While offering incredible potential in fields like education and therapy, VR also raises concerns regarding its impact on social interaction and moral development. The line between the virtual and real worlds can blur, leading to potential desensitization to violence or the normalization of unethical behaviors observed within virtual environments. Children, particularly, are vulnerable to the potentially harmful effects of prolonged exposure to unchecked virtual realities. The lack of real-world consequences in virtual spaces can hinder the development of empathy and moral reasoning crucial for responsible citizenship. Therefore, integrating moral education into the curriculum becomes increasingly vital in this technological age. Traditional moral instruction must evolve to address the complexities of a world shaped by artificial intelligence and virtual simulations. Students must learn to navigate the ethical considerations of autonomous systems, critically evaluate the impact of VR technology, and develop a strong moral compass capable of guiding their actions in both the physical and virtual realms. This requires not only the teaching of abstract moral principles but also the development of critical thinking skills to apply these principles to the practical challenges of our increasingly technological society. The education system must become a proactive force in shaping ethically responsible citizens prepared for a future profoundly influenced by technology.
1. According to the passage, what is a major ethical concern regarding self-driving cars?
2. What is a potential negative consequence of VR mentioned in the passage?
3. What is the author's proposed solution to the ethical challenges presented by advancing technology?
4. The passage emphasizes the importance of developing which of the following skills in students?