Ethics & Philosophy in Education & Language

11:25-11:50

69049 | Lifelong Learning as a Key to the 21st Century: I Ching Education as an Example

Chen-Mei Li, Weixin Shengjiao College, Taiwan

Yu-Shan Yen, Weixin Shengjiao College, Taiwan

Meng-Chen Wu, Weixin Shengjiao College, Taiwan

Learning to adapt has become a vital learning capacity for everyone in the face of the problems of the twenty-first century, including rapid technology breakthroughs, an aging population, and fast industrial changes, as well as the influence of the COVID-19 post-epidemic era. The Education 2030 Framework for Action, proposed by UNESCO (2016) emphasizes the integration of life and learning and claims that the best way to respond to future changes is through continual learning and innovation. Additionally, The book I-Ching, also known as The Book of Changes in English, with "change" as its central theme, is the first Chinese classic to teach the world that"only proper adjustments can result in better survival." Therefore, this study focuses on the significance of lifelong learning based on I Ching which encompasses not only the development track of human civilization from ancient times, but also the basic learning ability and sustainable development of lifelong learning for humans today and in the future. Using I Ching University as an example, this research elaborates the essential concept of I Ching education and its connotation of lifelong learning which fully implements the UNESCO philosophy of lifelong learning. The results of this study are expected to open up cross-disciplinary academic research on the I Ching, revealing the cosmic mystery of why the I Ching has remained unshaken for thousands of years, in addition to serving as a reference for international organizations in developing lifelong learning theories and policies.

11:50-12:15

67529 | On the Identification and Suppression of Indirect Hate Speech in Online Contexts

Johan Eddebo, Uppsala University, Sweden

Mika Hietanen, Lund University, Sweden

This paper focuses the issue of identifying indirect hate speech on digital platforms. In previous studies, the authors have addressed automated flagging and suppression of hate speech in YouTube material. We found that such operations are characterized both by problems pertaining to the vagueness of the hate speech concept, as well as a problem compounding tendency of content creators towards circumventing identification and suppression efforts by mainly making use of indirect and tacit references. The indirect references chiefly function through various means of indicating levels of meaning above the immediate sentence, or the immediate signification, often by referring commonly held worldviews or ideological structures. This implies that automated suppression that relies on the flagging of keywords faces certain structural reliability issues in relation to these indirect communications, and important ethical and rightsrelated problems are also embedded here.

For this reason, this paper will explore methods for the reliable identification of indirect hate speech. We will explore two methods: speech act theory and Grice's theory of incorporated cooperativity, and ascertain whether they separately or in combination can provide a framework for the reliable identification of indirect acts of hate speech. The paper also indirectly emphasizes the importance of worldviews, and the critical analysis of faith and worldviews, in regard to addressing contemporary political issues.

12:15-12:40

68105 | Unboxing the Pandora’s Box: The Educational Journey From Personal Stories to Inclusive Co-creation

Amy Wai Sum Lee, Hong Kong Metropolitan University, Hong Kong