@article{61410,
  abstract     = {{Purpose: The purpose of this study is to identify, analyze, and explain the implications that could
arise for service settings if AI systems develop, or are perceived to develop, consciousness – the
ability to acknowledge their own existence and the capacity for positive or negative experiences.

Design/methodology/approach: This study proposes and explores four hypothetical scenarios in
which conscious AI in service could manifest. We contextualize our resulting typology in the
health service context and integrate extant literature on technology-enabled service, AI
consciousness, and AI ethics into the narrative.

Findings: This study provides a unique theoretical contribution to service research in the form of
a Type IV theory. It enables future service researchers to apprehend, explain, and predict how
functionally conscious AI in service might unfold.

Originality: An increasingly prolific public discourse acknowledges that conscious AI systems
may emerge. Against this backdrop, this study aims to systematically explore a question that is
perhaps the most critical and timely, but also inherently speculative, in relation to AI in service
research by introducing much-needed theory and terminology.

Practical implications: The ethical use of conscious AI in service could emerge as a distinct
competitive advantage in the future. Achieving this outcome involves speculative yet actionable
recommendations that include training, guiding, and controlling how humans engage with such
systems, developing appropriate wellbeing protocols for functionally conscious AI systems, and
establishing AI rights and governance frameworks.}},
  author       = {{Breidbach, Christoph and Lars-Erik, Casper Ferm and Maglio, Paul and Beverungen, Daniel and Wirtz, Jochen and Twigg, Alex}},
  journal      = {{Journal of Service Management}},
  keywords     = {{AI, AI consciousness, AI ethics, service systems}},
  number       = {{4}},
  pages        = {{597--621}},
  publisher    = {{Emerald}},
  title        = {{{Conscious Artificial Intelligence in Service}}},
  doi          = {{10.1108/JOSM-12-2024-0536}},
  volume       = {{37}},
  year         = {{2026}},
}

@inproceedings{49128,
  abstract     = {{Im Projekt „UAV-Rescue: UAV-getragene Sensorik zur KI-basierten Unterstützung von Rettungsmissionen“ wird an einem unbemannt fliegenden System geforscht, das in schwer zugänglichen Räumen bei der Rettungspriorisierung hilft, indem es den Einsatzkräften eine Visualisierung des Raumes mit darin lokalisierten Lebenszeichen zur Verfügung stellt. Diese neue Technologie wirft verschiedene ethische Fragestellungen auf, die unter anderem die Nutzung von Künstlicher Intelligenz zur Lebenszeichendetektion und die Einbettung der neuen Technologie in die Einsatzpraxis betreffen. Die ethische Begleitforschung des Projekts adressiert diese Fragestellungen in einem interdisziplinären und iterativen Diskurs mit Technikpartnern und Endanwendern. Einige dieser Fragestellungen werden hier vor dem Hintergrund der eingesetzten KI-Methoden und der bestehenden Einsatzpraxis beim THW vorgestellt.}},
  author       = {{Philippi, Martina and Heusinger-Heß, Victoria and Ari, Meral and Krüger, Emily}},
  booktitle    = {{Mensch und Computer 2022 - Workshopband}},
  editor       = {{Marky, K. and Grünefeld, U. and Kosch, T.}},
  keywords     = {{rescue robotics, interdisciplinarity, artifical intelligence, ethics}},
  location     = {{Darmstadt}},
  title        = {{{KI im Einsatz. Interdisziplinäre Herausforderungen im Projekt UAV-Rescue}}},
  doi          = {{10.18420/muc2022-mci-ws10-332}},
  year         = {{2022}},
}

@inbook{34707,
  abstract     = {{Of the many outstanding female philosophers of the European Enlightenment, Emilie Du Châtelet excelled as a physicist, a philosopher, and a mathematician, as well as a Bible critic. She was famous in her lifetime and was not completely forgotten thereafter. Among her admirers, correspondents and friends were the most acknowledged scholars of her time, including Voltaire, Clairault, Maupertuis, Diderot, Helvetius, La Mettrie, Buffon, Christian Wolff, Leonard Euler, and Johann II Bernoulli. Her philosophical work enjoyed high reputation and her opus magnum, the Institutions physiques, was translated into Italian and German and proved her to be an intellectual of European stature. Its defense of living forces and its implied forecast into dynamics as well as her methodological grounding of scientific knowledge as hypothetical, impacted philosophy and science. Reality must by nature escape us. What we perceive are phenomena. Du Châtelet explains the function of space and time to trace us back to the origin of phenomena. Her influence on Kant is evident. Next to her writings in physics, mathematics, philosophy, language, and logic, she contributed to morality and ethics. Du Châtelet left an opus of quite systematic breadth. This impressive publishing activity excels in the amount of its scientific and philosophical production to which a vast collection of manuscripts must be added.She argued against prejudice and idolatry in philosophy and science. Science is a cooperative undertaking over history and beyond nations. Her moral writings align with ideas of the French materialists. Du Châtelet translated and commented on Newton’s Principia, preparing thus the fertile soil of the generation of physicists to come in France.}},
  author       = {{Hagengruber, Ruth}},
  booktitle    = {{Encyclopedia of Early Modern Philosophy and the Sciences}},
  isbn         = {{9783319207919}},
  keywords     = {{aura Bassi Luise Gottsched Immanuel Kant Dourtous de Mairan Johann II Bernoulli Algarotti Buffon d’Alembert La Mettrie Principle of contradiction Hypotheses Enlightenment Leibniz-Clarke Correspondence Living forces Dead forces, happiness Space Imaginary beings Monads Epicurus Ethics Women philosophers Newton’s laws Principia Motion inertia Active force Vis viva Vis mortua Hypothetic reasoning Hypotheses, a priori principles, Experience, Dead forces, Living forces, Energy Dynamics}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Du Châtelet, Émilie (1706–1749)}}},
  doi          = {{10.1007/978-3-319-20791-9_410-1}},
  year         = {{2021}},
}

@article{24458,
  abstract     = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening
the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}},
  author       = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  keywords     = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2020}},
}

@inproceedings{15332,
  abstract     = {{Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes.
They range from effects on the individual and society to new societal and social issues. The question arises
as to how students can learn the basic functioning of AI systems, what areas of life and society are affected
by these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all
school types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with
the support of the Federal Ministry of Education and Research. The material deals with the following aspects
of AI: Discussing everyday experiences with AI, how does machine learning work, historical development
of AI concepts, difference between man and machine, future distribution of roles between man and machine,
in which AI world do we want to live and how much AI would we like to have in our lives. Through an
accompanying evaluation, high quality of the technical content and didactic preparation is achieved in order
to guarantee the long-term applicability in the teaching context in the different age groups and school types.
In this paper, we describe the current state of the material development, the challenges arising, and the results
of tests with different classes to date. We also present first ideas for evaluating the results.}},
  author       = {{Schlichtig, Michael and Opel, Simone Anna and Budde, Lea and Schulte, Carsten}},
  booktitle    = {{ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings}},
  editor       = {{Jasutė, Eglė and Pozdniakov, Sergei}},
  isbn         = {{978-9925-553-27-3}},
  keywords     = {{Artificial Intelligence, Machine Learning, Teaching Material, Societal Aspects, Ethics. Social Aspects, Science Year, Simulation Game}},
  location     = {{Lanarca}},
  pages        = {{65 -- 73}},
  title        = {{{Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material}}},
  volume       = {{12}},
  year         = {{2019}},
}