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This paper assesses leading Japanese philosophical thought since the onset of Japan's modernity: namely, from the Meiji Restoration (1868) onwards. It argues that there are lessons of global value for AI ethics to be found from examining leading Japanese philosophers of modernity and ethics (Yukichi Fukuzawa, Nishida Kitaro, Nishi Amane, and Watsuji TetsurÅ), each of whom engaged closely with Western philosophical traditions. Turning to these philosophers allows us to advance from what are broadly individualistically and Western-oriented ethical debates regarding emergent technologies that function in relation to AI, by introducing notions of community, wholeness, sincerity, and heart. With reference to AI that pertains to profile, judge, learn, and interact with human emotion (emotional AI), this paper contends that (a) Japan itself may internally make better use of historic indigenous ethical thought, especially as it applies to question of data and relationships with technology; but also (b) that externally Western and global ethical discussion regarding emerging technologies will find valuable insights from Japan. The paper concludes by distilling from Japanese philosophers of modernity four ethical suggestions, or spices, in relation to emerging technological contexts for Japan's national AI policies and international fora, such as standards development and global AI ethics policymaking., Author(s): Andrew McStay [sup.1] Author Affiliations: (1) grid.7362.0, 0000000118820937, School of History, Law and Social Sciences, Bangor University, , Bangor, Wales, UK Introduction Focusing on Japan, this paper examines what [...]

Education Technology (EdTech) companies are deploying emotional AI to quantify social and emotional learning. Focusing on facial coding emotional AI that uses computer vision and algorithms to see, recognise, categorise and learn about facial expressions of emotion, this paper evaluates nascent usage of these technologies in education. To do this, it assesses the nature of child rights, the history and modern usage of face-based emotional AI, methodology and efficacy, and what this paper sees as a clash of private and public interests. Concern is shown to be two-fold: first is on method, especially given scope for material effects on students; second are ethical and legal concerns. While proposing a list of considerations for any implementation for these technologies in the classroom, the paper concludes that significant risks exist in deployment of these technologies in the classroom.

In this paper I seek to inquire upon audience's perceptions of creativity in online advertising--a heretofore poorly understood area. This paper initially outlines current academic understanding of creativity in online advertising, mainly derived from quantitative assessments. It then advances a qualitative methodology including diary-interviews and ethnographic online interviews across 41 participants. My starting point is a critique of the most comprehensive conceptual intervention in the area of advertising creativity--Smith and Yang's (2004) typology of "relevance" and "divergence". I assess to what extent this typology emerges from my participants' data. Two key features of relevance--contextual relevance and intrusiveness--are explored in depth, producing deeper insights into their nature as perceived by participants. (Contains 2 figures.)