A Quote by Charlie Pierce

School districts around the country, and the taxpayers that support them, have a moral right to the information the NFL might have concerning the medical aspects of the game, and to assess the risks to the students in their charge. Colleges have a moral right to that information for the same reasons.
By providing our school districts with direct access to criminal information records, we can help ensure timely and complete information on prospective school employees.
With the right information at our fingertips, we can always make better decisions. That is one of the reasons I'm working with Tom's of Maine, in particular. For decades they've provided information about ingredients, their purpose and source.
"Teachers"... treat students neither coercively nor instrumentally but as joint seekers of truth and of mutual actualization. They help students define moral values not by imposing their own moralities on them but by positing situations that pose hard moral choices and then encouraging conflict and debate. They seek to help students rise to higher stages of moral reasoning and hence to higher levels of principled judgment.
President Obama was right to ban torture, but the public must understand that this decision carries a potential cost in lost information. That's what makes it a moral choice.
I think that moral philosophy is useful for framing questions, but terrible at answering them. I think moral psychology is booming right now, and we're making a lot of progress on understanding how we actually work, what our moral nature is.
We live in an information economy. The problem is that information's usually impossible to get, at least in the right place, at the right time.
Being flooded with information doesn't mean we have the right information or that we're in touch with the right people.
By "moral discipline," I mean self-discipline based on moral standards. Moral discipline is the consistent exercise of agency to choose the right because it is right, even when it is hard. It rejects the self-absorbed life in favor of developing character worthy of respect and true greatness through Christlike service.
The great moral question of the twenty-first century is this: if all knowledge, all culture, all art, all useful information can be costlessly given to everyone at the same price that it is given to anyone; if everyone can have everything, anywhere, all the time, why is it ever moral to exclude anyone?
But whether the risks to which liberty exposes us are moral or physical our right to liberty involves the right to run them. A man who is not free to risk his neck as an aviator or his soul as a heretic is not free at all; and the right to liberty begins, not at the age of 21 years but 21 seconds.
Information is not synonymous with knowledge. Information is only data, parts of the whole. Knowledge has a moral imperative to enhance intellectual and spiritual unity.
We must renew our commitment to instilling high moral character in our students, to teaching them to treat each other with kindness, to stand up for what is right, and to respect the diversity of backgrounds and experiences that strengthen our country.
Groups are only smart when there is a balance between the information that everyone in the group shares and the information that each of the members of the group holds privately. It's the combination of all those pieces of independent information, some of them right, some of the wrong, that keeps the group wise.
Google is all about information. So the notion of using and presenting information in the right point at the right time to users is what, in essence, describes Google.
We are drowning in information, while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely.
All voting is a sort of gaming, like checkers or backgammon, with a slight moral tinge to it, a playing with right and wrong, with moral questions; and betting naturally accompanies it. The character of the voters is not staked. I cast my vote, perchance, as I think right; but I am not vitally concerned that right should prevail. I am willing to leave it to the majority.
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