Augustana College, Illinois: Augustana Digital Commons

Vann, Natepy

Reflection paper: What We Make Together: Art, Adolescence, and Collaborative Research in Action

A brief summary & reflection of a Symposium Day presentation (from a public health perspective)

Longo, Souraha

Symposium Day Reflection Paper - Burnout in Medicine: Understanding the Student & Resident Experience

A brief summary & reflection of the Netflix Drama Adolescence (from a Public Health perspective)

Reflection on ‘Adolescence’ and Mental Health

It is a summary of a Netflix\u27s series about British psychological crime thriller

Youth Violence, Cyberbullying, and Mental health among Adolescence: A Public Health Analysis of Netflix’s “Adolescence”

Fluker, Walter Earl

Wake Up Running! : A Call to Ethical Leaders in Quest of Democratic Space

English

Full issue

The usage of AI is problematic for the history of many races. Without any regulations what is stopping many from creating false history and potraying it as true. With an increase usage of AI from students they will be exposed to these false stories. Will the culture and heritage of the races affect be shifted and forgotten

Corona, David

Augustana College 
Augustana Digital Commons 
Augustana Center for the Study of Ethics Essay 
Contest Prizewinners 
Spring 2025 
AI Ethics: Education 
David Corona 
Augustana College, Rock Island Illinois 
Follow this and additional works at: https://digitalcommons.augustana.edu/ethicscontest 
Augustana Digital Commons Citation 
Corona, David. "AI Ethics: Education" (2025). Augustana Center for the Study of Ethics Essay Contest. 
https://digitalcommons.augustana.edu/ethicscontest/34 
This Student Paper is brought to you for free and open access by the Prizewinners at Augustana Digital Commons. 
It has been accepted for inclusion in Augustana Center for the Study of Ethics Essay Contest by an authorized 
administrator of Augustana Digital Commons. For more information, please contact 
digitalcommons@augustana.edu. 
David Corona  
Dr.Wolff 
Christian Ethics 
25, October,  2024 
 
AI Ethics: Education  
 
 Will all of the stories from Indigenous and African slaves be a “myth” of the past if AI is 
restricted by its creator? Does the power of knowledge make the creator lean toward a bias?   
How does AI’s epistemology change history if the information is accessed to is false? Debunking 
historical myths will be harder than ever if everyone believes what AI is portraying without 
fact-checking.  It will belittle many groups of people, making them appear less human if it’s 
willing to change their history any way the creator of the AI wants it to be. An AI program 
shouldn’t be able to tell us the history of these groups if misinformation or incorrect information 
is high, making these groups lose their Heritage and question important documents they have 
written as their history. These AI creators need someone from these groups to fact-check the 
information that can change their ancestors' lives.    
  Looking forward, if this information is left unchecked, the knowledge of African 
American slaves and Indigenous people would be left behind and unheard. Making the 
information they have postmodernism, something of the past, and looking toward modernism 
with many sources of information saying the opposite. How does this modernity change our 
social view of these groups? I will use Emilie M. Townes’ book Womanist Theological Ethics to 
 
 
2 
explain the power of knowledge associated with the theory of evil. I’ll also be using the 
documentary Coded Bias by 7th Empire Media to inform you that the process has now started 
and that AI has already been proven to be racially biased.  
 The power of knowledge and creation is a beautiful trait that God has given us. We can 
use it to create technology to simplify life, research a topic if an issue needs to be resolved, and 
how we want to present ourselves to our people. God used creation in Genesis 2 to create a 
human from the dust of the earth and his breath, deeply connecting us to creation. (Cannon, 
Townes, and Sims October 27, 2011, 66)  God gave us the power of creation through 1
unconditioned love and his goodness for us.  If God is given to do all good, then creation 
shouldn’t be bad. That’s until you factor in the power of knowledge: the idea of information, 
facts, and skills through experiences.  
The other being with more knowledge than us was God, who has Infinite knowledge. We 
humans had to become like him to know more and create better. The only way to achieve more 
knowledge was to disobey God, and that arrogance is what led us to fall into sin. In Womanist 
Theological Ethics it states  “According to Genesis 3, the desire among human beings to be like 
gods, possessing the knowledge of good and evil, leads to discord in God’s creation.” (Cannon, 
Townes, and Sims October 27, 2011, 66)  The desire to be a God was pure arrogance, and when 2
we gained knowledge from the Tree of Good and Evil it was what corrupted all of creation.  
According to Emilie M. Townes, “We see this happening worldwide with the encroachment of 
industry and technology employed unwisely against, rather than in cooperation with, the land.” 
(Cannon, Townes, and Sims October 27, 2011, 66)   Oil drills, exploitation, how we create 3
3 Ibid 66 
2 Ibid 66 
1 Cannon, Townes, and Sims. (Louisville, Kentucky, October 27, 2011) 66 
 
3 
phones, our people, and now the creation of Artificial Intelligence is what is causing harm to the 
land. The reason I put Artificial Intelligence and Exploitation is because we come from the land 
and even in death we return to the dust that created us. Now, it’s good to have knowledge and 
creation. It’s when you use knowledge and creation for evil with a bias by presenting the 
information you want to be heard or shown. This is the problem when creating artificial 
intelligence and releasing it with information that you want to show.  
Artificial Intelligence, or AI, is programmed math based on imitating human learning. 
Each AI is different based on how much information is in the databases where it gets its 
information or how much its programmer wants it to know. These databases are based on data 
from the past and the AI makes an algorithm to answer questions. There are ethical issues when 
it comes to this, could the creator’s bias of knowledge affect what is entered into the AI’s 
database? Although there is no solid answer, we must agree that biases when creating AI are 
present no matter what. Coded biases quote, “But the problem is that everybody has unconscious 
biases And people embed their own biases into technology.” (KANTAYYA 2020)  We don’t 4
even know we have unconscious biases in making decisions and creating software that can affect 
history as we know it. This puts history in jeopardy if the creator doesn’t want that information 
to be entered into the database of AI.  
Look at the big companies that are funding the advancement of AI, they are all big tech 
companies that have big storage of data in their database. (KANTAYYA 2020)  These tech 5
companies hire a majority demographic of white men to create or improve their AI. With Biases 
from these white men not being checked, we come out with AI having serious issues with 
5 Ibid “Coded Bias”  
4 KANTAYYA, SHALINI “Coded Bias”( United States, 2020).  
 
4 
different groups. Since the creators are majority white men that benefits them the most you have 
to start asking the questions about data it gathering for other races besides white history.  
AI could technically gather data that is false or forged from white agenda-written sites 
slandering minority races while identifying as different or less than humans. If it starts to think 
the white race is the best it would have no problem objectifying them. In the opening scene from 
Coded Bias where Joy Buolamwini, who is a Black Canadian-American uses an AI face filter, 
however, there is one issue, the AI couldn’t detect her face. This would have been normal if the 
AI was just malfunctioning but when she put on a white mask, her face face was detected. This 
was shocking as you assume that racism is fading away in this age but we will always find ways 
to fall back into it. This goes beyond a face filter, it's a stepping stone toward having racism in 
technology. Coded Bias states, “ Humans are creating themselves in their image and likeness, 
quite literally. Racism is becoming Mechanized, robotized.” (KANTAYYA 2020)  If the AI was 6
supposed to detect any human face she said it would, but the AI didn’t detect her face until the 
white mask was put on, it’s clear that the AI didn’t see her as a human and objectified her like 
that. AI is racially biased when it comes to face filters, what can be said about the history of 
these groups if the data is based on the past?  
History is what brings everyone knowledge of their ancestors, culture, and religion. It 
brings a connection between them and others, especially black slaves and Indigenous people 
when we robbed them of their land and freedom for our benefit. These stories and heritage hold 
value to them, some have the same values their ancestors did. The tragedy is that these stories are 
now at risk of being forgotten and rewritten by someone not in their culture. The New York 
6 KANTAYYA, SHALINI “Coded Bias”( United States, 2020) 
 
5 
Times states “History can be a powerful tool for manipulation and malfeasance. The same 
generative AI that can fake current events can also fake past ones.” (Shapiro and Mattmann 
2024)  The progress that was made throughout history for these minority groups, such as the 7
civil rights movement, the reconstruction era, Jim Crow, the Underground Railroad, 
displacement, environmental challenges, and loss of culture could be rolled back or erased 
because of AI. If we are willing to change their history, it sends a message of us belittling them 
and their history is worthless. Since their history is worthless, they want to change it with a 
biased narrative they wish to implement or teach in schools. Although politics have been trying 
to get involved to restrict these AI uses for bias, not even politicians are good in history.  
Political power is scary. No one can stop politicians from forging or telling the truth when 
making or verifying documents. They can watermark intangible documents, which can lead to 
differences in the stories these smaller groups tell. As far as we know, history has already been 
changed.  The New York Times states, “There are many examples of how economic and political 
powers manipulated the historical record to their own ends. False documents are a key part of 
many efforts to rewrite the historical record.”  (Shapiro and Mattmann 2024) They all have one 8
agenda when it comes to rewriting history they change it so that it benefits them and makes them 
appear as a great leader. As this is happening it becomes harder to debunk or argue with the 
myths.  
Teachers trying to teach this history will have a tough time as everything will be changed 
based on the curriculum with data on the internet. As more courses turn to online data sources for 
8 Ibid.  
7 Shapiro, Jacob N., and Chris Mattmann. “A.I. Is Coming for the Past, Too.” (United 
States, 2024)  
 
6 
learning this shift is prominent where false history will take over. You can say that well if the 
students know what sites to use to get the correct. As they turn to more online courses students 
report more usage of AI The Harvard Graduate School of Education quotes, “In the report’s 
quantitative study, half (51%) of young people ages 14–22 reported using generative AI at some 
point, but only 4% claimed to be daily users.”  If the AI is filled with fake history it will become 9
more to debunk and not teach it. Considering more than 50% of the student body is using AI to 
get this information.  All the stories will be lost in history and will be told by the people and not 
technology. As time moves forward, history will be retold with a renewal that rejects the truth 
and discriminates against smaller groups.  
This isn’t far from what the future holds for us, President-elect Donald Trump wants to 
get rid of the Department of Education, and when asked in an Interview about cities teaching 
with a liberal narrative of the history of slavery and Indigenous culture. His response was to not 
fund those schools in the cities where the narrative doesn’t match his narrative. This is going to 
create a new norm for every school as most history that is going to be learned is going to be 
rather false or picked for a narrative that will also discriminate against people. The fake history 
will now become an absolute truth and will be hard to counter. All the oppression dealt to them 
will be forgotten or rewritten. 
Minority and Indigenous groups' history is at risk in a new age where technology is 
taking over. Data going unchecked in AI databases will rewrite history with false information 
and fake watermark documents. With an increase in AI usage, students are going to believe what 
9 Nagelhout, Ryan. “Students Are Using AI Already. Here's What They Think Adults 
Should Know.” (Harvard Graduate School of Education. 2024) 
 
7 
they see.  Teachers will be forced to teach fake history courses that fit the narrative of people in 
power. The system is broken until we find a way to restrict biases in AI.  
 
 
            
  (Nagelhout 2024) 
Nagelhout, Ryan. 2024. “Students Are Using AI Already. Here's What They Think Adults 
Should Know.” Harvard Graduate School of Education. 
https://www.gse.harvard.edu/ideas/usable-knowledge/24/09/students-are-using-a
i-already-heres-what-they-think-adults-should-know. (Nagelhout 2024) 
(Shapiro and Mattmann 2024) 
Shapiro, Jacob N., and Chris Mattmann. 2024. “A.I. Is Coming for the Past, Too.” The 
New York Times. 
https://www.nytimes.com/2024/01/28/opinion/ai-history-deepfake-watermark.html. 
 
(Cannon, Townes, and Sims October 27, 2011, #) 
 Cannon, Katie G., Emilies M. Townes, and Angela D. Sims, eds. October 27, 2011. Womanist 
Theological Ethics. Louisville, Kentucky: n.p. (Cannon, Townes, and Sims October 27, 2011, #) 
 
(7th Empirical Media 2020)  
 
8 
7th Empirical Media . 2020. “Coded Bias .” Netflix. 
https://www.netflix.com/watch/81328723?trackId=255824129&tctx=0%2C0%2Ca5bb4c6
6-39ea-466d-8022-4a9bfd14eb47-136685920%2Ca5bb4c66-39ea-466d-8022-4a9bfd14eb
47-136685920%7C2%2Cunknown%2C%2C%2CtitlesResults%2C81328723%2CVideo%
3A81328723%2CminiDpPlayButton. 
 
 
 
 
 


AI Ethics: Education

Pribbenow, Paul

What is Required of You?: Higher Education Leadership in a Moral Key

Intersections 
Volume 2025 Number 61 Article 6 
2025 
Scriptures That Inspire Work for Diversity, Equity, Inclusion, and 
Justice 
Follow this and additional works at: https://digitalcommons.augustana.edu/intersections 
 Part of the Higher Education Commons, and the Religion Commons 
Augustana Digital Commons Citation 
(2025) "Scriptures That Inspire Work for Diversity, Equity, Inclusion, and Justice," Intersections: Vol. 2025: 
No. 61, Article 6. 
Available at: https://digitalcommons.augustana.edu/intersections/vol2025/iss61/6 
This Article is brought to you for free and open access by Augustana Digital Commons. It has been accepted for 
inclusion in Intersections by an authorized editor of Augustana Digital Commons. For more information, please 
contact digitalcommons@augustana.edu. 
11
Diversity is intentionally woven into 
creation and is good for human 
community
Genesis 1:27: “So God created humankind in God’s own 
image, in the image of God humans were created.”
This verse speaks to the inherent diversity in humanity, 
created intentionally by God. Each person reflects the 
image of God, and this diversity of gender, culture, and 
identity is a reflection of the Creator's design.
1 Corinthians 12:12-14: “For just as the body is one and has 
many members, and all the members of the body, though 
many, are one body, so it is with Christ... For the body does 
not consist of one member but of many.” See also Romans 12
Paul’s analogy of the body highlights that diversity within a 
community is a source of strength, not division. Just as the 
human body is composed of different parts, all with unique 
roles, a community is stronger when it values the diverse 
contributions of its members.
Galatians 3:28: “There is neither Jew nor Gentile, neither 
slave nor free, nor is there male and female, for you are all 
one in Christ Jesus.”
This verse emphasizes the spiritual equality of all people. 
Though human beings come from different backgrounds, in 
Christ, all are equally valued and welcomed. This connects 
to creating inclusive spaces that honor the inherent worth 
of every individual.
Equity manifests in concern for the 
specific needs of our communities
Proverbs 31:8-9: “Speak up for those who cannot speak 
for themselves, for the rights of all who are destitute. 
Speak up and judge fairly; defend the rights of the poor 
and needy.”
This passage reflects the call to stand up for marginalized 
individuals and advocate for equity. It encourages identi-
fying and addressing disparities, particularly for those who 
are unable to advocate for themselves, in line with equity’s 
goal of eliminating structural barriers.
Isaiah 1:17: “Learn to do right; seek justice. Defend the 
oppressed. Take up the cause of the fatherless; plead the 
case of the widow.”
Isaiah calls for actively seeking justice and supporting 
those who are marginalized or oppressed. This parallels 
equity’s focus on recognizing and addressing the systemic 
barriers that prevent full participation for historically under-
represented groups.
2 Corinthians 8:13-14: “Our desire is not that others might 
be relieved while you are hard pressed, but that there 
might be equality. At the present time, your plenty will 
supply what they need, so that in turn their plenty will 
supply what you need.”
Paul emphasizes the concept of giving based on need, 
which aligns with equity’s goal of providing targeted 
support to individuals and communities according to their 
circumstances. It reflects the idea of sharing resources so 
that all can thrive.
Scriptures That Inspire Work for 
Diversity, Equity, Inclusion, and Justice 
In this prolonged moment of unsettling for higher education, our work at NECU has been inspired and fortified by sacred 
texts that have formed us and continue to shape and sustain us. Below is a short list of biblical verses with which we 
intentionally worked in shaping So That All May Belong: Lutheran Roots for Diversity, Equity, Inclusion, and Justice. 
Undeniably, this is not a comprehensive list. Importantly, it may not yet include the sacred texts, poetry, or teaching  
that inspires you. Let us know what grounds and sustains you. We welcome conversation, and we are eager to publish 
more sources of inspiration and grounding from our colleagues in NECU.
12     Intersections | Spring 2025
Inclusion is a practice of making room 
for each and for all to belong
James 2:1-4: “My brothers and sisters, believers in our 
glorious Lord Jesus Christ must not show favoritism... Have 
you not discriminated among yourselves and become 
judges with evil thoughts?”
James challenges the community to confront favoritism 
and discrimination, which aligns with the call to challenge 
bias and work for equity and inclusion. It encourages 
treating all people with dignity.
Ephesians 4:2-3: “Be completely humble and gentle; be 
patient, bearing with one another in love. Make every effort 
to keep the unity of the Spirit through the bond of peace.”
This passage calls for humility, patience, and love in 
community interactions, which is essential for fostering 
open, respectful dialogue. It encourages understanding 
and unity, even in the presence of differing perspectives 
and experiences.
Acts 4:34-35: “There were no needy persons among 
them. For from time to time those who owned land or 
houses sold them, brought the money from the sales and 
put it at the apostles’ feet, and it was distributed to anyone 
who had need.”
This early Christian community demonstrates the practice 
of inclusive distribution of resources, ensuring that every-
one’s needs are met. This models equity by recognizing 
that different individuals may require different levels of 
support in order to thrive.
Justice seeks flourishing and proceeds 
with mercy and compassion
Micah 6:8: “He has shown you, O mortal, what is good. 
And what does the Lord require of you? To act justly and to 
love mercy and to walk humbly with your God.”
This foundational verse ties together the concepts of justice, 
mercy, and humility—key components of equity. It calls for 
an active commitment to justice, which includes addressing 
systemic barriers and ensuring fairness for all people.
Proverbs 31:8-9: “Speak up for those who cannot speak 
for themselves, for the rights of all who are destitute. 
Speak up and judge fairly; defend the rights of the poor 
and needy.”
This proverb calls for advocating for those who are unable 
to advocate for themselves, a direct parallel to the justice 
work of dismantling barriers and advocating for fairness 
within Lutheran higher education.
Luke 4:18-19: “The Spirit of the Lord is on me, because 
he has anointed me to proclaim good news to the poor. 
He has sent me to proclaim freedom for the prisoners and 
recovery of sight for the blind, to set the oppressed free, to 
proclaim the year of the Lord’s favor.”
Jesus’ mission to bring good news to the poor and to set 
the oppressed free speaks directly to the idea of justice as 
creating conditions where all people, especially those in 
marginalized communities, can flourish. This verse aligns 
with the Lutheran focus on creating equitable, inclusive, 
and just opportunities for all.


Augustana College

Not a member yet

Reflection paper: What We Make Together: Art, Adolescence, and Collaborative Research in Action

Symposium Day Reflection Paper - Burnout in Medicine: Understanding the Student & Resident Experience

Reflection on ‘Adolescence’ and Mental Health

Youth Violence, Cyberbullying, and Mental health among Adolescence: A Public Health Analysis of Netflix’s “Adolescence”

Wake Up Running! : A Call to Ethical Leaders in Quest of Democratic Space

Full issue

AI Ethics: Education

What is Required of You?: Higher Education Leadership in a Moral Key

Scriptures That Inspire Work for Diversity, Equity, Inclusion, and Justice

Vocation at Full Stretch: Reflections on Follow Your Bliss and Other Lies about Calling and its Use among College Students

3,551

5,576