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It proposes education as a means to support healthy use, reduce negative effects, and promote healthy coexistence through decision-making theory, self-awareness, academic honesty, and impulse-control training for technology addiction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University of Pennsylvania, United States  \nSimeon Ananou  \nSalisbury University, United States  \nAbstract  \nEven though technology has brought great benefits to current society, there are also indications that the manner in which people use technology has undermined their humanity in some respects. In this article the authors frame human nature in terms of four dimensions: cognition, social interaction, emotion, and ethics. We argue that while basic human nature remains constant, the four dimensions are molded to some extent by interaction with our environment, particularly through the use of technology. As a powerful factor, we need to use technology in a way that human cognition, social interaction, emotion, and ethics are supported and not seriously disturbed by digital devices. Education can be a means of helping learners use technology in a positive way, minimizing its negative potential. This paper shows how people’s choice and level of interaction with technology can allow them to live in harmony with technology. It also points to possible directions to teach healthy coexistence with technology. The suggestions include applying decision-making theory, increasing selfawareness, teaching academic honesty, and responding to problems with technology addiction through impulse control training and other programs.  \nKeywords: Digital age; Humanity; Cognition; Social interaction; Ethics; Digital citizenship  \nIntroduction  \nE-book sales are booming. Young people can download e-books to kindle, iPad, or a phone and read them on the go, and the convenience makes e-books popular (Springen, 2012) . Family and friends can catch up with inexpensive means of communication such as Skype, text message, and social media. There is no doubt that technology has become a big part of our lives. For example, the average time that North American children use technology for non-school related purpose is 8 hours per day (Rowan, 2010) . It is not only the children of the United States that rely heavily on electronic devices: dependency on the Internet is a worldwide epidemic (Jiang & Leung, 2012; Young, 2011; Young, Yue, & Ying, 2011) .  \nNaturally, a question arises: are we forming technology or is it forming us? Deragon (2011) examined the ways that technology influences humanity by addressing cognitive, social, and emotional implications. Those who spend long time on the Internet tend to be preoccupied with  \nthoughts of online activities when they are offline (Caplan & High, 2006) . Technology “addicts”have difficulty limiting an online activity even when it interferes with work, study, financial wellbeing, or social functions (Turel, Serenko, & Bontis, 2011; Turel, Serenko, & Giles, 2011) .  \nThe correlation found in those studies, however, may not imply a causation. Buckner, Castille, and Sheets (2012) argue that those who tend to procrastinate and underperform at work may drive themselves to excessive Internet use and text messaging in order to cope with stress. In addition, those who have anxiety about face-to-face social interaction prefer online interaction because they feel that they are in better control of the exchange (Caplan, 2007) .  \nWhile some perceive technology as the cause of the problem, others believe that technology only shows the problematic dispositions that people already possess. Some people allow technology to interfere with their lives, while others know when to turn a device off and get back to our social, family, academic, or economic activities. Some individuals take offense when witnessing a person checking Facebook or text messaging at the dinner table; others do not view such behavior as abnormal. In other words, not all respond to the technology environment in the same way.  \nRosen (2012) suggests that those who are addicted to social networking may have a predisposition to be narcissistic, an","cbCairLCWsH7xlZ2","https://ap.wps.com/l/cbCairLCWsH7xlZ2","pdf",653372,18,"English","# Abstract\n# Introduction\n## Technology’s growing presence and dependency\n## Are we forming technology or is it forming us?\n## Correlation vs causation in technology use\n## Different responses to technology environments\n## Predispositions, addiction, and self-regulation","[{\"question\":\"How does the article define humanity in the digital age?\",\"answer\":\"It frames humanity through four dimensions: cognition, social interaction, emotion, and ethics, and examines how these are influenced by technology use.\"},{\"question\":\"What role does education play according to the authors?\",\"answer\":\"Education helps learners use technology positively, minimizes negative potential, and teaches healthy coexistence with digital tools.\"},{\"question\":\"What approaches are suggested to address technology addiction and unhealthy use?\",\"answer\":\"The paper suggests applying decision-making theory, increasing self-awareness, teaching academic honesty, and responding to addiction through impulse control training and other programs.\"}]","Humanity in the Digital Age - Cognitive, Social, Emotional, and Ethical Implications | PDF",1792089381,45]