Hacker ethic

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Hacker ethic is a term for the moral values and philosophy that are common in hacker culture. In other words, those who possess positive hacker ethic acknowledge that sharing information and data responsibly is very beneficial and helpful.[1] Whilst the philosophy originated at the Massachusetts Institute of Technology in the 1950s–1960s, the term hacker ethic is attributed to journalist Steven Levy as described in his 1984 book titled Hackers: Heroes of the Computer Revolution. The key points within this ethic are access, freedom of information, and improvement to quality of life. While some tenets of hacker ethic were described in other texts like Computer Lib/Dream Machines (1974) by Ted Nelson, Levy appears to have been the first to document both the philosophy and the founders of the philosophy.


Levy explains that MIT housed an early IBM 704 computer inside the Electronic Accounting Machinery (EAM) room in 1959. This room became the staging grounds for early hackers, as MIT students from the Tech Model Railroad Club sneaked inside the EAM room after hours to attempt programming the 30-ton, 9-foot-tall (2.7 m) computer.

The MIT group defined a hack as a project undertaken or a product built to fulfill some constructive goal, but also with some wild pleasure taken in mere involvement.[2] The term hack arose from MIT lingo, as the word had long been used to describe college pranks that MIT students would regularly devise. However, Levy's hacker ethic also has often been quoted out of context and misunderstood to refer to hacking as in breaking into computers, and so many sources incorrectly imply that it is describing the ideals of white-hat hackers. However, what Levy is talking about does not necessarily have anything particular to do with computer security, but addresses broader issues.

The hacker ethic was described as a "new way of life, with a philosophy, an ethic and a dream". However, the elements of the hacker ethic were not openly debated and discussed; rather they were implicitly accepted and silently agreed upon.[3]

The free software movement was born in the early 1980s from followers of the hacker ethic. Its founder, Richard Stallman, is referred to by Steven Levy as "the last true hacker".[4] Modern hackers who hold true to the hacker ethics—especially the Hands-On Imperative—are usually supporters of free and open source software. This is because free and open source software allows hackers to get access to the source code used to create the software, to allow it to be improved or reused in other projects.

Richard Stallman describes:

The hacker ethic refers to the feelings of right and wrong, to the ethical ideas this community of people had—that knowledge should be shared with other people who can benefit from it, and that important resources should be utilized rather than wasted.[5]

and states more precisely that hacking (which Stallman defines as playful cleverness) and ethics are two separate issues:

Just because someone enjoys hacking does not mean he has an ethical commitment to treating other people properly. Some hackers care about ethics—I do, for instance—but that is not part of being a hacker, it is a separate trait. [...] Hacking is not primarily about an ethical issue.
[...] hacking tends to lead a significant number of hackers to think about ethical questions in a certain way. I would not want to completely deny all connection between hacking and views on ethics.[6]

The hacker ethics[edit]

As Levy summarized in the preface of Hackers, the general tenets or principles of hacker ethic include:[7]

  • Sharing
  • Openness
  • Decentralization
  • Free access to computers
  • World Improvement

In addition to those principles, Levy also described more specific hacker ethics and beliefs in chapter 2, The Hacker Ethic:[8] The ethics he described in chapter 2 are:

Access to computers—and anything which might teach you something about the way the world works—should be unlimited and total. Always yield to the Hands-On Imperative!
Levy is recounting hackers' abilities to learn and build upon pre-existing ideas and systems. He believes that access gives hackers the opportunity to take things apart, fix, or improve upon them and to learn and understand how they work. This gives them the knowledge to create new and even more interesting things.[9][10] Access aids the expansion of technology.
All information should be free
Linking directly with the principle of access, information needs to be free for hackers to fix, improve, and reinvent systems. A free exchange of information allows for greater overall creativity.[11] In the hacker viewpoint, any system could benefit from an easy flow of information,[12] a concept known as transparency in the social sciences. As Stallman notes, "free" refers to unrestricted access; it does not refer to price.[13]
Mistrust authority—promote decentralization
The best way to promote the free exchange of information is to have an open system that presents no boundaries between a hacker and a piece of information or an item of equipment that he needs in his quest for knowledge, improvement, and time on-line.[12] Hackers believe that bureaucracies, whether corporate, government, or university, are flawed systems.
Hackers should be judged by their hacking, not criteria such as degrees, age, race, sex, or position
Inherent in the hacker ethic is a meritocratic system where superficiality is disregarded in esteem of skill. Levy articulates that criteria such as age, sex, race, position, and qualification are deemed irrelevant within the hacker community.[14] Hacker skill is the ultimate determinant of acceptance. Such a code within the hacker community fosters the advance of hacking and software development. In an example of the hacker ethic of equal opportunity,[15] L Peter Deutsch, a twelve-year-old hacker, was accepted in the TX-0 community, though he was not recognized by non-hacker graduate students.
You can create art and beauty on a computer
Hackers deeply appreciate innovative techniques which allow programs to perform complicated tasks with few instructions.[16] A program's code was considered to hold a beauty of its own, having been carefully composed and artfully arranged.[17] Learning to create programs which used the least amount of space almost became a game between the early hackers.[14]
Computers can change your life for the better
Hackers felt that computers had enriched their lives, given their lives focus, and made their lives adventurous. Hackers regarded computers as Aladdin's lamps that they could control.[18] They believed that everyone in society could benefit from experiencing such power and that if everyone could interact with computers in the way that hackers did, then the hacker ethic might spread through society and computers would improve the world.[19] The hacker succeeded in turning dreams of endless possibilities into realities. The hacker's primary object was to teach society that "the world opened up by the computer was a limitless one" (Levy 230:1984)[14]


From the early days of modern computing through to the 1970s, it was far more common for computer users to have the freedoms that are provided by an ethic of open sharing and collaboration. Software, including source code, was commonly shared by individuals who used computers. Most companies had a business model based on hardware sales, and provided or bundled the associated software free of charge. According to Levy's account, sharing was the norm and expected within the non-corporate hacker culture. The principle of sharing stemmed from the open atmosphere and informal access to resources at MIT. During the early days of computers and programming, the hackers at MIT would develop a program and share it with other computer users.

If the hack was deemed particularly good, then the program might be posted on a board somewhere near one of the computers. Other programs that could be built upon it and improved it were saved to tapes and added to a drawer of programs, readily accessible to all the other hackers. At any time, a fellow hacker might reach into the drawer, pick out the program, and begin adding to it or "bumming" it to make it better. Bumming referred to the process of making the code more concise so that more can be done in fewer instructions, saving precious memory for further enhancements.

In the second generation of hackers, sharing was about sharing with the general public in addition to sharing with other hackers. A particular organization of hackers that was concerned with sharing computers with the general public was a group called Community Memory. This group of hackers and idealists put computers in public places for anyone to use. The first community computer was placed outside of Leopold's Records in Berkeley, California.

Another sharing of resources occurred when Bob Albrecht provided considerable resources for a non-profit organization called the People's Computer Company (PCC). PCC opened a computer center where anyone could use the computers there for fifty cents per hour.

This second generation practice of sharing contributed to the battles of free and open software. In fact, when Bill Gates' version of BASIC for the Altair was shared among the hacker community, Gates claimed to have lost a considerable sum of money because few users paid for the software. As a result, Gates wrote an Open Letter to Hobbyists.[20][21] This letter was published by several computer magazines and newsletters, most notably that of the Homebrew Computer Club where much of the sharing occurred.

Hands-On Imperative[edit]

Many of the principles and tenets of hacker ethic contribute to a common goal: the Hands-On Imperative. As Levy described in Chapter 2, "Hackers believe that essential lessons can be learned about the systems—about the world—from taking things apart, seeing how they work, and using this knowledge to create new and more interesting things."[22]

Employing the Hands-On Imperative requires free access, open information, and the sharing of knowledge. To a true hacker, if the Hands-On Imperative is restricted, then the ends justify the means to make it unrestricted so that improvements can be made. When these principles are not present, hackers tend to work around them. For example, when the computers at MIT were protected either by physical locks or login programs, the hackers there systematically worked around them in order to have access to the machines. Hackers assumed a "willful blindness" in the pursuit of perfection.[11]

This behavior was not malicious in nature: the MIT hackers did not seek to harm the systems or their users. This deeply contrasts with the modern, media-encouraged image of hackers who crack secure systems in order to steal information or complete an act of cyber-vandalism.

Community and collaboration[edit]

Throughout writings about hackers and their work processes, a common value of community and collaboration is present. For example, in Levy's Hackers, each generation of hackers had geographically based communities where collaboration and sharing occurred. For the hackers at MIT, it was the labs where the computers were running. For the hardware hackers (second generation) and the game hackers (third generation) the geographic area was centered in Silicon Valley where the Homebrew Computer Club and the People's Computer Company helped hackers network, collaborate, and share their work.

The concept of community and collaboration is still relevant today, although hackers are no longer limited to collaboration in geographic regions. Now collaboration takes place via the Internet. Eric S. Raymond identifies and explains this conceptual shift in The Cathedral and the Bazaar:[23]

Before cheap Internet, there were some geographically compact communities where the culture encouraged Weinberg's egoless programming, and a developer could easily attract a lot of skilled kibitzers and co-developers. Bell Labs, the MIT AI and LCS labs, UC Berkeley: these became the home of innovations that are legendary and still potent.

Raymond also notes that the success of Linux coincided with the wide availability of the World Wide Web. The value of community is still in high practice and use today.

Levy's "true hackers"[edit]

Levy identifies several "true hackers" who significantly influenced the hacker ethic. Some well-known "true hackers" include:

Levy also identified the "hardware hackers" (the "second generation", mostly centered in Silicon Valley) and the "game hackers" (or the "third generation"). All three generations of hackers, according to Levy, embodied the principles of the hacker ethic. Some of Levy's "second-generation" hackers include:

Levy's "third generation" practitioners of hacker ethic include:

Teaching Ethical Hacking[edit]

In this digital age and our reliance on technology, hackers are able to gather more information on us then before. One way to combat this, however, is to teach students to hack with the hopes that they become white hat hackers. White hat hackers have the ability to prevent malicious attacks and follow ethical guidelines. The movement of ethical hacking has gained traction through different programs such as the L0pht and GhettoHackers and courses have become integrated into university and college level curriculum.

Discourage Black Hat Hacking[edit]

Security researcher and an application security engineer, Joe Gervais, pointed out that students who are intellectually curious enough may start to experiment with computers without thinking of the ethical repercussions of their actions.[24] He points out that there are a lot of classes that exist for more gifted students in areas such as math, reading, etc. However, there doesn’t seem to be courses that can address the curiosity that a young hacker may have.

Hacking courses can create a moral compass for young hackers. They require a constructive environment that allows them to satiate their desire to understand computers. Students in these classes have the ability to learn what they are passionate about while also understanding the ethical boundaries that should not be encroached upon. However, the integral part of the curriculum would be to prevent the development of black hat hackers.

Encourage White Hat Hacking[edit]

There seems to be a lack of skilled cyber security experts.[25] However, there doesn’t seem to be curriculums that teaches individuals the skills required to protect security systems from malicious attacks. Teaching hacking is a plausible way to fill the gap in the supply and the demand of hackers who are capable of implementing defensive measures against attacks. Ymir Vigfusson, professor at the School of Computer Science at Reykjavik University and assistant professor in Emory University’s Math and Science Department, is a major advocate for educating students about hacking. Ymir points out that teaching hacking can be a way for students to better understand the computer security. He believes that hackers have a unique mindset where they are constantly thinking about how they can get through cyber security. However, defenders, or the ones providing the cyber security are only thinking of ways to keep people out. Defenders are concerned with thinking about how to keep people out. However, what ethical hackers can contribute is how to break in. This mindset allows defenders to realize weak points in security systems and to reinforce those shortfalls. In 2012, Ymir held a TedTalk in Rekjavijk titled "Why I Teach People to Hack" that further illustrates reasons supporting the teaching of hacking.

Other descriptions[edit]

In 2001, Finnish philosopher Pekka Himanen promoted the hacker ethic in opposition to the Protestant work ethic. In Himanen's opinion, the hacker ethic is more closely related to the virtue ethics found in the writings of Plato and of Aristotle. Himanen explained these ideas in a book, The Hacker Ethic and the Spirit of the Information Age, with a prologue contributed by Linus Torvalds and an epilogue by Manuel Castells.

In this manifesto, the authors wrote about a hacker ethic centering on passion, hard work, creativity and joy in creating software. Both Himanen and Torvalds were inspired by the Sampo in Finnish mythology. The Sampo, described in the Kalevala saga, was a magical artifact constructed by Ilmarinen, the blacksmith god, that brought good fortune to its holder; nobody knows exactly what it was supposed to be. The Sampo has been interpreted in many ways: a world pillar or world tree, a compass or astrolabe, a chest containing a treasure, a Byzantine coin die, a decorated Vendel period shield, a Christian relic, etc. Kalevala saga compiler Lönnrot interpreted it to be a "quern" or mill of some sort that made flour, salt, and gold out of thin air.[citation needed]

The hacker ethic and its wider context can be associated with liberalism and anarchism.[26][27][citation needed]

See also[edit]


  1. ^ "hacker ethic". www.catb.org. Retrieved 2017-02-28. 
  2. ^ Hackers. pg 9
  3. ^ Hackers. pg. 26
  4. ^ See the title and content of the Epilogue to Hackers: Heroes of the Computer Revolution
  5. ^ MEME 2.04 (1996)
  6. ^ The Hacker Community and Ethics: An Interview with Richard M. Stallman, 2002
  7. ^ Hackers, page ix.
  8. ^ Hackers, pages 26–36.
  9. ^ Hackers, p. 226
  10. ^ Hackers, pp 3–36
  11. ^ a b Hackers. pg 27
  12. ^ a b Hackers. pg 28
  13. ^ http://faculty.nps.edu/dedennin/publications/ConcerningHackers-NCSC.txt
  14. ^ a b c Hackers, pp 3–36
  15. ^ http://gabriellacoleman.org/biella/Coleman-Golub-Hacker-Practice.pdf
  16. ^ Hackers. pg 31
  17. ^ Hackers. pg 30–31
  18. ^ Hackers. pg 33
  19. ^ Hackers. pg 36
  20. ^ Charles Leadbetter (2008). We-Think. Profile Books. 
  21. ^ Fiona Macdonald (12 March 2008). "Get a fair share of creativity". Metro. 
  22. ^ Hackers, pages 27–36.
  23. ^ "The Social Context of Open-Source Software". Catb.org. Retrieved 2011-07-01. 
  24. ^ "Hacker High: Why We Need To Teach Hacking in Schools". Retrieved 2017-04-28. 
  25. ^ "Cybersecurity Defense Hampered by Lack of ‘White Hat’ Hacker Talent". Retrieved 2017-04-28. 
  26. ^ Coleman, E. Gabriella; Golub, Alex (2008-09-01). "Hacker practice". Anthropological Theory. 8 (3): 255–277. doi:10.1177/1463499608093814. 
  27. ^ THE “ANONYMOUS” MOVEMENT: HACKTIVISM AS AN EMERGING FORM OF POLITICAL PARTICIPATION. Galina Mikhaylova, M.S. A thesis submitted to the Graduate Council of Texas State University in partial fulfillment of the requirements for the degree of Master of Arts with a Major in Sociology December 2014.


Further reading[edit]

  • Weinberg, Gerald M. (1998–2001). The psychology of computer programming (Silver anniversary ed.). New York: Dorset House Publ. ISBN 978-0-932633-42-2. 

External links[edit]