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52 D.Griffiths 3.5 ConcludingRemarks Throughout this paper, I have argued that the discourse of the ethics ofLAshould not be only that of a community of educationalists and technologists reflecting on its own practicewithin a discrete fieldwith its own ethical imperatives. It is also necessary to view LA as a manifestation in the education sector of wider trends whichare transformingsociety, and to theorisewhere these trendshavecomefrom, where theyaregoing toandwhat theplaceofLAiswithin them. Ihavemadereference to theextensiveandvaluableworkhasbeendone toartic- ulate codesofpracticeand todefine theethical conductofLA.Mypurposehasnot been tocritique thatwork,but rather toplace it incontext, toprovideadiagnosisof the causes of the ethical tensionswhich it iswrestlingwith, and to identifywider ethical issueswhich, inmyview,are raisedbyLA. Technologyhasenabledanon-goingtransformationofeducational relationships, andcontinues todoso.LAis situatedat thepointof contactbetween technological developments in society as awhole, and the particular practices of education, and so offers an opportunity to inquire into the ethical dimensions of that emerging relationship.With this inmind, Ihope tohaveshownthat theethicsofLAconcerns notonlytheself-containedactofdatacollection,orthedetailsofdatagovernance,but alsomorecomplexandrelativeissuesofwhoisdoingwhatforwhom,howandwith whatends.Thisrequiresanengagementwithpedagogy,politicsandideologywhich has so far beenmore conspicuous by its absence than its salience in the discourse around theethicsofLA. Socrates said that whenwe speak of ethics “what we are talking about is how oneshould live.” (Williams,2011).As theseconddecadeof the twenty-firstcentury reaches its close, there is puzzlement on all sides aboutwhywe live aswedo, and howweshouldrespond.Howdidxenophobicnationalismre-emergeindemocracies? How did we let the ocean become filled with plastic?Why are we unable to do anythingaboutclimatechange?Whydoweworkmorehourseveryyear?Whywere wesounpreparedforthecoronavirus?Theanswertothesequestionsis,Isuspect,that ourattentionhasbeenmisdirected towardsproblemsofmarginal importance,while unnoticed processes have been radically transforming ourway of life. If wewant to understand the ethics of “howone should live”with data analytics in education, then we need to ask if our attention is well directed, or if, as I suspect, we are failing to examine links between our use of technology andwider processes that are transforming theway that students and teachers live their lives. Such a failure would risk the emergence of unintended consequenceswhichwould horrifymany enthusiasts for thepowerful andpotentiallybeneficial technologyofLA. References Beer, S. (1967). Management science: The business use of operations research. New York: Doubleday&Co. Inc.