Yes, and the GP's sentence: > Neither my friend nor my other classmates see the problem with the precise tracking of the every move of every employee - that sc

Yes, and the GP's sentence: > Neither my friend nor my other classmates see the problem with the precise tracking of the every move of every employee - that scares me a lot. makes me think the criticism is probably valid. These sorts of classes or even trainings are exactly as you say, you're told "this is a problem" and you publicly say "yes it is" to avoid trouble, while privately you believe anything, yes or no or it's not a big deal or whatever. If you have reservations or qualifications you're not encouraged, and maybe actively discouraged, to bring them up for discussion. To take the explicit example, tracking the location of every employee isn't necessarily a problem. Context matters. (Indeed tracking the location of every moving object on earth bigger than a fist isn't necessarily a problem either, and whether or not it is one should prepare for it being in our world's future as technologies like smart dust advance to counter aggressive technology proliferation.) A class on such topics should be able to discuss different contexts apart from a baseline scenario and leave students with an understanding of why other people might or might not think such-and-such is a problem beyond a juvenile "they're stupid, ugly, and evil" -- even to tolerate not having a class consensus about scenarios with many possible subtitles, qualifications, and complications, which are the only realistically useful scenarios to talk about. A great outcome for a good course is that students may disagree on "X is a problem" or "I see a problem with X" stated without further qualifications, but are able to explain how it could or could not be or be seen as a problem with qualifications.