Part #8: A First Suggested Methodological Approach Towards Solutions

 

I am imagining such a methodology that could be applied from an early age to a later age and that could be practiced as a life-long learning of one’s cognitive processes in inter-action with another person’s cognitive processes-to-action. As implied in my definition on human intelligence (HI), that what makes us intelligent humans is how we think about and act with the other (irrespective of which one technology we try to design, try to improve or try to use).

These two imaginary agents (i.e. the human and the other) are actors that would ideally act inter-subjectively and thus would be aware of each one’s preferences, biases and human frailties in terms of the encompassing “Human Intelligence” as suggested above. So too, such methodology to instill such abilities could be one that can consequentially be applied towards the ethos of AI. This brings me to Ethical Consciousness and Intersubjective Discernment.

I introduce here, Dr. Gilda Darlas’ two decades of research and fieldwork. Dr. Darlas has both an academic and professional background in Artificial Intelligence as well as in Ethics.

Dr. Darlas’ work aims at methodologically increasing Ethical Consciousness and Intersubjective Discernment in human beings. Her approach and applications in association to ethics and AI are, to me, dramatically different from the approach suggested in, for instance, the World Economic Forum’s white paper.

While Dr. Darlas does not dismiss these approaches as offered by these experts, she too (as do I) sees them as temporary and incomplete solutions towards a more transformational and paradigm shifting solution where the human being is considered and not only, for instance, the AI.

The terms, Ethical Consciousness and intersubjective Discernment, so states Dr. Darlas, are used to explain “the capacity to see and understand our human nature as a dynamic composition of conditioned and conditioning factors. Understanding this, is not only important for a proper thinking of a conscious human mind but is a key condition for the development of ethical consciousness as it was proven throughout our global research.”

The methodology towards achieving these, she continues, was coined as “Disciplinary Phenomenology for Ethical Development.”

Dr. Darlas states that this term defines a set of “processes and techniques that focus on developing mental discipline proper attention, vision and understanding of the subjective content of human experience.”

Dr. Darlas underlines that this was a fundamental development in order to bring about “systematic transformation of our ways of relating to ourselves and others. In other words, the methodology seeks to achieve intersubjective discernment from where Ethical Consciousness and Wisdom could fully flourish.”

Gilda heads a Foundation and a Center for Research in Ethical Development, presently based in Mexico. Through these her team and she support about 500 schools in a number of countries and via a number of operational languages. They do so with methodological programs for ethical development to pupils, students, parents and teachers.

Dr. Darlas’ work has been recognized by established organizations and has received a number of nominations and awards. She aims to bring more prototypes into more schools around the world. Also she wishes to invite others to “co-create new ways in which the principles and approach to ethical development can be put to service humanity.”

The programs enable humans to “learn how to think and not what to think. This is not a question of being intelligent or acquiring more data or knowledge, this is about being able to achieve deepest levels of comprehension and discernment by learning how to think”.

“The need for cognitive development in schools as the required platform for ethical development in teachers and students is urgent,” shares Dr. Darlas.

“Nonetheless, we realized,” she states, “that education was and still is more preoccupied with content and its methodological approaches for acquiring and playing with such content than on helping children to develop a proper thought process, let alone the intersubjective discernment required for ethical consciousness. This results in blinding the human mind… where self-centered assumptions rule our perceptions, thoughts and actions.”

Dr. Darlas is in the process of finding social impact investors to enable her to re-open her university campus in Mexico. Uethics,[17] is the name of this university. Uethics is to be a highly specialized university, aimed at advancing studies and R&D in the areas of ethics and discernment. It would be one of a kind in the LATAM region. It would also stand out compared to existing tertiary ethics or Computer Science programs from around the world.

In this tertiary educational institution, she aims to offer 3 Master Degrees, one of which has an AI focus: the “Master’s Degree in Ethical Development and Artificial Intelligence”. The program is described as follows:

“This program does not address issues arising from cyber-security, information technology, biotechnology, and other emerging fields, instead, we address the topic of biases on the design of AI algorithms. This means we focus on the designer’s self-centered tendencies and his/her distorted perceptions when designing AI algorithms. Then we will encourage students to design prototypes that will enable subjective design algorithms in artificial intelligence solutions.”

Perhaps those who are concerned about implementing ethics into or around Artificial Intelligence beyond normative manners only, might increase value from engaging into such a post-graduate program. At least I want to believe that leaders and experts in policy-making, academics, the humanities and in tech could benefit and could aid to benefit the common citizens influenced by AI by implementing the findings in such research and in such Master’s degree into the specific realm of their professional, political or communal applications.

Just perhaps, it will then be more conceivable to create an algorithm to discern while still providing means to offer our human cognition with means to discern as well.

Those who are interested in exploring impact investment towards the development of the first Uethics university campus in Mexico can contact Dr. Darlas by requesting further information from me here on LinkedIn. One can also find publicly available materials by doing an internet search on “Dr. Gilda Darlas” or by visiting the URLs:

• http://eudeglobal.org/2015/la-fundadora/
• https://www.uethics.org/university

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Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

• 9: End-notes & Categorized References.

---

 

Part #7: Technologies & Human Skills, Methods & Processes.

 

Should we implement the technology with some ethics as suggested for AI in the World Economic Forum’s White Paper? Sure, while I have my doubts that suffices since I sense it might be too superficial. Could we instill its users with a literacy? Perhaps, some, yes.[15]

Besides using technologies some publications (not necessarily those listed above) also seem to consider learners and their abilities to design technologies. Following voices encouraging the learning of coding at earliest ages (while some question this), more and more voices speak up that a skillset of coding alone is not sufficient and that Computational Thinking should be taught and learned from earliest ages onward. I tend to agree (while I wonder about the age since play to me and others is a learning of and by the child), and I am implementing Computational Thinking in my educational work and in solutions that aim to offer just that.

Others speak of the need of Emotional Intelligence (which is debatable a subset of human intelligence). Yet others speak of leadership skills (instead of passiveness, apathy, bossiness and so on) and this in addition and beyond one’s own individual immediate needs or wants. Other voices again speak of 21st Century Skills which includes some of the technical skills as found within Computational Thinking (besides the latter’s many cognitive skills it implies) and emotional and leadership intelligence.

In all of these, perhaps you too could agree that at least one attribute stands out as a common denominator:

thought or cognitive processes (inclusive of all the attributes as I present above under the heading of HI) that could (not) lead to increasingly considerate thought-to-action.[16] Perhaps you are among those who could also agree that often these calls for such “soft skills”-needs in learning are pointed out in numerous publications (interestingly though, I think not really in the ones listed above).

Yet, very few, if any, publicly available methodology is accompanying such call with a learnable methodology (as my writing here has been guilty of it up until this point).

 

---

Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

---

 

Part #6: Science Fiction, Technological Societies & Human Intelligence

 

In analogy, in the lives of individuals in a number of (Western) households, many might remember the original TV-series or its iterated Star Trek spin-offs, or other entertaining creative imaginations where technologies truly advanced the planes or narrative matrices within which future-human existence was imaginatively allowed to take place. In a number of these episodes, a set of morals or an entire ethical complex were either ignored, or unwittingly surfaced, or were awkwardly enforced.

However, I do not hear nor read many authors who wonders why it is that, in these popular fictional depictions, the individual characters pretty much act, communicate and judge, in the manner with which us humans –as the physical people, surrounding the authors of the entertaining content– act in, communicate in or judge their own physical and imagined reality, of their own social and cultural setting, of their own time. The characters in some of these futuristic high-tech worlds do so dogmatically, in objectifying mannerisms, gullibly, rigidly, habitually, submissively, oppressively and proverbially blindly.

It is anachronistic at best to see such lack of discernment in-between these characters while the high technological advances of their environments (including simulations, AI and molecular re-sequencing) are claimed to be enlightening and freeing. Are today’s authors, who are considering implementing ethics into AI, falling into the same construct of fixing human experiences and expressions as fixed in history?

Why is it that, in these storylines, technological advances, are fine-tuned, are coordinated and are judged yet, human interaction and attitudes (as well as the cognitive or rather educational solutions offered) have practically remained unchanged?

Sure– going back to the realm of a Star Trek-type of narrative– on the surface the stories claim that the unnoticeable society on Earth has gone beyond this or that crudeness or volatile hostility, yet in-between the characters the exact mentality of the past –which equates to our present and actual human interactions– remains dramatically unchanged. The dialogs and the inflated egos show very little difference, if any, from their predecessors. These “predecessors” are us, the audience, and the spectators to our own imaginary future.

Some episodes or perhaps the entire series unveil a high tech society that is rampant of ego-centric or self-centered characters (with the exception of one or two characters which at times are depicted as non-human…). Which predecessors do we wish to be in the creation of tomorrow’s AI or any other technology for that matter? Or, are we to remain the viewers of our own blindness (myself included)?

To bring matters closer to the here and now, we can also wonder why it is that we have miniaturized “smart” computers in our pockets –which offer ease-of-access to simple AI (e.g. chat-bots)– with which at times some, ever so crudely, use these technologies in dehumanizing manners (e.g. cyber-bullying and thus the way people think about communicating with others via the technological media used). Is it the problem of the technology? I do not think so at all.

---

Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

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Part #5: Intelligence, Learning & Sense of Reality.

 

I perceive one’s so-called intelligence might be interacting with two sub-categories of reality; i.e. one’s imaginative and one’s physical reality. This interaction and the constraining yet changing conditions within, I hypothesize, might create at least some of our perceptions and experiences.

Intelligence, I feel, might therefore not only be shown by means of one’s prowess in the regurgitation of facts (as derived from either subsets of a human’s reality). Nor, in the application and mapping of facts; both of which do have a value, even if one could find many pieces of information in (online) databases of various formats, quality, size and user experience.

I want to point out that I presently still subscribe to the idea that knowing that a fact exists, or knowing where to find and how to map facts (unknown or other), is valuable to many and in many an application. However, I am also of a believe that it is far from enough.

I feel that the word “intelligence” is heavily loaded, in a popular sense, and seems continuously debated in an all-round sense. I sense that skills of a human (inclusive of brain and body) are, to my taste, too often segregated, debased and dismissed. Definitions include or exclude, in some increasing or decreasing degree, emotion, intellect, creativity, imagination, motor skills, and so on.

That stated human intelligence (HI) is strengthened and well-rounded by means of social skills, skills of decomposition, interpretation, application and reapplication, appropriation, analysis, synthesis and re-synthesis or re-composition, adaptation, iteration, putting information to different usage, careful consideration and so on.

Indeed, there are many a word that could be listed which have already been listed, ad nauseam, in realms of 21st Century Learning Skills,[14] leadership skills, Computational Thinking, creative processes and Design Thinking, thoughts surrounding frameworks, modes, models and simulations, scientific methodologies or logic thought, intuition, wisdom and shared well-being.

However, what is the larger interconnecting methodology of the above almost randomly listed thought-mechanisms? If there is one, are many of us aware of it? Are a sufficient number of us applying it? Can we apply them coherently? Are we maximized in our learning environments to do so?

A label categorizing these thought mechanisms (e.g. “21st Century Learning Skills” or “soft skills”, etc.) does not make a coherent method of learning. Nor does it ensure a sustainable application between individuals. Neither does it create a conducive environment with the conditions to stimulate such methodological learning, enabling a learner in applying them as to how to think.

As implied, these above-mentioned attributes and processes of human thinking need to be further honed and fine-tuned towards creating a wise human being in relation to another such person (be that person a human or other entity/agent; such as an AI).

Then I come to the papers and other publications covering AI with ethics. These consider embedding ethics into such technology. That’s ok, even exciting but insufficient.

As the authors of the papers seem to sense there is a need for the consideration of ethics in relation to AI. Yet, the awareness of such ethics could innovatively be one that is stimulated by means of a methodological approach and beyond the dogmatic nature of certain ideological believes (and their monolithic sets of morals) which up till recently (and into the foreseeable future) were coordinated by the proverbial church, family, community or state.

One of the papers implied that these variations of sets of morals could be implemented into AI. I find this not entirely an approach with humanity in mind. It seems to ignore the potential for a human to innovate cognitively (I mean, as to how we think coherently) –and for that same human to become enabled to go beyond a moral, as a fixed point in spacetime– as much as it is that same human who technologically innovates. This, one can consider while perhaps also considering our unconscious implementation –to some imagined, hypothetical or factual degree– of moralities and or biases in our research, developments and innovations. Perhaps, one could consider ethical consciousness and cognitive processes as intra-human technologies? I do not know, I am imagining.

Artificial Intelligence is an exciting developmental area (e.g. with a slightly popularized focus on neural networks, machine learning and deep learning). Such technologies are mesmerizing and catalyze imagination and Brownian dances of emotions.

 

 

---

Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

---

 

Part 4: AI, Ethics & Potentially Supporting Solutions.

   

In the long-run too, I aim to still continue looking for material that full-heartedly embraces humanity, while I sustain a will towards understanding and a support for the experts and their attempts at bringing ethics into AI (or other technological designs and processes) as they have been doing for a number of years now.

Such material would be inclusive of considerations concerning the human ability towards improving, or at least augmenting, cognitive processes. Such processes of learning and of increasing abilities would ideally be towards adapting to many a technology, such as AI but, it would also aim towards adapting technologies to sustainable and constructive human needs. More excitingly such solutions would be towards improving “simple” co-creative, co-experienced, considerate, continued and conscious conversation in-between two or more human individuals or any mix of human and non-human agents.

Such (written) material would preferably come with value-adding service-mindedness and beyond (yet still inclusive of) the offer of one or other technical skill (e.g. coding towards coding of AI or a coding towards guiding sensibilities towards data sets). Though, let us take a side note that, for instance, coding by humans, as claimed by some experts, is possibly to become outdated over time, since coding too, as some claim, could, to some extent, become automated and autonomous as well. In extension, one might therefor imagine that the implementation of ethics into AI might become autonomous and automated as well… Not for the near future?

I wish to remind myself that the above questions or thoughts are not only targeting the anecdotal example of AI. It is targeting the whole of today’s and tomorrow’s technological developments and their associated need for literacy. Sure and again superficially, a technological literacy is required and, as we will see here below, an ethical literacy of sorts, or a cognitive ability that goes well “beyond” such techno-centric focus alone, is highly desired if not urgently required.

 

 

---

Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

---

 

Part 3: AI at the Center vs. Humans at the Center of our Considerations.

 

How considerate of humans, or life in general, is a text if the majority of the humans are still oblivious about its topic (being the topic of AI, on AI and ethics, or on AI and how it affects humanity)? If not oblivious, we are perhaps disinterested, disenfranchised or not considered. Or, so some humans might feel. More importantly are we, humans, offered clear sequential steps (a human algorithm?) containing applicable preparations and solutions in approaching an increasing (technological) literacy of sorts?

Except their concerns of application and consequences of automated and (quasi) artificially-intelligent systems of the present or imagined future, I found very little to no considerations that —besides only tiptoeing around some human condition and the human potential— presented anything more than (present or forecasted) consequences for humans surrounding versions of AI.

The latter to me feels as AI-centric, not considerate of human; not starting from humanity, from the other or from life at the center of one’s thinking. It feels as if it takes AI and its ethics as fixed facts while sauced over with the fluid flavors of ethical choices as to approach AI or the fluid palette of mesmerizing innovations to come from a techno-centric point of view.

I feel that too many expert-authors are thinking of consequences (of AI), without also offering deep reaching, early-staged, sustainable and progressive developmental and innovative cognitive means to shift one’s (soon to become) habituated cognitive modus operandi. This absence feels as something as defeatist or as dismissive of the majority of the human population.

I want to proactively change this sensation, irrespective of my lack of expertise or of an extrinsic group of expert-authors and their texts. Hence, my first constructive and supportive attempt to reaching out with this consideration here and this towards a solution for impact investment.

I’m now returning to the authoring of texts that consider in a particular manner, or entirely lack to consider ethics, in association with AI. How much can we find humanity at the centered of a text and its suggested (ethical) solutions, if humans have to adapt unilaterally to a technological change and if that needs to occur without offering tools for adaptation beyond the superficial and beyond the techno-centric only?

The solution of ethics for AI might perhaps lie in increasing an ethical consciousness of the coder (as seen elsewhere, one might imagine perhaps enabling a code imbued with a trans-ethical codex)[13] and any other individual, beyond the code. In a number of texts (including those claiming human-centeredness) humans are quickly displaced, misplaced and replaced.

While, surely, adaptation is required, and an openness to change is of creative usage besides potentially humanly rejuvenating and exciting, I still sustain a believe that an augmenting ethical approach –where life (human and other) is at its center of thinking– can be further and deeper considered.

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Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

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Part 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond

 

Following a somewhat extensive search of various formats of publications[4], surrounding AI, I found, rather unsurprisingly, that many expressed potentials and concerns. These covered the areas of the commercial, the non-profit-oriented, the psychological, social or the existential. It is hardly arguable that this finding is almost a truism and that this is the case for expressions concerning most technologies, including AI.

These exposés offered potentials in the form of seemingly logical analyses. At times the publications present concerns through emotional calls and explorations of fear. At other times some of these publications were intertwined with ethical issues and considerations, as well as with degrees of emotional responses or an entire lack thereof to the imagined prospects of AI.

Such rhetorical approaches –of mixing logic with emotion and ethics– could still be imagined as the triangular reality of becoming human (as humans) and of interacting, in a human manner, with technologies such as Artificial Intelligence.

That stated, could we not approach the technology which is umbrella’ed as “AI,” in more innovative and more penetrating ways, as the technology itself is considered to be highly innovating and penetrating (and even disruptively paradigm-shifting)? I believe so. Here below, under the last title of this text, one can find such attempted offer for social impact focusing on humanity.

I attempt this because I found that some authors, on for instance the topic of AI, seemingly addressed the topic of ethics and AI while very few though addressed little to no consideration of truly methodological support and ethically innovative solutions.[5] Interestingly, some even claimed an approach that is considerate of the human experience yet, I felt, they failed actually presenting such approach.

Some of these authors who claimed a consideration that has a human and humanity at its center, contemplated consequences of AI, and this as supported by (their) views on ethics or on social bias[6] of (input and or output) data (…and some even claim biases of algorithms themselves, which others again question). I would like to guide you to a few of many publications as the main references to this writing here:

1.        The World Economic Forum (WEF)’s White Paper entitled “AI Governance. A Holistic Approach to Implement Ethics into AI”[7] as freely published in January 2019 [see endnote #12 for my views on this paper]

2.      The United Nation’s Educational, Scientific and Cultural Organization (UNESCO)’s 2018 publication entitled “Human Decisions. Thoughts on AI”

3.      The OECD’s “Algorithms and Collusion: Competition Policy in the Digital Age”[8] and additional OECD publications[9]

4.      The IEEE’s 2019 publication entitled “Ethically Aligned Design. A Vision for Prioritizing Human Well-being with Autonomous and Intelligent Systems”[10]

5.      European Parliament’s 2016 publication entitled “Ethical Aspects of Cyber-Physical Systems. Scientific Foresight study.”[11]

In browsing through these and a dozen of other publications, I could not help but sense my increasing intuition that ethics was possibly not seriously considered or, was perhaps very seriously considered, by others while seemingly most authors were ignoring the human capability for innovation in relation to their human thought processes. Could we not consider improving how we think and how that thinking affects ourselves, our surrounding and those (life) forms and functions surrounding us? Could we, by doing so, not improve our technological output, such as AI?[12] [This endnote offers my view on, specifically, the WEF paper] .

These publications, at least those which I browsed, felt as if they offer how to handle AI by fine-tuning the technology and not by considering what we as humans could achieve within and between ourselves. The serious and still very interesting and thought-provoking publications seemed to feel techno-centric. Here “techno-centric” refers to a (problem-solving) approach that starts from the technology towards offering a solution (where the technology itself, at times in isolation, is perceived as a problem). Can a perceived technological problem be solved with merely a technological solution? Could a solution also lie in the thinking and interacting of humans? To me these publications felt, at times, to be veiled with mere words of considering the human and their experiences, not with actual methods and processes that can be offered to humans and which could perhaps positively influence our technological designs and usages.

Could we develop human algorithms, prototypes and simulations that humans cognitively apply and which aid them to output, by means of design, ethical technologies, such as AI? If such method or solution were different, how would it/these be different from any existing educational or self-/group-improvement solution, process or ritual out there?

More importantly, to me at least, some did not offer writings that were immediately applicable to the very human layperson, who is claimed to be more or less dramatically influenced, yet, who is very often (more or less intentionally and perhaps understandably) excluded from the expert or in-depth conversation.

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Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

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Part 1: Considerations, Reflections & A First Suggested Solution.

 

If we wish to promote AI[1] and AI’s surrounding ethics, then I wish to argue that we should equally, and in parallel, support developments and innovations in “HI” or Human Intelligence. However, in this text, I wish to introduce an innovative way of looking at “intelligence.” It is one beyond the mere acquisition of more data or knowledge points.

Such “HI” R&D[2] [this endnote offers information on why I use “R&D” as opposed to, for instance, “Research,” excluding “Development”] plus its output of innovations[3], could go beyond, or augment, the presently established educational systems, their frameworks, their (physical, social or cultural) settings, processes, prioritization and their biases. It could have social impact. Methodological work towards such impact across humanity is one referred to under the title “A First Suggested Methodological Approach Towards Solutions”.

Such (ethical) innovations, as suggested following the Research and Development (R&D) in “HI” could also aim to go beyond learning foci and systems as presently-defined by means of established pedagogical frameworks, processes and curricula (none of which I imply to dismiss per se). Secondly, such ethical innovations could take note of being enabling in how we think, allowing learners’ access to means towards increasing an awareness of the complexities of today’s and tomorrow’s largest to smallest contexts; be they technological, personal, relational, communal, economic, political, environmental or global. Perhaps the methodology introduced under the title “A First Suggested Methodological Approach Towards Solutions” could enable such awareness.

In similarity, as ethical innovations in AI seem to want to achieve, I imagine innovations in “HI” might be further researched to achieve developments and advancements in ethics as applicable in-between humans and their inter-personal experiences.

---

Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

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End-notes & Categorized References

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[1] In over-sweeping terms, I am supportive of those who do promote developments in the realms of Artificial Intelligence (AI), the Data Sciences, Computational Thinking, Computer Sciences and automation.

[2] R&D

R&D stands for “Research and Development”. It is a key concept to the driving motivation of this text as well as being a driver in innovations across the world. In general, it is used within engineering- and technology-driven businesses, such as in businesses that work on Artificial Intelligence or other technological innovations.

Moreover, the Life Sciences, the pharmaceutical industry, as well as the investment world too, uses the abbreviation. There seems to be a trend of “R&D” being used in the Humanities and the Arts. Examples can be retrieved online such as from UNESCO, JSRD or the BBC: http://uis.unesco.org/en/glossary-term/humanities-and-arts-rd-data or https://www.jsrd-humanities.com/ or https://www.bbc.co.uk/rd .

While spending in the Humanities and R&D are already defined (cf. The Chronicle List, 2018), I propose a support of a trend that the abbreviation, the implied methodologies, workflows and processes, be used more frequently (and perhaps at times more accurately) in fields of the Humanities, the Social Sciences and the Arts. Such usage could lead to further identifiable investment and spending potentials. According to The Chronicle List, “Median R&D spending on the humanities among the 388 academic research institutions that reported such spending that year was $224,000.” The list claims the highest R&D spending in Humanities at one university to be $23,526,000 in the 2016 fiscal year.

Source: The Chronicle of Higher Education. (April 1, 2018). The Chronicle List. Colleges with the Greatest R&D Spending in the Humanities, FY 2016. Retrieved July 27th, 2019 from https://www.chronicle.com/article/Colleges-With-the-Greatest-R-D/242984

R&D implies the use of methodological workflows and approaches.  It is found in teams, at times as (corporate) department names, where its members work towards obtaining new knowledge or new processes that, in turn, create the basis for innovations in applications and system developments. A company can outsource R&D to a university. In Europe, it might also be known as Research and Technological Development (RTD). This text aims to introduce a methodology that also supports research and development and this in the realm of ethical development.

Examples on the usage of the abbreviation, and its further substantiations, can be found online while academic references and other papers on the term and its implied methodologies are readily available as well. Some further references:

Bijker, Wiebe & Leonards, Chris & Wackers, Ger. (2001). Research and Technology for Development (RTD) through a EU-APC Policy Dialogue: scientific background, methodology, and toolbox. American Journal of Clinical Nutrition – AMER J CLIN NUTR.

Borrás, Susana & Edquist, Charles. (2019). Knowledge Production and R&D. 10.1093/oso/9780198809807.003.0004.

Neo, Molotja & Ralphs, Gerard. (2018). A critical review of social sciences and humanities R&D expenditure in South Africa, 2005–2014. South African Journal of Science. 114. 10.17159/sajs.2018/20170407.

Lomas, EJ; (2017) Defining and valuing the R&D delivered by the arts, culture, humanities and social sciences for the creative economy. Presented at: London Conference in Critical Thought, London. Retrieved on July 23, 2019 from http://discovery.ucl.ac.uk/1561670/

Ramanayake R.A, Kasun. (2019). Research And Development (R&D) For Technological Policy. International Journal of Internet Science. 3. 5.

Zhu, Hailun & Zhao, Shuliang & Abbas, Asad. (2019). Relationship between R&D grants, R&D investment, and innovation performance: The moderating effect of absorptive capacity. Journal of Public Affairs. e1973. 10.1002/pa.1973.

[3] …as is the obvious nature of what can be called “innovative” in either form, function, consideration, integration or remapping.

[4] Such publications are found in the realms of (popular) media, community & civic representatives, from tech & technique providers, from business, academia or policy makers.

[5] This entire writing here was catalyzed by a reading of the World Economic Forum’s January 2019 White Paper entitled: AI Governance. A Holistic Approach to Implement Ethics into AI. which spurred a browsing by this author across publications from a number of trans-national institutions (UN, OECD, EU, IEEE, etc.), academic papers, and books on the matter of ethics in association with machines, robots and AI in specific.

[6] Social Bias

Social Bias to a number of researchers and authors, seems to act as a serious catalyst to consider ethical consequences associated with the workings of such technological design (i.e. Artificial Intelligence and the algorithms involved). Research by, for instance, IBM researcher Francesca Rossi on the matter can be followed here: https://www.research.ibm.com/5-in-5/ai-and-bias/ (Retrieved July 23, 2019). A number of papers and publications can be found on the topic. For instance:

Angwin, J., et al. (2016). Machine Bias. There’s software used across the country to predict future criminals. And it’s biased against blacks. In Pro Publica Retrieved on July 23rd, 2019 from https://www.propublica.org/article/machine-bias-risk-assessments-in-criminal-sentencing

Courtland,R. (June, 2018). Bias Detectives: The Researchers Striving to Make Algorithms Fair, in Nature 558, no. 7710 (June 2018): 357–60. Retrieved on July 23, 2019 from https://doi.org/10.1038/d41586-018-05469-3

Knight, W. (Apr 11, 2017). The Dark Secret at the Heart of AI. No one really knows how the most advanced algorithms do what they do. That could be a problem, in Mysterious Machines. Artificial intelligence is a black box that thinks in ways we don’t understand. That’s thrilling and scary. MIT Technology Review, May/June 2017. Retrieved on July 23rd, 2019 from https://www.technologyreview.com/s/604087/the-dark-secret-at-the-heart-of-ai/?set=604193

Spielkamp, M. (June 12, 2017). “We need to shine more light on algorithms so they can help reduce bias, not perpetuate It.” MIT Technology Review. Retrieved on July 23, 2019 from t https://www.technologyreview.com/s/607955/inspecting-algorithms-for-bias/

Wang, Y., Kosinski, M. (2017, September 7). Deep neural networks are more accurate than humans at detecting sexual orientation from facial images. https://doi.org/10.31234/osf.io/hv28a

West, S.M., Whittaker, M. and Crawford, K. (2019). Discriminating Systems: Gender, Race and Power in AI. AI Now Institute. Retrieved from https://ainowinstitute.org/discriminatingsystems.html.

[7] World Economic Forum. (2019). AI Governance. A Holistic Approach to Implement Ethics into AI. Retrieved on June 3, 2019 from https://www.weforum.org/whitepapers/ai-governance-a-holistic-approach-to-implement-ethics-into-ai

[8] OECD. (2019). Algorithms and Collusion: Competition Policy in the Digital Age. http://www.oecd.org/daf/competition/Algorithms-and-colllusion-competition-policy-in-the-digital-age.pdf

[9] OECD. (2019). Artificial Intelligence in Society. Retrieved on June 3, 2019 from http://www.oecd.org/going-digital/artificial-intelligence-in-society-eedfee77-en.htm

[10] IEEE. (2019). Ethically Aligned Design. A Vision for Prioritizing Human Well-being with Autonomous and Intelligent Systems. Retrieved June 4, 2019 from https://standards.ieee.org/news/2019/ieee-ead1e.html

[11] European Parliament. (2016). Ethical Aspects of Cyber-Physical Systems. Scientific Foresight study. Retrieved June 5, 2019 from http://www.europarl.europa.eu/RegData/etudes/STUD/2016/563501/EPRS_STU%282016%29563501_EN.pdf

[12] The WEF White Paper

The WEF White Paper suggested a, to me, intriguing yet doubt-arousing approach to implement all forms of moral sets within a larger technological ethics-controlling-system that could be selected (switched in-between or on/off) depending on the cultural, social or moral setting within which the AI would be applied, while also being enabled to be entirely turned off.

Mapping this interesting idea with the findings of ethicists concerned with machines, it would seem (quasi) impossible (for the moment) to implement ethical frameworks such as Classical Utilitarianism (Mill) or the Categorical Imperative (Kantian ethics). While the innovative idea of the White Paper seems, at first, attractive to me (mainly due to my ignorance and thus its novelty value), it also seems to feel, to me, that it might miss the point. It feels as creating a proverbial culturally relativist melting pot of ethics. While sure, on the surface it seems very considerate and thoughtful to be inclusive of all (i.e. switch in-between) and non (i.e. turn off). In general, I tend to agree and I am excited by diversity and pluralities. It is deeply enriching to me as a one human among others with each of our own subjective constraints, conditions, experiences, similarities and differences.

Yet, I could not help that the White Paper consequentially felt that such ideas for ethics in AI was not necessarily driven by a respect for individual differences or for cultural variances but, perhaps wrongly interpreted by me, was due to a possible dismissal of continuing a trial (Research & Development) to find transcending innovative and paradigm-shifting innovations. The latter could be touching on ethical consciousness rather than accepting ethics as a static and dogmatic extrinsic monolith.

Moreover, the innovative suggestion felt as it almost intentionally segregated from the thoughts and acts of human individuals themselves, in their creating, implementing or interacting with others, with their environments and with its technologies, such as AI. If the text is human-centric then it should aim or consider solutions within the human individuals and this in addition to the innovating delegations to the technological implementations (of ethics). It surely offered some hint towards the latter,

I feel The WEF’s White Paper did not at all hint at research or implementations towards the former. I would be interested in learning more about this motivation as well as about R&D done in both (i.e. human & tech). Is it a dismissal, a fear, a blindness? I do not know (yet).

For further details I wish to direct you to the references and studies mentioned by Beavers, A.F. Moral Machines and the Threat of Ethical Nihilism. (2012); in Lin, P. (et al) (ed.). Robot Ethics The Ethical and Social Implications of Robotics. Cambridge: The MIT Press.

[13]

Ethics & Software Engineering

Interestingly enough, when one looks at the Software Engineering Code of Ethics and Professional Practice as published by ACM in 2011, one could identify the document assigning a considerable responsibility to the engineer and their managers. I note that, as far as I could tell, this consideration too seems absent in the World Economic Forum’s White Paper.

I wonder, in my ignorance, could this white paper be reducing the human agency both in terms of those designing as well as those on the receiving end?

Moreover, one could be reminded of what could be observed in recent events associated with “Public Good” and the release of designs in the public of more or less intelligent automated systems and their surrounding (lack of / reduced degrees of) ethics. Some such events were associated with e.g. data privacy issues; cyber-attacks and computers (and consequentially business and their people) taken as hostages; users used as raw data material rather than end-users/clients; data mining without consent; or automated systems firing employees due to an error somewhere down or up the chain of automated actions.

One could wonder whether there is a systemic dismissal of this ACM publication during the deployment of certain designs into the public and in respect to the “Public Good” as referred to in this ACM publication.

Secondly, one might also wonder this particularly when the Code itself mentions, “…Situations require the software engineer to use ethical judgment to act in a manner which is most consistent with the spirit of the Code of Ethics…”.

Thirdly, one could also wonder whether a Code of Ethics is lacking a methodological program to instill ethical awareness in a designer or other. So, what is going on? Is it the (non-)existence of a less developed Ethical Consciousness? If so, this could be a serious opportunity for innovative methodological cognitive solutions as suggested at the end of this opinion piece.

[14] Brookings Institute.(2018). Education System Alignment for 21st Century Skills. Retrieved March, 2019 from https://www.brookings.edu/wp-content/uploads/2018/11/Education-system-alignment-for-21st-century-skills-012819.pdf

[15] Yes, you might be surprised by now that I find technologies exciting. I daily work with a number of digital “screens” and tools. Moreover, I dare to admit, I paradoxically also enjoy Star Trek. Thirdly, I spend my professional life designing solutions to offer pathways for the youngest learners to gain access to learning with and about technologies. So too coding, a skill I have been engaged in since I was about 13 yet which, since my later teens, with the odd exception in coding for the arts, I consciously moved away from.

[16] Research & Development (R&D) is continuously needed

[17] https://www.uethics.org/university

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Contents

• 1: Considerations, Reflections & A First Suggested Solution.
• 2: The Logic, Emotion & Ethics of Writing about Artificial Intelligence & Beyond.
• 3: AI at the Center vs. Humans at the Center of our Considerations.
• 4: AI, Ethics & Potentially Supporting Solutions.
• 5: Intelligence, Learning & Sense of Reality.
• 6: Science Fiction, Technological Societies & Human Intelligence.
• 7: Technologies & Human Skills, Methods & Processes.
• 8: A First Suggested Methodological Approach Towards Solutions.

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• 9: End-notes & Categorized References.

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