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An Inclusive Ethical Design Perspective for a Flourishing Future with Artificial Intelligent Systems

Published online by Cambridge University Press:  19 December 2018

Anne GERDES
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Abstracts

The article provides an inclusive outlook on artificial intelligence by introducing a three-legged design perspective that includes, but also moves beyond, ethical artificial systems design to stress the role of moral habituation of professionals and the general public. It is held that an inclusive ethical design perspective is essential for a flourishing future with artificial intelligence.

Type
Articles
Information
European Journal of Risk Regulation , Volume 9 , Issue 4 , December 2018 , pp. 677 - 689
Copyright
© Cambridge University Press 

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Footnotes

*

Associate Professor, The University of Southern Denmark, Department of Design and Communication.

References

1 AIS broadly covers artificial intelligence in artificial intelligent systems and advanced intelligent robotics.

2 The term “systems developer” refers to engineers, SW-developers, computer scientists, and practitioners involved in developing AIS.

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24 As in the epic case of Microsoft’s twitter bot TAY, which was supposed to learn to communicate via real-time data streams of tweets. However, alas, overnight, Tay’s tweets turned evil-minded. This could have been foreseen if Microsoft had “tweaked” Tay to prevent influence from biased data sets (eg from trolls and people making bad jokes), which would let Tay digest data in a morally sound manner.

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44 Supra, note 33.

45 Supra, note 33, p 207.

46 Supra, note 33, p 206.

47 S Papert, Mindstorms – Children, Computers and Powerful Ideas (1980).

48 Later, Seymour Papert and Idit Harel wrote Constructionism Research Reports and Essays 1985–1990, Epistemology and Learning Research Group, the Media Lab, Massachusetts Institute of Technology (Ablex 1991)Google Scholar. Here, they emphasised ideas of playful learning, viz learning by making, in order to build mental models: “Constructionism – the N word as opposed to the V word – shares constructivism’s connotation of ‘learning as building knowledge structures’. Irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it is a sand castle on the beach or a theory of the universe”: <namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf >, accessed 14 November 2018.

49 Supra, note 47, p 8.

50 Supra, note 47, p 4.

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52 Supra, note 33, p 117.

53 Supra, note 33, p 206.

54 Supra, note 33, p 154

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56 Supra, note 33, p 11.

57 Supra, note 42, p 68.