Fast Facts
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Ethics of AI: Professor Armando Solar-Lezama emphasizes the challenge of ensuring machines act according to human intent, drawing parallels to the Greek myth of King Midas, highlighting the potential unintended consequences of our technological wishes.
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Course Dynamics: The "Ethics of Computing" course at MIT, co-taught by Solar-Lezama and philosopher Brad Skow, merges technical skill with philosophical inquiry, encouraging students to explore complex ethical questions surrounding AI and technology.
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Real-World Implications: Students engage with pressing topics such as AI’s existential risk, bias in algorithms like COMPAS, and the overarching impact of the internet, fostering critical discussions about technology’s social responsibilities.
- Skill Development: The course aims to equip aspiring computer scientists and engineers with the ability to navigate ethical dilemmas in their future careers, moving beyond binary right-or-wrong thinking to embrace nuanced philosophical arguments.
Exploring the Intersection of Philosophy and AI
During a recent session of the Ethics of Computing class at MIT, Professor Armando Solar-Lezama posed a challenging question to his students: “How do we make sure that a machine does what we want, and only what we want?” This inquiry resonates deeply, especially in the current age of generative AI. However, Solar-Lezama emphasizes that this dilemma is not new; it has existed for centuries.
He illustrated this point by referencing the Greek myth of King Midas, whose wish to turn everything to gold resulted in unintended consequences. “Be careful what you ask for because it might be granted in ways you don’t expect,” he warned. This cautionary tale highlights the potential risks of AI, especially systems that may not always follow programmers’ intentions.
Learning from the Past
The class also delves into the history of programming, showcasing how far technology has come since the Pygmalion machine in the 1970s. Early systems required extensive input, while more recent software development necessitated years of engineering efforts. Despite advancements, these processes often stifled spontaneity and innovation.
Today’s AI tools, however, raise new ethical questions. While they hold the potential to save lives, they can also cause harm. For example, senior electrical engineering major Titus Roesler explores the moral implications of autonomous vehicles in his final paper. Who is accountable if an AI-driven car hits a pedestrian? Roesler’s research encourages students to examine the assumptions behind technological progress through various philosophical lenses.
A Collaborative Approach to Education
The Ethics of Computing course, debuting in Fall 2024, emphasizes the integration of philosophy and technical expertise. It stems from the Common Ground for Computing Education initiative at MIT, aimed at fostering interdisciplinary learning. Instructors alternate between lectures, allowing them to respond dynamically to each other’s insights.
Skow and Solar-Lezama’s collaborative teaching approach enriches classroom discussions. Class assignments encourage students to engage deeply with complex ethical dilemmas rather than merely identifying right from wrong. This method cultivates critical thinking skills essential for navigating future challenges in technology and ethics.
Addressing AI and Society
Students explore topics such as AI risk and the social impacts of technology. They examine pressing questions, including whether AI might serve as a risk to humanity. Senior computing student Caitlin Ogoe appreciates this freedom to discuss such vital issues. Her background in technology, combined with her interest in ethics, drives her desire to understand the broader implications of her work.
One engaging class discussion revolved around whether the internet is harmful to society. Ogoe’s experiences as a tech support person for her family influenced her perspective on technology’s ethical dimensions. The integration of philosophical inquiry into the curriculum challenges students to think critically about the human aspect of programming and technology.
The Complexity of Fairness in AI
Another important topic covered by the class is the bias present in AI systems. During a recent discussion on the COMPAS algorithm, students examined claims of racial bias in predictive policing tools. They evaluated two theories of fairness—substantive and procedural—to understand the implications of such algorithms on society.
Solar-Lezama and Skow encourage students to engage in rigorous debates, moving beyond sensationalized media narratives. This emphasis on thorough analysis prepares students to tackle the ethical issues they will face in their careers.
Through this innovative course, students gain a deeper understanding of the intersection between technology and ethics. They learn to navigate the complexities of AI and its impact on society, ultimately shaping a future where technology serves humanity responsibly.
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