Dirbtinis intelektas: visuomenės infantilizacija ir bejėgiškumas (original) (raw)

Lifelong Learning as the Future Human Need

Philosophy and Cosmology, 2019

In the paper, the authors give a brief review of studies in the field of the neuroscience of consciousness in order to prove the following key point of the future human image: lifelong learning is the posthuman need. As well as new physical culture, which the authors have examined in the previous article, lifelong learning is the second key feature of the future human image. The authors have used the dialectical, scientific and formal logical methods of philosophy in order to fulfil the task. The novelty of the study is the substantiation of lifelong learning based on the neuroscience of consciousness, as well as the consideration of lifelong learning as a special culture that ensures the continuous development of the neural basis of consciousness. As a result of the study, the authors came to the following conclusions: а) lifelong learning is a special culture that provides continuous development of consciousness in ontogenesis; b) lifelong learning need as culture is due to dynamic neural basis of consciousness, which requires special conditions for full development in ontogenesis.

Education And The Significance Of Life

When one travels around the world, one notices to what an extraordinary degree human nature is the same, whether in India or America, in Europe or Australia. This is especially true in colleges and universities. We are turning out, as if through a mould, a type of human being whose chief interest is to find security, to become somebody important, or to have a good time with as little thought as possible.

Education and the Time of our Lives

2016

Education has long presented itself as a meaningful advancement. This is a proposition which depends on, amongst other things, a particular projection of the temporal dimension. Time proposed as a forward flowing consistent and constant element allows for education as a progression through which its subjects will be improved upon by the addition of more knowledge and greater skills. This paper explores the notion of this progression through a deconstruction of the linear topology of time with reference to Nietzsche’s eternal recurrence. In doing so the description of ourselves created by the idea of education as a progress is questioned. New mathematical ideas are presenting the possibility of topologies of time which are able to reflect and relate differently to human experience. Here I suggest that altering the topology of time used by education would also allow us to alter our understanding of human change and would therefore simultaneously allow us to think anew about what we me...

“Grandeur et Misère de l’homme: AI and/or Human Flourishing”

Logos, 2024

PART I situates AI within the long arc of human technē, this paper proposes to think about AI (and gene-editing technologies) as the latest and perhaps final attempt of our species millennia-old project of asserting complete dominion over nature. - PART II of the paper focuses on the corrosive impact of AI on human memory. - Drawing on Augustine, Pascal, and Robert Spaemann, PART III reflects on what long-term effects an unrestricted integration of AI into human existence and everyday practice is likely to have.

Philosopher's responsibility concerning education in the epoch of AI

Academia Letters, 2021

Philosopher's responsibility concerning education in the epoch of AI vesselin petrov, Bulgarian Academy of Sciences The task of philosophy is not to give recommendations about the further development of any scientific discipline based on the present state of its situation; the task of philosophy is to outline horizons for development based on analysis of some general regularities and conclusions concerning some periods of development of human epochs and human civilization. That is the main difference between the concrete sciences and philosophy. Let us see what can be said from that perspective about philosopher's responsibility today. One of the most important aspects of the question about philosopher's responsibility today is the problem of philosopher's responsibility concerning education in the epoch of AI. It is not only a problem of the nearest future of our human civilization, but also a problem of it's today development due to the quick recent development of AI. That is why I have chosen it as a topic of my present short exposition. Let me begin this discussion with a general philosophical reflection on the historical development of our human civilization. In a sense it can be characterized as a process of continuing disappointments. Indeed, at the beginning of our civilization, humans thought that the Earth was in the center of the world. However, after Copernicus' revolutionary turn, people have understood that our planet is not in the center of the universe, but is somewhere in the periphery. Nevertheless, people have still continued to believe that they are God's creatures. After Darwin's works, however, they have understood that their origin is not divine, but from monkeys of sorts. Until recently people have continued to think that their values are at the top of the hierarchy of values in the universe. Nowadays, however, contemporary ethics argues that human values are not, so to say, in the center of the universe, and that they are not the highest ones, but are again somewhere in the "periphery" of a system of values in the universe. Analogously, until recently, people have thought that their intelligence is the highest one. But now

Lifelong learning as a source of well-being and successful aging

Revista Serie Estudos, 2014

When we were born, we 'received' a script saying how our life would be. We would go to school, and then to the University, begin to work, marry, have children, then grandchildren and retire. What about after retirement? Nobody told us what to do for the next 20, 30, 40 years of our existence. In this scenario, education has an important role to keep older adults as active members in the society, incraesing their quality of life. This paper explores the importance of educational programs for older adults; it describes some of these programs; and discusses the importance and necessity for planning these educational programs, according to the target audience, their needs, and wishes. Finally, this paper offers some recommendations and conclusions about older adult education according to the existing literature.