Abstracts
Abstract
Current initiatives to include ethics in artificial intelligence (AI) technical curricula are slow to bear fruit. This paper discusses several key challenges that undermine these pedagogical efforts to include ethics, namely the confusion around the meaning of AI ethics, a tendency to prioritize technical over social perspectives, and a lack of solid educational grounding. These challenges are further explored using humanities-based perspectives. Finally, potential answers based on the paradigm of complexity and the ethics of care are suggested in response to the identified pitfalls.
Keywords:
- AI ethics,
- ethics education,
- technical AI programs,
- paradigm of complexity,
- ethics of care
Résumé
Les initiatives actuelles pour inclure l’éthique aux programmes techniques d’intelligence artificielle (IA) tardent à porter leurs fruits. Cet article discute de défis clés qui sapent ces initiatives d’enseignement pour inclure l’éthique, soit le sens vague de l’éthique de l’IA, une tendance à prioriser la perspective technique plutôt que sociale, ainsi que des bases didactiques peu solides. Ces difficultés sont examinées plus en détail à l’aide de perspectives issues des sciences humaines. Enfin, des pistes de solution basées sur le paradigme de complexité et l’éthique du care sont suggérées pour répondre aux écueils identifiés.
Mots-clés :
- Éthique de l’IA,
- formation éthique,
- programmes techniques d’IA,
- paradigme de complexité,
- éthique du care
Appendices
References
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