Very often our ethical choices are framed by what we know. Science helps us when inquired with the right methodologies and instruments, to know a snapshot of reality. There is a huge debate on how scientists, philosophers, social researchers and investors can support public discussion and public relations campaigns that are more “inclusive” for youth. Key people, at the peak of our democracy, should learn by mistakes made in the past to open and guarantee new perspectives of youth empowerment, as this class is destined to be protagonist of a dialog process and in future political turmoils able to accept the limits implied by epistemological ethics. Here science rationale and enterprise can offer educative examples of action.
In the latest years the literature on robots and education has addressed the inspiring possibility to insert robots as educators in classes. However, a full list of case studies – despite the ones of Saya in Japan and ARTIE at the Oxford Brooks University – have been lacking so far. This post aims to address this relationship, somehow complex and for lots barely possible, following a fil rouge aiming to highlight how the harmonious interactions between robot teachers and schoolers aren’t far from being a concrete possibility. Designed to appear and move like humans, and already well equipped to support education, they seems to face yet one major challenge: propose a model -being in control of its premises – and consider which design could let this pedagogy to blossom in hybrid contexts.
The question ‘ How do you know if someone is intelligent or not?’ was posed to me a week ago. Since then, I started to reflect on how frame a… Read more How do you know if someone is intelligent or not? →
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