Eagle: Will Artificial Intelligence Lead to Extinction of Humanity? Would You Trust Your Life to the Weakest Line of Code?

300 Million Talons...

300 Million Talons…

Scientists warn the rise of AI will lead to extinction of humankind

(NaturalNews) Everything you and I are doing right now to try to save humanity and the planet probably won’t matter in a hundred years. That’s not my own conclusion; it’s the conclusion of computer scientist Steve Omohundro, author of a new paper published in the Journal of Experimental & Theoretical Artificial Intelligence.

His paper, entitled Autonomous technology and the greater human good, opens with this ominous warning (1)

Military and economic pressures are driving the rapid development of autonomous systems. We show that these systems are likely to behave in anti-social and harmful ways unless they are very carefully designed. Designers will be motivated to create systems that act approximately rationally and rational systems exhibit universal drives towards self-protection, resource acquisition, replication and efficiency. The current computing infrastructure would be vulnerable to unconstrained systems with these drives.

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Apr 20

SchwartzReport: Physics Revolution – Discovering Consciousness as Matter

Stephan A. Schwartz

Stephan A. Schwartz

This report on the latest developments concerning consciousness research in physics is a wonderful illustration of a trend: the cutting edge of physicalist research is confronting consciousness. It is now one step away. Note two things: 1) the acknowledgement that the model is incomplete, missing a link, and a paradox: “why does the information content of our conscious experience appear to be vastly larger than 37 bi! ts of integrated information that can be stored in the human brain.”

Answering the paradox I predict will take physics into the nonlocal domain, and the matrix of information that is the all there is.

The German school of physics, referenced in is this report was made up of Planck, Pauli, Heisenberg, Einstein and others; the Olympiad of 20th century physics. All of them along with Jung, and Franz Boas, the founder of American anthropology, were strongly influenced by Adolf Bastian, a 19th century German polymath who posited the theory of Elementargedanke – literally ‘elementary thoughts of humankind.” It was an early attempt to recognize and try to study the nonlocal informational matrix, from which Jung developed the concept of the Collective Unconscious.

SOURCE: Consciousness as a State of Matter

Why Physicists Are Saying Consciousness Is A State Of Matter, Like a Solid, A Liquid Or A Gas
The Physics arXiv Blog

EXTRACT

Today, Max Tegmark, a theoretical physicist at the Massachusetts Institute of Technology in Cambridge, sets out the fundamental problems that this new way of thinking raises. He shows how these problems can be formulated in terms of quantum mechanics and information theory. And he explains how thinking about consciousness in this way leads to precise questions about the nature of reality that the scientific process of experiment might help to tease apart.

Tegmark’s approach is to think of consciousness as a state of matter, like a solid, a liquid or a gas. ‘I conjecture that consciousness can be understood as yet another state of matter. Just as there are many types of liquids, there are many types of consciousness,” he says.

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Apr 20

Eben Moglen: Snowden and the Future

Eben Moglen

Eben Moglen

October 9, October 30, November 13 and December 4; 2013.

Columbia Law School in association with Software Freedom Law Center

From approximately 17:11 in NSA Spying talk 3 of 4 by Prof. Eben Moglen, a presentation sponsored by the Software Freedom Law Center of the Columbia Law School.

“The anonymity of reading is the central, fundamental guarantor of freedom of the mind.  Without anonymity of reading there is no freedom of the mind, and there is literally slavery.”

This is at 6:35 from part 4:

“Collectively, we are trying to save the freedom of humanity and democracy, which cannot be otherwise saved.  As we have seen, pervasive relentless surveillance destroys freedom of thought. And without freedom of thought, all other freedoms are merely privilege, conceded by government.”

Part I: Westward the Course of Empire

 

Part II: Oh, Freedom

 

Part III: The Union, May it Be Preserved

 

Part IV: Freedom’s Future

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Apr 4

Richard Falk: Why Do I Persist?

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Richard Falk

Richard Falk

I have been asked recently why do I persist in working hard for the things that I believe in, knowing that I will die in the next several years, and am almost certain not to be around for the catastrophic future that seems to cast its dark shadow across the road ahead, and can only be removed by a major transnational movement of the peoples of the world.

. . . . . . .

My own reflections on why I persist in doing what I am doing are more simplistic, less sophisticated, and maybe no less trivializing, but also more satisfying to me as explanations that connect with my experience. In contrast to ScheffIer I would emphasize three distinct lines of explanation that are each experiential, and hopefully not sentimental: lifetime habit, being on the right side of history, and the inherent pleasures of intellectual life.

Full presentation below the line.

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Mar 18

JZ: The Most Important Film on Education You May Ever See…

Jason "JZ" Liszkiewicz

Jason “JZ” Liszkiewicz

This is a movie that has been in development for years and is still not finished partially due to lack of funds. It could turn out to be the most important movie on American education ever made.

http://www.nicolefilms.com/work/4thpurpose.html

I’ve emailed them twice in the last few years telling them to use Kickstarter.com or IndieGoGo.com but I think they have completely ignored this.

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Mar 3

Henry Jenkins: Confronting the Challenges of Participatory Culture – Media Education for the 21st Century

Henry Jenkins

Henry Jenkins

WHITE PAPER: 72 Pages

Executive Summary

According to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly one-third of teens who use the Internet have shared content they produced. In many cases, these teens are actively involved in what we are calling participatory cultures.

A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also
one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least they care what other people think about what they have created). Forms of participatory culture include:

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Feb 14

Anthony Judge: Metascience Enabling Upgrades to the Scientific Process

Anthony Judge

Anthony Judge

Metascience Enabling Upgrades to the Scientific Process

Beyond Science 2.0 in the light of polyhedral metaphors?

Introduction
Enhanced simulation of scientific processes
Topography of the challenges of humanity
Reconsidering the imaginary unit (i) — the “fudge factor” of science
Symbolic implications: ICSU as a case study
Psychosocial coherence as a resonance hybrid?
Global conversation and the nature of any emergent consensus
Emergence of global coherence through Science 2.0?
References

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Feb 8

4th Media: Predatory Capitalism Today

4th media cropped1,400 Sue General Electric, Toshiba and Hitachi for Fukushima Disaster

We’ve previously noted that General Electric should be held partially responsible for the Fukushima reactor because General Electric knew that its reactors were unsafe: 5 of the 6 nuclear reactors at Fukushima are General Electric Mark 1 reactors. GE knew decades ago that the design was faulty.

Amazon Page

Amazon Page

Economics of the 1%: How Mainstream Economics Serves the Rich, Obscures Reality and Distorts Policy

This book exposes the myths of mainstream economics behind the public discourse and explains why current policies fail to serve the vast majority.

How much do economists really know? In most cases, they claim to have profound knowledge but in fact understand little and obscure almost everything. Most people are convinced that economics should be left to the ‘experts’, when they themselves are perfectly capable of understanding it. This book explains that mainstream economics serves the interests of the rich through its logical inconsistency and unabashedly reactionary conclusions. John F. Weeks exposes the myths of mainstream economics and explains in straightforward language why current policies fail to serve the vast majority of people in the United States, Europe and elsewhere. Their failure to serve the interests of the many results from their devoted service to the few.

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Feb 2

Jean Lievens: Peter Murphy on Creative Economies and Research Universities

Jean Lievens

Jean Lievens

This is a pre-publication article. It is provided for researcher browsing and quick reference.The final published version of the article is available at:

‘Creative Economies and Research Universities’ in M.A. Peters
and D. Araya (eds) Education in the Creative Economy: Knowledge and Learning in the Age of Innovation (New York: Peter Lang, 2010), pp 331-358.

After the Culture Wars, now come the Economy Wars

When the world recession in 2008 began, the economy wars, which had beendormant for two decades, flared again. After thirty years of the culture wars, this came as a bit of a relief.

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Jan 24

Stephen E. Arnold: Yale Online Course Catalog Censorship Update

Stephen E. Arnold

Stephen E. Arnold

Yale Online Course Catalog Update

I read “Yale Censored a Student’s Course Selection Website. So I Made an Unblockable Replacement.” The author seems to be a Yale student. Excitement will definitely ensue. Also, I am encouraged that the workaround is a Google Chrome extension. Good news for students who want to use a popular browser to respond to administrative actions. Perhaps a Googler will help out in the spring?

Here’s the passage I noted:

Banned Bluebook never stores data on any servers. It [the code] never talks to any non-Yale servers. Moreover, since my software is smarter at caching data locally than the official Yale course website, I expect that students using this extension will consume less bandwidth over time than students without it. Don’t believe me? You can read the source code. No data ever leaves Yale’s control. Trademarks, copyright infringement, and data security are non-issues. It’s 100% kosher.

Yep, kosher.

Stephen E Arnold, January 20, 2014

Previous Yale Report:

Stephen E. Arnold: Yales Censors Superior Course Catalog Made By Its Own Students

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Jan 21