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<p>Dear Debbie</p>
<p>I teach an undergrad survey course designed to be accessible to
non-CS students. For some years I used, as my main required
reading to support the class on AI history, Chapter 5 of Daniel
Crevier's <i>AI: the Tumultuous History of the Search for
Artificial Intelligence</i> (1993) – not an academic text, but I
found it to be at just the right level for the points I was trying
to put across about early challenges to the effectiveness or
advisability of AI implementation, with particular attention to
Dreyfus and to Weizenbaum. <br>
</p>
<p>I also demonstrate ELIZA in class, and would agree with Kevin
that it's an excellent way into exploration of the issues, and one
that students at all levels of experience can get something out
of. <br>
</p>
<p>All best<br>
James<br>
</p>
<br>
<div class="moz-cite-prefix">On 23/04/2018 14:05, Kevin Driscoll
wrote:<br>
</div>
<blockquote type="cite"
cite="mid:CAC=7SkwzjzfH74tGXbKmBmx9_sBRt6ZLAfDOn1vCOF-EXYPVHg@mail.gmail.com">
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<div dir="ltr">Dear Debbie,<br>
<br>
I've found that some familiarity with the ELIZA chatbot is
helpful for students learning about the history of AI. ELIZA
appears often in later literature and provides a generative
starting point for thinking about the social and political
consequences of AI in society.<br>
<br>
In a media studies course about programming, I ask students to
compare passages from Weizenbaum's 1966 paper and 1976 follow-up
book:<br>
- Weizenbaum, J. (1966). ELIZA: A Computer Program for the Study
of Natural Language Communication Between Man and Machine.
Commun. ACM, 9(1), 36–45. <a
href="https://doi.org/10.1145/365153.365168"
moz-do-not-send="true">https://doi.org/10.1145/365153.365168</a><br>
- Weizenbaum, J. (1976). Computer Power and Human Reason: From
Judgment to Calculation (1st edition). San Francisco: W H
Freeman & Co.<br>
<br>
There are also lots of ELIZAs living on the web for them to play
with, e.g.:<br>
- <a href="http://www.masswerk.at/elizabot/"
moz-do-not-send="true">http://www.masswerk.at/elizabot/</a><br>
- <a
href="https://www.smallsurething.com/implementing-the-famous-eliza-chatbot-in-python/"
moz-do-not-send="true">https://www.smallsurething.com/implementing-the-famous-eliza-chatbot-in-python/</a><br>
<br>
Plus, the racist meltdown of Microsoft's Tay in 2016 offers an
extension into the present:<br>
- <a
href="https://www.theverge.com/2016/3/24/11297050/tay-microsoft-chatbot-racist"
moz-do-not-send="true">https://www.theverge.com/2016/3/24/11297050/tay-microsoft-chatbot-racist</a><br>
<br>
Best of luck to you and your student!<br>
<br>
Kevin Driscoll<br>
University of Virginia<br>
<br>
<br>
</div>
<div class="gmail_extra"><br>
<div class="gmail_quote">On Mon, Apr 23, 2018 at 3:55 AM,
Alberts, Gerard <span dir="ltr"><<a
href="mailto:g.alberts@uva.nl" target="_blank"
moz-do-not-send="true">g.alberts@uva.nl</a>></span>
wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0
.8ex;border-left:1px #ccc solid;padding-left:1ex">
<div
style="word-wrap:break-word;line-break:after-white-space">
<div
style="direction:ltr;font-family:Tahoma;color:#000000;font-size:10pt">Dear
Deborah,
<div>The crucial book is Hubert L. Dreyfus, <i>What
computers still can't do. A critique of artificial
reason</i> (MIT, 1972. 1992).
<i>The original What computers can't do</i>, is
basically a philosophical argumentation. The revised
edition has an ample introduction offering a most
readible historical view of the debate as it evolved.</div>
<div>AI from its very inception in the 1950s has been
accompanied with debates. These debates may have been
different in Europe from the US; just like the
automation debate in the 1950s was predominantly a
socio-economic debate in the US, and when it landed in
Europe it had turned into a cultural debate.</div>
<div>Our colleague Dick van Lente (University of
Rotterdam) published on these issues.</div>
<div><br>
</div>
<div>I do read Dreyfus with graduate students. For
undergraduates I find J. David Bolter,
<i>Turing's man</i> (from 1984!) still very readible.
To students in CS or AI it will always serve as an
eye-opener to the worldviews implicit in their
discipline - which to me is the key element of an
ethical reflection course.</div>
<div>Kind regards,</div>
<div>Gerard Alberts, University of Amsterdam</div>
<div><br>
<div style="font-family:Times New
Roman;color:#000000;font-size:16px">
<hr>
<div id="m_-1366038241015588781divRpF321089"
style="direction:ltr"><font size="2" face="Tahoma"
color="#000000"><b>Van:</b> Members [<a
href="mailto:members-bounces@lists.sigcis.org"
target="_blank" moz-do-not-send="true">members-bounces@lists.sigcis.<wbr>org</a>]
namens Deborah Douglas [<a
href="mailto:ddouglas@mit.edu" target="_blank"
moz-do-not-send="true">ddouglas@mit.edu</a>]<br>
<b>Verzonden:</b> maandag 23 april 2018 3:21<br>
<b>Aan:</b> members<br>
<b>Onderwerp:</b> [SIGCIS-Members] Some
suggestions on the early history of the ethics
of AI<br>
</font><br>
</div>
<div>
<div class="h5">
<div>I am appealing to the collective for some
quick recommendations to help one of my
undergraduates interested in the early history
of ethics and artificial intelligence. What
sorts of articles or books have others used in
their classes with undergraduates to help them
understand the key issues and concerns?
<div><br>
</div>
<div>Many thanks,</div>
<div><br>
</div>
<div>Debbie Douglas</div>
<div><br>
</div>
<div><font
class="m_-1366038241015588781Apple-style-span"
size="1"><b>Deborah G. Douglas, PhD</b></font><font
class="m_-1366038241015588781Apple-style-span" size="1"
face="Helvetica-Light"> • Director of
Collections and Curator of Science
and Technology, MIT Museum, Room N51-209
• 265 Massachusetts Avenue • Cambridge, MA
02139-4307 • <a
href="http://web.mit.edu/museum"
rel="noopener noreferrer"
target="_blank" moz-do-not-send="true">http://web.mit.edu/museum</a> •
<a href="http://museum.mit.edu/150"
rel="noopener noreferrer"
target="_blank" moz-do-not-send="true">http://museum.mit.edu/150</a> • <a
href="mailto:ddouglas@mit.edu"
rel="noopener noreferrer"
target="_blank" moz-do-not-send="true">d<wbr>douglas@mit.edu</a> •
617-253-1766 phone • 617-253-8994 fax</font><br>
<div><br>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
<br>
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