PHI2600 Group Project 1 Critical Thinking with Questions Analysis & Evaluation

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Philosophy

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Feb 20, 2024

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Name: Nicole Jimenez Group Inquiry Project 1 Reflection & Evaluation Each person completes his/her own write-up. 7.5% of overall grade Due _09/15/2023_ (see course outline) – Submit like a HW Write responses to all of the points below as if they were HW questions . 25 points (out of the 100 possible points for the assignment) will be deducted for missing the in-class inquiry time with an unexcused absence Brief Response Questions :  Write your group name. Sentient Beings  Write some of the other inquiry question(s) that you or the group proposed, but did not select as the anchor question. What would happen if we weren’t human beings? S.E.E.I. Critical Thinking Method Practice :  STATE the main inquiry question your group focused on for this inquiry. How should we build self-driving cars to make decisions?  ELABORATE on your group’s main question by restating it in different words than you used above. “In other words…” In other words, who should be the person who decides how to program a self-driving car to recognize which moral decision is correct or not?  EXEMPLIFY by providing examples that help you elaborate on the main question. For example, at the time when the vehicle is involved in making a decision about which path to take to save a person's life, how should the person or persons program this vehicle to make a decision; that is, should the vehicle analyze physical data, morals, experience, knowledge, or should it simply be an algorithm? Even though this question does not have a correct answer, the group considered that it should not be one person who decides, but several, although there is the possible influence of human errors.  ILLUSTRATE, if possible, by providing an analogy or image to elaborate even more. It is possible to compare this situation with raising a child. Parents, before the birth of the baby, generally inform themselves and plan for how they want to raise their child (company discussion about self-decision making). At the moment the child is born, parents decide what moral values to instill in their child and guide them on how they should behave and make decisions (it would be the same in the sense of the car's ethical programming). Likewise, certain situations can be compared in which the child / car is involved but acts thanks to the influence of its parents/ programmer.  Did your group’s main question change/develop over the course of the inquiry? That is, did you clarify the question at some point? If so, write the initial version of the question and the final version. In what way did your group clarify/enhance/refine the question? Why did your group make this change? Yes, at the beginning of the conversation, a variety of questions were proposed to obtain options from which to choose, at the time of choosing the question through which we directed the conversation through the answers, its meaning and amplitude of content were reduced to a specific topic. The question did not have a change in its wording, but it did change in the answers provided. Most of all, we wanted the answer to the question to be simplified to whether one person is suitable or several and how this process should be handled.  In what way did data, information, or evidence influence the development of your inquiry? Provide at least one specific example of a piece of information and how it impacted the inquiry. For me, human beings have a lot of room to make mistakes, therefore making such a significant type of moral decision basically involves overcoming a variety of situations that are not controllable. To consider an answer to this inquiry I thought about human history and how in each of its stages and periods errors were made, in addition to the fact that our knowledge about artificial intelligence has not had any approaches to ethical programming since basically Machines do not have consciousness, yet, and cannot even make these types of decisions, but if they did make them, would they begin to be subjective decisions for each machine? It should be noted that since it was a dynamic conversation, my perception was made from experiences and not based on facts since there was no possibility of considering sources; however, I believe that my perception about the possibility of the influence of human error framed the conversation in considering whether ©Kimber 2016

we are the most suitable to program vehicles.  What concepts did your group explore or clarify in the inquiry process? Provide at least one specific example of a concept and why it was significant to the inquiry. I believe that a concept that was not named but was discussed is the veil of ignorance, in the sense of whether the decision-making vehicle would adopt this technique to decide which person to save or which path to take. Likewise, as a group, we recognized that the veil of the vehicle would be influenced by a person. Being the veil of ignorance, the methodology of ignoring certain factors but considering the fairest would be the fairest strategy at this time to make this type of critical decision.  What assumptions were uncovered in your inquiry experience? (Your assumptions, or the assumptions of others, or general assumptions related to your question.) Provide at least one specific example. I think that some assumptions that were uncovered in the experience led the group to consider that self-driving cars are not as intelligent as we think; in addition, that to avoid accidents or for the operation of this system to be effective, the majority of people should acquire this type of vehicle.  What, do you think, is the value/purpose of asking a question like this in a group rather than thinking about it on your own? OR Did you feel that you were engaged in a “philosophical experience” while participating in this inquiry? Why or why not? Elaborate. OR How might a process like this help someone escape a cave (like Plato’s cave)? Asking these types of questions in a group provides insights that one cannot personally consider; in addition, the mind is open to all types of positions to establish a personal perception of the opinions. Likewise, being an inquiry question, which is not a common but significant question, it can be recognized that there is a philosophical experience in which all the ideas that are shared are premeditated, there is no right or wrong and they generate a glimpse of the humanity of a person. Being blinded to a personal perception does not allow the acquisition of new knowledge, through this type of talk one can change its perception and look for new angles on situations.  Overall, how would you describe and assess your participation in the inquiry (including preparation and participation)? I consider that I contribute in the most respectful and objective way my position regarding the answer to the question and in this same way I try to listen to and consider all the opinions of my colleagues. Through this conversation, I wanted to explore all my innate knowledge and my closest perception of the subject to always share the truth. I also tried to include all my experience plus the new knowledge I have acquired through this class.  How would you describe and assess the participation of your group ? I think that we managed to obtain agreement and fluidity in our conversation. It was such a dynamic conversation that we covered all the areas in which the question had influence, in addition to developing the strategy of questioning the other's answers not to judge but to seek deeper answers.  What is your overall assessment of the inquiry process? This exercise allowed us to practice and interact with people in the class with whom we had never met and discuss critical issues about life and society. The fact of posing questions allows the mind to exercise itself by questioning everything around it, and giving the answers both from a personal and group perspective makes the exercise not tedious but rather interactive with the search for effective results. I hope to be able to do this type of exercise with these types of questions in future opportunities to give a new view of my perspective and to learn how other people think and reach conclusions. Critical Thinking Questions & Resources - (Respond with 1-2 paragraphs) :  The Critical Thinking Community: College and University Students http://www.criticalthinking.org/pages/college-and-university- students/799  The Miniature Guide to Critical Thinking: Concepts & Tools (limited download copy) http://www.criticalthinking.org/files/Concepts_Tools.pdf  The Critical Thinking Community: Critical Thinking in Every Day Life: 9 Strategies http://www.criticalthinking.org/pages/critical-thinking-in-everyday-life-9-strategies/512 ©Kimber 2016

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