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'Humanities as teaching tools
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Hey, Computer Sciences Stop Hating on The Humanities is a magazine article written by Emma Pierson (2017) for employers seeking programmers and universities with computer science programs in which, Pierson addresses the consequences of ignoring the teachings of the humanities in universities. However, with the emphasis Pierson (2017) places on her ‘‘worrisome” thoughts and “difficult dilemma” she has on “algorithms” in paragraphs three and four and in conjunction with McLuhan’s (2009) philosophy of facing the anxiety that comes with critically analyzing flawed “algorithms” that “Narcosis narcotic” hides (para.16), the issue that Pierson targets is really the dependence that systems place on blind and arrogant programmers of flawed “algorithms” that cause “social disparities” (para. 4). These “social disparities” (para. 4) arise because of the programmer’s lack of education and respect or the humanities in moral decision making that universities can teach. The initial concern that Pierson explores is the attitude of computer programmers and states that (2017) “The fact that so many computer scientists are ignorant or disdainful of non-technical approaches is worrisome because, in my work, I’m constantly confronting questions that can’t …show more content…
Pierson’s attempts to escape the Narcissus Narcosis and face the anxiety, by critiquing the algorithms that create Pierson to experience “worrisome” (para. 3) thoughts because of the ignorant attitude of programmers that create algorithms that spew “social disparities.” (para. 4) In addition to the reasons Pierson gives her concerns, McLuhan’s views on the relationship between algorithms and user give reason to why a conversation must
In conclusion, Mark Shiffman wrongly holds fear responsible for the decrease in students studying the humanities. Students today pursue more practical fields of study because the interests of human beings are ever-changing, prioritizing one’s passions is more difficult than determining their objective strengths, and one should focus on their various callings in society rather than striving solely
The conditions of the present scenario are as follows: a machine, Siri*, capable of passing the Turing test, is being insulted by a 10 year old boy, whose mother is questioning the appropriateness of punishing him for his behavior. We cannot answer the mother's question without speculating as to what A.M. Turing and John Searle, two 20th century philosophers whose views on artificial intelligence are starkly contrasting, would say about this predicament. Furthermore, we must provide fair and balanced consideration for both theorists’ viewpoints because, ultimately, neither side can be “correct” in this scenario. But before we compare hypothetical opinions, we must establish operant definitions for all parties involved. The characters in this scenario are the mother, referred to as Amy; the 10 year old boy, referred to as the Son; Turing and Searle; and Siri*, a machine that will be referred to as an “it,” to avoid an unintentional bias in favor of or against personhood. Now, to formulate plausible opinions that could emerge from Turing and Searle, we simply need to remember what tenants found their respective schools of thought and apply them logically to the given conditions of this scenario.
Margaret Boden’s “Artificial Intelligence: Cannibal or Missionary” is a credible primary source article rebutting common concerns of artificial intelligence. Boden uses strong logic to combat against the thought of artificial intelligence making humans less special and artificial intelligence causing people to be dehumanized. Boden concludes that dehumanization and people finding themselves less special from AI are false and that other concerns include people overlying on AI.
Goldstine, Herman H. "Computers at the University of Pennsylvania's Moore School." The Jayne Lecture. Proceedings of the American Philosophical Society, Vol 136, No.1. January 24, 1991
With each passing day, humans make great advancements in the world of technology. One of these advancements is the use of “artificial intelligence,” or computer systems that have the capability of performing tasks that would normally require human intelligence to accomplish. The various uses of “artificial intelligence” causes people to form opinions on it as a whole, often leading to debates on the topic. Authors like Susan Bennett, Neil Harbisson, Joi Ito, Garry Kasparov, Shauna Mei, Nnedi Ohorafor, and Faith Popcorn, voice their various perspectives on the matter. In this debate, all seven writers agree that “artificial intelligence” does in fact exist. Using their own definitions, the last argument each writer is trying to make is whether
If the nineteenth century was an era of the Industrial revolution in Europe, I would say that computers and Information Technology have dominated since the twentieth century. The world today is a void without computers, be it healthcare, commerce or any other field, the industry won’t thrive without Information Technology and Computer Science. This ever-growing field of technology has aroused interest in me since my childhood. After my twelfth grade, the inherent ardor I held for Computer Science motivated me to do a bachelors degree in Information Technology. Programming and Math, a paragon of logic and reasoning, have always been my favorite subjects since childhood.
As our world expands through the growing abilities and applications of computers in our everyday lives, it seems that the role of the computer has been reversed. Before we knew that the computer only understood what we programmed it to understand; however, now the majority of our society is learning more from computers than they are able to input into it. Dumm (1986 p.69)
Maybe America’s educational leaders don’t understand what computer science is, which is why they don’t place enough emphasis on this invaluable skill for now and the future. Less than 7 percent of the state’s high schools offer courses in the important science.
It is that passion which has grown over the years into a single-minded pursuit of Computer Science as a serious academic career, and led me to pursue a B.Tech in Information Technology at Delhi Technological University (DTU; formerly Delhi College of Engineering), one of the premier institutions in the country. I aspire to attain a doctorate in the areas of Artificial Intelligence (AI) and Natural Language Processing (NLP). I believe Berkeley’s MS in Computer Science will help me expand both the breadth and depth of my knowledge in these areas and allow me to identify a specialization for a subsequent doctoral degree.
I want to take this occasion to address one of the most prominent criticisms of the humanities today. I am not referring to criticism of more recent vintage, which takes to task the humanities for a supposed excess of political correctness; this complaint we can set aside as the ideologically motivated lament that it surely is. Rather, I’m speaking of the more long-standing critique that takes the humanities to task for its inconsequence, its uselessness. The presumption that underwrites this critique is simple: its claim is that we do not learn anything by attending to the objects of humanities research. These objects – a poem, a film or play, a piece of music, or what have you – do not furnish our minds with information we can use. No special knowledge is required to enjoy these objects, and no useable knowledge is furnished through their study.
With technology rapidly changing as fast as we blink our eyes, it is important for people to learn as much as possible about the computer world if they want to maintain a decent lifestyle because the world we live in revolving around those technologies. As McKee points out, “most jobs now require intelligence and technical skill” (1). Each year, there is something either added or modified to computers, which forces people to learn computer literacy at a steady pace. While some love computers, others despise them. When comparing people’s attitudes towards computers, statistics show a gender gap that proves most females’ attitudes are drastically different from the attitudes of males. Several studies prove that women not only lack an interest in technology, but they also chose not to enroll in computer classes. Since computers and technology play an enormous role in the world today, more technology professionals are needed. It is extremely important for more women to become knowledgeable in these areas. Swain and Harvey argue, “This technology gender gap is affecting half our population and causing it to be unprepared to contribute to the demands of a high-tech twenty-first century” (17). While this may not seem like a serious issue to some, it is an issue that will ultimately lead to a bigger problem if not handled immediately. So why are there so few women in the technology field? To answer that question, I must first find out why are there so few women in the technology and computer classes, considering that this atmosphere is the most common place where the interest for computers is born.
In considering the definitions and implications of Artificial Intelligence, many philosophers have reached extremely different conclusions. Alan Turing, author of the Turing Test, believed that an intelligent machine would be able to imitate perfectly a human. Margaret Boden, Professor of Philosophy and Psychology at the University of Sussex, contends that a machine is intelligent if it possesses and displays certain human values. Moving away from the pure...
Duquenoy, P., Jones, S., & Blundell, B. (2008). Ethical, legal and professional issues in computing. London: Thomson.
“SCIENCE HAS BOMBS, and humanities have Britney Spears” (Kershner as cited in Purvis, 2004). This amusing comment, made during a professorial debate concerning which discipline was superior, epitomises the divide that exists between the humanities and sciences. Although the debate has its roots in the Industrial Revolution, in more recent times it was signalled by Snow’s (1959; 1964) discussion outlining the dysfunctional gulf that exists between the cultures. Essentially Snow was critical of the breakdown of communication and understanding between the worlds of the humanities and sciences and blamed this for many of society’s unresolved problems. He was particularly critical of the literary intellectuals: “This loss is leading us to interpret the past wrongly, to misjudge the present, and to deny our hopes of the future. It is making it difficult or impossible for us to take good action.” (Snow, 1964, p.60) In the years that followed there has been considerable discussion and debate about the issue and consequent discussions about the value of the sciences and humanities for society’s wellbeing. For example, Leavis (Leavis & Yudkin, 1963) criticised the notion of a chasm and, in a vitriolic manner, suggested that Snow was simply a public relations ‘stooge’ for the sciences. The argument was deepened by a pseudoscientific hoax paper published in a post-modern cultural studies journal by Sokal (1996a, 1996b), a mathematical physicist, who demonstrated that there was an acceptance of a lack of rigour in published humanities work. There was a furore over this hoax and counter arguments and rebuttals engaged many academics in a bitter dispute, but unsurprisingly an examination of this literature reveals that the protagonists talked ...
The article Guest Editors' Introduction: Algorithms and Today's Practitioner is about the use of algorithms in the world of software engineering. An algorithm is a set of rules that need to be followed in problem-solving operations .The practice of finding and using new algorithms had really died down until someone almost found the solution to the P=NP problem. The P=NP problem asks if a problem that can be verified by a computer quickly can be solved quickly by a computer. This boosted the interest of “algorithmic advances.” Since this increase in interest of algorithms, more people have wanted to become software