Indigenous, feminine and technologist relational philosophies in the time of machine learning

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2023-01-02 DOI:10.1080/17449642.2023.2188714
Troy A. Richardson
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Abstract

ABSTRACT Machine Learning (ML) and Artificial Intelligence (AI) are for many the defining features of the early twenty-first century. With such a provocation, this essay considers how one might understand the relational philosophies articulated by Indigenous learning scientists, Indigenous technologists and feminine philosophers of education as co-constitutive of an ensemble mediating or regulating an educative philosophy interfacing with ML/AI. In these mediations, differing vocabularies – kin, the one caring, cooperative – are recognized for their ethical commitments, yet challenging epistemic claims in the contexts of ML. Similarly, ML poses some questions to claims made about relational and Indigenous epistemologies, where the latter is perceived as separated from and unaffected by computation specifically or algorithmic societies generally. This essay seeks to gain several vantage points to explore and complicate how diverse relational philosophies can address ML and perhaps reconsider their own critical practices.
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机器学习时代的土著、女性和技术专家的关系哲学
对许多人来说,机器学习(ML)和人工智能(AI)是21世纪初的标志性特征。在这样的挑衅下,本文考虑人们如何理解土著学习科学家、土著技术专家和女性教育哲学家所阐述的关系哲学,将其作为一个整体的共同组成部分,调解或调节与ML/AI交互的教育哲学。在这些调解中,不同的词汇-亲属,关怀,合作-因其伦理承诺而得到认可,但在ML的背景下挑战认识论主张。同样,ML对有关关系和土著认识论的主张提出了一些问题,后者被认为与计算或算法社会分离,不受其影响。本文试图获得几个有利位置,以探索和复杂不同的关系哲学如何解决ML问题,并可能重新考虑他们自己的关键实践。
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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