<http://www.geocities.com/machine_psychology/The_Ghost_In_The_Machine>
On Fri, 5 Dec 2003, Keith Hudson wrote:
> Franklin,
>
> I'm much enjoying your postings.
>
> Keith Hudson
Thank you for the compliment. Do you have any critical comments to offer
concerning my statement on perpetual motion/free energy machines which
I posted to the IMP site above?
FWP
> At 13:53 04/12/2003 -0800, you wrote:
> >On Thu, 4 Dec 2003, pete wrote:
> >
> > > On Thu, 4 Dec 2003, [EMAIL PROTECTED] wrote:
> > >
> > > >Eventually machine intelligence will replace human intelligence
> > > >throughout the economy. Wonder if the final outcome will be "good" or
> > > >"bad" Productivity will have increased but human interaction (at least in
> > > >these traditional areas such as education and probably health care) will
> > > >have decreased.
> >
> >That is a good point. I recently posted a comment to the MIT- list on
> >the ubiquitous nature of opposing forces like constructive-destructive,
> >action-reaction, catabolic-anabolic and educational-countereducational.
> >A variety of motives lie behind educationally progressive and
> >educationally regressive outcomes. But I am sure we can use the teaching
> >machine optimally and still retain the option of calling in human teachers
> >as we (the students) wish.
> >
> >The question re MIT's $100,000,000 OCW is to what extent educational vs.
> >countereducational forces are being applied. Facetiously we have to ask
> >how much of OCW is "boon" and how much is "doggle". Remember our old
> >friend the "Unabomber"? He was a Phud mathematician. Yet he was targeting
> >high tech leaders like Professor Gelernter (computing science) at Yale.
> >
> >Both progressive and regressive forces are in the midst of the
> >intelligentsia. IMO, computing science is a particular target for the
> >vultures. Was it Prometheus who was chained to a rock by the gods for
> >giving knowledge to mortals, where he had his liver ripped out daily by
> >vultures? Would a modern charicature of such a vulture look suspiciously
> >like Bill Gates? After all, why would Bill Gates want to lead in AI
> >advances? The status quo works very well for him ... and for many other
> >neo-millionaires and billioanaires in high technology. What then is the
> >Microsoft agenda in funding the "reinventing of teaching and learning" as
> >Dean Magnanti at MIT puts it? Could it not be to enhance countereducation
> >rather than education? The Microsoft Visual Stdio .NET manual which
> >accompanied this software is an educational abomination. I have told them
> >I can turn it into a model of educational clarity but they keep ignoring
> >me. So what are they up to at MIT?
> >
> > > >arthur
> > >
> > > I guess this is a good place to relate an experience I had today.
> > > I'm currently at CERN, helping to install some pieces of hardware
> > > we've cobbled up into the next great accelerator - big science
> > > at its most impressive. Anyway, we had this huge piece of hardware
> > > held up on supports in the middle of a large workroom, when a
> > > couple of girls came in, one with a camera, and one with a laptop
> > > under her arm. I thought, perhaps the CERN Courier is going to do
> > > another little article on the progress of our project. But instead,
> > > these two take out a bunch of little black squares about the size of
> > > postit notes, and start climbing up and sticking them all over the
> > > construction. I'm not sure if they were adhesive, or like fridge magnets,
> > > or both. Each square has a one cm white spot in the centre, but each
> > > has a differently segmented white circle around the central dot, at
> > > about 3cm diameter. Then they take out a pair of telescoping
> > > rods and extend them to about a metre and a half, and clip them
> > > to our construction, one horizontally, the other vertically. Each
> > > rod also has one of the black patches with white coding, mounted
> > > at each end. Then one sets up the laptop, while the other starts
> > > taking pictures, walking around the device. While the picture taking
> > > is still proceeding, the one with the laptop says, "Would you like to
> > > see?" and shows a diagram already appearing on the laptop screen.
> > > You see, these girls are the survey team, and they are generating
> > > a full 3D map of the device. The camera has a wireless connection
> > > to the laptop and is uploading images. The laptop identifies the
> > > little targets in the photos and does a brutal quantity of computation
> > > in real time among the photographs to deduce the position of the
> > > targets based solely on the multiple images and the two reference
> > > rods. As the surveyor operating the laptop explained to me (she is
> > > now a CERN employee, but used to work with the company which developed
> > > the technology) by taking a sufficient number of photographs, with
> > > a sufficient number of targets (I'm guessing they used a binary
> > > multiple, 32 or 64) it is not even necessary to have a pre-calibrated
> > > distortion free lens on the camera. The software can deduce and
> > > correct for any aberration in the lens as part of the overall
> > > calculation. The accuracy of the process is somewhat limited by the
> > > image quality of the digital camera, though it does much better than
> > > simple resolution of the camera image - for our gadget, about
> > > 6x6x3 metres, they get down to about 1/2 mm. So much for theodolites,
> > > and a day's computations, to generate a survey.
> > >
> > > Well, that's my whizzbang techno story for today...
> >
> >My doctorate is in phil-psych and not computing. I had an AI prof sign my
> >masters' papers at U of A and I took matrix algebra from him so that I
> >could apply it to correlation matrices and do factor analysis but I had
> >little interest in AI at the time because computers in 1968 were very
> >limited and AI was a distant dream.
> >
> >My 1976 text with Al Buss titled "Individual Differences" is in VPL.
> >Have a look at Chapter 3 on Mental Abilities and take a profile of man
> >vs. machine on the 19 primary mental abilities in Table 3.3. My present
> >expectation is that somebody, somewhere can tell us how to make the
> >machine surpass human performance on each and every factor. That includes
> >SO (Spatial Orientation) and S (Spatial Relations).
> >
> >Mr. V on the IMP list is a computer scientist/engineer who is working on
> >the problem of machine object recognition. I keep telling him that if he
> >can come up with a program whereby a robot can do the Peabody Picture
> >Vocabulary Test with a cluttered background better than a human, I will
> >raise the robot personally and teach it a variation on English
> >("robo-speak") which will make it 100% clear that this machine is smarter
> >than any human on the planet.
> >
> >FWP
> >
> > > -Pete
> > >
> > > -----Original Message-----
> > > From: Franklin Wayne Poley [mailto:[EMAIL PROTECTED]
> > > Sent: Wednesday, December 3, 2003 8:42 PM
> > > To: [EMAIL PROTECTED]; [EMAIL PROTECTED]
> > > Subject: [Futurework] Future Teaching
> > >
> > >
> > > Have a look at the robotic teacher I'd like to hire from King's
> > > College, London:
> > >
> > > <http://www.geocities.com/machine_psychology/IMP_Cover_Page>
> > >
> > > ---------- Forwarded message ----------
> > > Date: Wed, 3 Dec 2003 17:35:46 -0800 (PST)
> > > From: Franklin Wayne Poley <[EMAIL PROTECTED]>
> > > Reply-To: [EMAIL PROTECTED]
> > > To: [EMAIL PROTECTED]
> > > Cc: [EMAIL PROTECTED], [EMAIL PROTECTED], [EMAIL PROTECTED]
> > > Subject: [IMP] Final Lesson 36
> > >
> > > There are typically 36 hours of class time for a one semester, 3-credit
> > > course. Lessons 31-35 are more in the nature of an assignment: draft out a
> > > set of menus and prompts for the SEE-to-C program or even go further and
> > > turn that into C code if you are so inclined. How much of my notes on
> > > SEE-to-C I will post eventually on the expert system program for C code
> > > writing, I do not know. If I am correct about this (and you can find out
> > > by trying to write SEE-to-C for yourself) then future students can forget
> > > about texts like Aitken and Jones ("Teach Yourself C in 21 Days") or a
> > > course like COMP 2425 at BCIT which takes about 144 hours. Gary Livick's
> > > C-programmed robot, Etcetera, will be able to teach C in one hour.
> > >
> > > Final lesson 36 is titled "Godbot" and it is designed to stimulate some
> > > creative and metaphysical thinking. If anyone has SPECIFIC criticisms I
> > > will welcome them. I certainly don't want to cap off a course which I have
> > > spent so much time developing, with any errors.
> > >
> > > <http://www.geocities.com/machine_psychology/The_Ghost_In_The_Machine>
> > >
> > > FWP
> > >
> > > <http://www.geocities.com/machine_psychology/Table_of_Lessons>
> >
> >
> >
> >_______________________________________________
> >Futurework mailing list
> >[EMAIL PROTECTED]
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>
> Keith Hudson, Bath, England, <www.evolutionary-economics.org>
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