The evolution of artificial intelligence: problems and prospects of rational cognition
DOI:
https://doi.org/10.37497/rev.artif.intell.educ.v5i00.29Keywords:
Information technology, Intelligent systems, Artificial intelligence, Technological aspectsAbstract
Objective: This article undertakes a comprehensive exploration of the constructivist paradigm in artificial intelligence (AI) development, aiming to uncover how constructivist perspectives shape our understanding of AI. It delves into the evolution of AI thought, emphasizing the significance of constructivist epistemology in comprehending AI's philosophical and cognitive dimensions.
Method: The study employs a variety of philosophical methodologies, including historical-philosophical analysis, comparative analysis of philosophical teachings, and a system-structural dialectical approach. These methods facilitate an in-depth examination of AI's conceptual intricacies within a constructivist framework, focusing on the relationship between artificial and natural intelligence and the epistemological implications of AI.
Results: The investigation reveals that the main challenge in AI research is the absence of clear problem-solving rules, highlighting the current limitations of human self-knowledge in logical and emotional intelligence. It showcases AI's vast capabilities, from extensive knowledge bases to real-time processing, and emphasizes AI's role in enhancing human cognitive processes.
Conclusions: Artificial intelligence, as a construct of human intellect, mirrors the capacity for design and creativity inherent in human thought. The study underscores AI's foundational role in the epistemology of science and technology, advocating for a holistic understanding of the human brain as a dynamic system to further our grasp of AI and its cognitive potential.
References
Ashby, W.R. (1941). The origin of adaptation. British Library, London. URL: http://www.gstatic.com/generate_204http://www.gstatic.com/generate_204http://www.gstatic.com/generate_204. Access date: June 11, 2021.
Condillac, E. B. (1805). Logic or mental science: Guiding to the Attainment of Truth. URL: http://wiki.kneu.edu.ua/HistOfEcoTeor. Access date: March 11, 2021.
Gowda, K. R. (2023). AI in education and beyond: transforming customer experiences and sectorial practices in the digital economy. Review of Artificial Intelligence in Education, 4, e8. https://doi.org/10.37497/rev.artif.intell.educ.v4i00.8 DOI: https://doi.org/10.37497/rev.artif.intell.educ.v4i00.8
Hegel, G. W. F. (1927). Sämtliche Werke. Jubiläumsausgabe, hg. H. Glockner, 36 Bd. - Stuttgart. URL: https://shron1.chtyvo.org.ua/Zavidniak_Bohdan/Teoditseia_Georha_Vilhelma_Fridrikha_Hegelia.pdf. Access date: June 11, 2021.
Iasechko, M., Shelukhin, O., & Maranov, A. (2021). Evaluation of the Use of Inertial Navigation Systems to Improve the Accuracy of Object Navigation. International Journal Of Computer Science And Network Security, 21(3), 71-75. URL: http://paper.ijcsns.org/07_book/202103/20210310.pdf. Access date: March 30, 2021.
Iasechko, M., Iasechko, S., & Smyrnova, I. (2021). Aspectos pedagogicos do autodesenvolvimento de alunos de educação a distancia na Ucrânia. Laplage Em Revista, 7(Extra-B), 316-323. URL: https://doi.org/10.24115/S2446-622020217Extra-B929p.316-323. Access date: June 11, 2021. DOI: https://doi.org/10.24115/S2446-622020217Extra-B929p.316-323
Kant, I. (1910). Achievements of metaphysics. On the form and principles of the sensible and intelligible world; II. The successes of metaphysics, 41-119. URL: http://kant-online.ru/o-kante/bibliografiya/trudy-kanta. Access date: March 11, 2021.
Lampou, R. (2023). The integration of artificial intelligence in education: opportunities and challenges. Review of Artificial Intelligence in Education, 4, e15. https://doi.org/10.37497/rev.artif.intell.educ.v4i00.15 DOI: https://doi.org/10.37497/rev.artif.intell.educ.v4i00.15
Silva, A. de O., & Janes, D. dos S. (2023). Challenges and opportunities of artificial intelligence in education in a global context. Review of Artificial Intelligence in Education, 4, e1. https://doi.org/10.37497/rev.artif.intell.education.v4i00.1 DOI: https://doi.org/10.37497/rev.artif.intell.education.v4i00.1
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors who publish in this journal agree to the following terms: the author(s) authorize(s) the publication of the text in the journal;
2. The author(s) ensure(s) that the contribution is original and unpublished and that it is not in the process of evaluation by another journal;
3. The journal is not responsible for the views, ideas and concepts presented in articles, and these are the sole responsibility of the author(s);
4. The publishers reserve the right to make textual adjustments and adapt texts to meet with publication standards.
5. Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution 4.0 International License, which allows the work to be shared with recognized authorship and initial publication in this journal.
6. Authors are allowed to assume additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with recognition of authorship and initial publication in this journal.
7. Authors are allowed and are encouraged to publish and distribute their work online (e.g. in institutional repositories or on a personal web page) at any point before or during the editorial process, as this can generate positive effects, as well as increase the impact and citations of the published work (see the effect of Free Access) at http://opcit.eprints.org/oacitation-biblio.html
• 8. Authors are able to use ORCID is a system of identification for authors. An ORCID identifier is unique to an individual and acts as a persistent digital identifier to ensure that authors (particularly those with relatively common names) can be distinguished and their work properly attributed