By Uwe V Riss
Over the past 4 a long time pcs and the web became an intrinsic a part of all our lives, yet this pace of improvement has left comparable philosophical enquiry at the back of. that includes the paintings of machine scientists and philosophers, those essays offer an summary of an exhilarating new region of philosophy that remains taking form.
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77 This view is called info-computationalism. We can conceive of this approach as a generalization of the analogy between mind and computational process to all processes in world as a whole. In such an interpretation, successful natural intelligent agents are involved in an evolutionary historical process that stands in a multitude of info-computational relations to their environment, including other agents. In order to address the requirements of representing complex systems and explaining emergence, computation must be understood in a sense that goes beyond today’s conceptions and includes multiple agents or swarm intelligence.
The Fourth Revolution After the three revolutions, we were left with our intelligent behaviour as the new line of defence of our uniqueness. Our special place in the universe was not a matter of astronomy, biology or mental transparency, but of superior thinking abilities. As Blaise Pascal poetically puts it in a famous quote: ‘man is but a reed, the most feeble thing in nature, but he is a thinking reed’. Intelligence was, and still is, a rather vague property, difficult to define, but we were confident that no other creature on earth could outsmart us.
Transferability and Context It is noteworthy that the use of the term ‘information’ is very often conceptually associated with a ‘transmission’, a ‘flow’ or a ‘conveyance’. In fact, the very idea of the transferability of information suggests a promising explanatory potential, since the assumed transfer implies a related causal force or at least a structural reproduction. With regard to these implications, the explanatory burden is divided between the invested notions of ‘information’ and ‘transfer’, when one tries to explain processes of verbal communication or explicit learning as a sort of ‘transfer of information’.