Affiliation:
1. Université Paris 8 Vincennes–Saint-Denis
Abstract
The most recent tool for acting on the world, the exosomatization of cognitive activities, is often considered an autonomous and objective replacement of knowledge construction. We show the intrinsic limits of the mechanistic myths in AI, from classical to Deep Learning techniques, and its relation to the human construction of sense. Human activities in a changing ecosystem – in their somatic and sensible dimensionalities proper to any living experiences – are at the core of our analysis. By this, we stress the key role of the knowing subject, far away from any allegedly objective big collections of data. The production of organized structures of physics, biology and in societal analysis will be compared and distinguished by trying to set on more robust grounds the constructive as well as the disruptive roles of entropic, negentropic, anti-entropic dynamics that are different concepts in different domains, to be handled with care: the use of machine learning and optimization methods as tools and models to analyse and manage human activities in view of their scientific and political ideology of technoscientific governance. They suppose that which they try to produce is objective, that is, standardized and controllable behaviours. In this dialogue we stress a mirror symmetry between the lack of theoretical interpretation of scientific data and the lack of democracy in this fiction of neutrality. Moreover, bad analogies constitute an obstacle to grasp the anteriority of biological and ecological constraints which enable and limit all artificial products of human intelligence. We will thus stress biological specificity, the role of normativity and constraints in evolution, of labour in structuring the human historical construction of sense by common activities.
Subject
General Social Sciences,Sociology and Political Science
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. The Neganthropocene Revisited: Entropy, World, Earth;Pedagogical Encounters in the Post-Anthropocene, Volume 2;2024