12.5 Clarifying the Ethics of Justice: Extending the Golden Rule in to a Multifactorial Ethical Model 225
And this context-sensitivity has the result of intertwining ethical judgment with all sorts of other judgments — making it effectively impossible to extract “ethics” as one aspect of an intelligent system, separate from other kinds of thinking and acting the system does. This resonates with many prior observations by others, e.g. Eliezer Yudkowsky’s insistence that what we need are not ethicists of science and engineering, but rather ethical scientists and engineers — because the most meaningful and important ethical judgments regarding science and engineering generally come about in a manner that’s thoroughly interwined with technical practice, and hence are very difficult for a non-practitioner to richly appreciate [Gil82].
What this context-sensitivity means is that, unless humans and AGIs are experiencing the same sorts of contexts, and perceiving these contexts in at least approximately parallel ways, there is little hope of translating the complex of human ethical judgments to these AGIs. This conclusion has significant implications for which routes to AGI are most likely to lead to success in terms of AGI ethics. We want early-stage AGIs to grow up in a situation where their minds are primarily and ongoingly shaped by shared experiences with humans. Supplying AGIs with abstract ethical principles is not likely to do the trick, because the essence of human ethics in real life seems to have a lot to do with its intuitively appropriate application in various contexts. We transmit this sort of ethical praxis to humans via shared experience, and it seems most probably that in the case of AGIs the transmission must be done the same sort of way.
Some may feel that simplistic maxims are less “error prone” than more nuanced, context- sensitive ones. But the history of teaching ethics to human students does not support the idea that limiting ethical pedagogy to slogans provides much value in terms of ethical development. If one proceeds from the idea that AGI ethics must be hard-coded in order to work, then perhaps the idea that simpler ethics means simpler algorithms, and therefore less error potential, has some merit as an initial state. However, any learning system quickly diverges from its initial state, and an ongoing, nuanced relationship between AGIs and humans will — whether we like it or not — form the basis for developmental AGI ethics. AGI intransigence and enmity is not inevitable, but what is inevitable is that a learning system will acquire ideas about both theory and actions from the other intelligent entities in its environment. Either we teach AGIs positive ethics through our interactions with them — both presenting ethical theory and behaving ethically to them — or the potential is there for them to learn antisocial behavior from us even if we pre-load them with some set of allegedly inviolable edicts.
All in all, developmental ethics is not as simple as many people hope. Simplistic approaches often lead to disastrous consequences among humans, and there is no reason to think this would be any different in the case of artificial intelligences. Most problems in ethics have cases in which a simplistic ethical formulation requires substantial revision to deal with extenuating circumstances and nuances found in real world situations. Our goal in this chapter is not to enumerate a full set of complex networks of interacting ethical formulations as applicable to AGI systems (that is a project that will take years of both theoretical study and hands-on research), but rather to point out that this program must be undertaken in order to facilitate a grounded and logically defensible system of ethics for artificial intelligences, one which is as unlikely to be undermined by subsequent selfmodification of the AGI as is possible. Even so, there is still the risk that whatever predispositions are imparted to the AGIs through initial codification of ethical ideas in the system’s internal logic representation, and through initial pedagogical interactions with its learning systems, will be undermined through reinforcement learning of antisocial behavior if humans do not interact ethically with AGIs. Ethical treatment is a necessary task for grounding ethics and making them unlikely to be distorted during internal rewriting.
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