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Al Learning Process and Heideggerian Insights Fig. 1 AI learning process and Heideggerian insights

Figure 1 Al Learning Process and Heideggerian Insights Fig. 1 AI learning process and Heideggerian insights

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Fig. 2 Learning through creative iterations To illustrate the underlying logic (logos) in a mathemati- cal context while arguing for its creative aspect, let's con- sider the concept of fractals (Mandelbrot, 1977; Briggs, This process is crucial to understanding how seemingly rigid and logical can produce an infinitely complex and diverse pattern. Despite the formula's simplicity, the result- ing Mandelbrot Set contains various shapes and structures that emerge at different scales. This phenomenon reflects that logical processes can give rise to creativity and com- plexity, echoing Heidegger's concept of revealing and con- cealing and Dewey's idea that structured actions can lead to unpredictable, emergent outcomes (Fig. 3).
Fig. 2 Learning through creative iterations To illustrate the underlying logic (logos) in a mathemati- cal context while arguing for its creative aspect, let's con- sider the concept of fractals (Mandelbrot, 1977; Briggs, This process is crucial to understanding how seemingly rigid and logical can produce an infinitely complex and diverse pattern. Despite the formula's simplicity, the result- ing Mandelbrot Set contains various shapes and structures that emerge at different scales. This phenomenon reflects that logical processes can give rise to creativity and com- plexity, echoing Heidegger's concept of revealing and con- cealing and Dewey's idea that structured actions can lead to unpredictable, emergent outcomes (Fig. 3).
and practical involvement, not detached observation. To illustrate this idea, think about how we use a tool, like a hammer. When we hammer, we don’t think about the hammer as an object; we are just absorbed in hammering, which is part of our world in use. As Bambach [3] notes, this readiness-to-hand exemplifies Heidegger's poetic mea- sure, connecting Dasein’s engagement with tools to the ethi- cal and historical dimensions of being, This is how humans constantly engage with their surroundings—through action and practical involvement, not detached observation.
and practical involvement, not detached observation. To illustrate this idea, think about how we use a tool, like a hammer. When we hammer, we don’t think about the hammer as an object; we are just absorbed in hammering, which is part of our world in use. As Bambach [3] notes, this readiness-to-hand exemplifies Heidegger's poetic mea- sure, connecting Dasein’s engagement with tools to the ethi- cal and historical dimensions of being, This is how humans constantly engage with their surroundings—through action and practical involvement, not detached observation.
Fig. 4 Adaptive utility versus static utility
Fig. 4 Adaptive utility versus static utility
Fig. 5 Risk tolerance and ethical perspectives in AI utility
Fig. 5 Risk tolerance and ethical perspectives in AI utility
10 Simulation results
10 Simulation results
Fig.6 Societal welfare and policy impact in AI deployment
Fig.6 Societal welfare and policy impact in AI deployment
Fig. 7 Ethical framework comparisons Ethical Framework Comparison: Utilitarian vs Deontological Perspectives
Fig. 7 Ethical framework comparisons Ethical Framework Comparison: Utilitarian vs Deontological Perspectives
Fig. 8 Adaptive versus static utility The algorithm's exposes hidden inequalities and reveals truths about structural biases embedded within the model’s design. These biases clash with deontological principles of fairness and equality, which demand a reevaluation of the algorithm’s ethical standing. Dewey’s pragmatism becomes crucial here: the real-world consequences necessitate a
Fig. 8 Adaptive versus static utility The algorithm's exposes hidden inequalities and reveals truths about structural biases embedded within the model’s design. These biases clash with deontological principles of fairness and equality, which demand a reevaluation of the algorithm’s ethical standing. Dewey’s pragmatism becomes crucial here: the real-world consequences necessitate a
Heidegger-Dewey Feedback Loop: Adaptive Al Policy Development
Heidegger-Dewey Feedback Loop: Adaptive Al Policy Development
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