Syllabus

HON 287H Honors Keystone

Science, Fiction, and Philosphy of AI (P)

Instructor Information

  • Instructors: Dr. Jason M. Graham & Dr. Andrew LaZella

  • Office: LSC 319A (JMG), LSC 558 (AL)

    • Office Hours: Tuesdays 2:00 - 4:00PM, Thursdays 9:00 - 10:00AM (JMG) & Mondays 11:00AM - 12:30PM, Thursdays 2:30 - 4:00PM (AL). You may also make an appointment to meet with us outside of scheduled office hours. Appointments are not necessary for regularly scheduled office hours.

  • Email: ,

  • Phone: (570) 941-7491 (JMG), (570) 941-4840 (AL)

  • Course Page: https://honr287h-ai.netlify.app/

Course Materials

Required Readings

  • The Cambridge Handbook on Artificial Intelligence Edited by Keith Frankish and William M. Ramsey (ISBN: 9781139046855) accessible online through the Weinberg Memorial Library

  • Do Androids Dream of Electric Sheep? by Philip K. Dick (ISBN: 9780345404473)

  • The Alignment Problem by Brian Christian (ISBN: 978-0393635829)

  • Klara and The Sun by Kazuo Ishiguro (ISBN: 978-0593318171)

  • Revolutionary Mathematics: Artificial Intelligence, Statistics and the Logic of Capitalism by Justin Joque (ISBN: 978-1788734004). This book cannot be stocked at the University bookstore and much be purchased through a retailer. For example, you can purchase the book directly from the publisher here.

Suggested Readings and References

Course Information

Course Description

The goal of this course is to explore the idea(s) of artificial intelligence (AI) from the perspectives of science fiction, computational science, and philosophy. Through reading, discussion, and writing, students will examine the scientific, ethical, philosophical, and imagined concepts and consequences of “intelligence” in human-constructed technology. Specific topics to be covered include but are not limited to the history of the idea of artificial intelligence, the influence of science fiction on the idea of artificial intelligence, computers, computation, algorithms, machine learning, deep learning, concepts from the philosophy of mind relevant to AI, and moral, economic, and ethical issues related to AI.

GE Area

Philosophy/Theology (P)

Prerequisites

PHIL 210 Ethics

Student Learning Objectives and Assessment:

Table 1: Course objectives and assessment.
Course SLO Link with GE (P) Objectives Assessment
After completing this course, students will be able to articulate the historical development of the main themes in the fiction, philosophy, science, and technology of artificial intelligence. All students will identify and read important texts, placing them both in historical and conceptual contexts, and write analyses and arguments pertaining to these texts. Quizzes, and Decades, AI Fiction, and Final Projects
After completing this course, students will be able to articulate at a non-technical to semi-technical level the concept of algorithm and the role that algorithms play in AI technology. Further, students will be able to discuss critically the economic, ethical, and social impacts of the use of algorithms and AI in our society. All students will apply technological and philosophical insights to issues of science and technolo AI Technology Projects and AI Perspectives
After completing this course, students will be able to demonstrate critical thinking about the program and consequences of AI research and application. All students will apply technological and philosophical insights to issues of science and technology in the 20th century. AI Perspectives, Decades, and Final Projects

Course Policies and Procedures

Grading

Grade Policy

The course grade will be based on

  1. Concept and Reading Quizzes (10%)

  2. AI Perspectives (10%)

  3. Decades Assignment (20%)

  4. AI Technology Project (15%)

  5. AI Fiction Project (15%)

  6. Final Project (30%)

Grade Scale

Letter grades will be assigned based on the following scale:

Table 2: Letter grade scale.
Grade Range Letter Grade
94-100 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
76-79 C+
72-75 C
69-71 C-
65-68 D+
60-64 D
<60 F

Assignments

AI Perspectives (10%)

The AI perspectives assignments ask students to reflect upon how their thinking or understanding about artificial intelligence (AI) evolves throughout the course of the semester. Students will be asked to periodically submit a 2-3 paragraph reflection describing details of their personal perspective on AI and how this perspective has evolved in light of the concepts/topics covered in the class. Reflections should take into account current developments in artificial intelligence as documented in the current media.

When writing your perspectives papers, it is important to be detailed and specific. For example, make references to readings, class discussions, etc. and explain how and why these have (or have not) impacted how you think about or understand AI. Since this is meant to be a reflection, your writing should clearly demonstrate that you have put in time and effort reflecting on what is covered in the course.

Concept and Reading Quizzes (10%)

Concept and Reading quizzes will be given on a regular basis (1-2 times a week) through the Brightspace course learning management system. Such quizzes are meant to be short, straightforward assessments of the students grasp of the principal concepts and readings for the course. It is important for students to keep up with the course readings and Concept and Reading quizzes hold the student accountable for doing so.

Decades Assignment (20%)

Breakdown:

  • Leadership (as a group) 10%

  • Individual Reflection 10%

In groups, students will lead the class on a guided tour through the theory, application, and popular imagination surrounding “artificial intelligence” throughout a specific time period.

  • Group 1 (on 2/21): AI prior to 1950

  • Group 2 (on 2/23): AI 1950 - 1974

  • Group 3 (on 2/28): AI 1974 - 2001

  • Group 4 (on 3/2): AI 2001 - onwards

The goals of the assignment are to:

  1. track the academic, technological, sociological, and popular conceptions (for example literature, cinema, television, etc.) of AI over time;

  2. understand how the academic, technological, sociological, and popular conceptions of AI influence, reinforce and possibly conflict with one another;

  3. address the question of whether the field of AI is progressing or spinning its wheels; and

  4. assess the impact of AI on society during the assigned time period.

Groups will be expected to consult with the course instructors at least three days before the in-class presentation.

  • Leadership: Students will be divided into four groups. The grade will be based on how thorough, well-researched, and imaginative the presentation. Multi-media presentations are strongly encouraged.

  • Individual Reflection (due March 7): Students will turn in a 2-3 page written reflection based upon all four class leadership discussions. The reflection should cover the following points: an assessment of the key ideas laid out by each group during their presentation, a general reflection on how AI has changed over time, what the impact of AI on society has been, and a defensive answer to the question of whether AI as academic pursuit is progressing.

AI Technology Project (15%)

The AI Technology Project asks students to explore and engage with the technical or scientific side of artificial intelligence. By “technical or scientific side of artificial intelligence”, we mean any relationship between the theory or implementation of artificial intelligence and computer science, mathematics, a natural science, or engineering; or an application of one of these fields.

For this project, choose an application domain for artificial intelligence such as computer vision, natural language processing, etc. Then, choose a technique in artificial intelligence, e.g., recurrent neural networks that is (or could be) used for the chosen application domain. Produce an artifact (blog, podcast, technical report, etc.) that explains to a general audience the following:

  1. What is the domain application, for example, what is computer vision.

  2. What is the relevance scientific or otherwise of the domain application. For example, why is computer vision interesting, relevant, etc.?

  3. How can/could artificial intelligence be used for the domain application. In particular, why is it desirable to use AI for the domain application instead of say human labor?

  4. Why is the chosen technique appropriate for the chosen domain application.

  5. How does the chosen artificial intelligence technique work. That is, what is the algorithm, model, etc.? For example, what is a recurrent neural network and how do they work? Why use a recurrent neural network (if that’s the chosen technique) in particular?

  6. What has or could go wrong in using the chosen AI technique for the chosen domain application.

  7. Provide real-world examples where possible.

For this project, students may work individually or together as a group of size no greater than three. However, the scope of the project is expected to scale with the size of the group and it must be clear what is the contribution of each individual to the project.

AI Technology Project Timeline

  • March 23 - Students submit a written description of a proposed project including the resources planned for use as part of the project and an outline of what each individual in a group will do for the project.

  • April 15 - Project final product is due.

AI Fiction Project (15%)

The AI Fictions Project asks student to explore and engage creative portrayals of AI. To this end, you will write a book-review of either Do Androids Dream of Electric Sheep? or Klara and the Sun. By “write,” we mean you will use ChatGPT to generate a critical literary review in the style of The New York Times book review. You will be evaluated on both form—or how well your (or ChatGPT’s) review matches this style—and content—or how well the review incorporates material discussed in class. The assignment is due April 29.

Final Project (30%)

The final project will critically-engage the central hypothesis that “once we solve the problem of intelligence, then everything else will follow.” You may work as a group or individually using the medium or media of your choice to support or reject this hypothesis.

  1. The document itself (15%): Drawing on the various resources discussed throughout the semester as well as additional materials, produce an original artifact (e.g., video, podcast, website, music album, etc.) that critically and creatively engages the central hypothesis our course.

  2. In-class presentation (5%): Each group or individual will present their project to the class during finals week. This component of the grade will be evaluated in terms of how well you and your group communicate your ideas?

  3. Individual Reflection (10%): Finally, you will provide an individual written reflection (4-5 pages). In the spirit of Jesuit pedagogy, the written reflection will assess what you did for 1. and 2.

Course Timeline

Weekly Schedule

  • Week 1: Each student will select a representation of AI from popular culture that they think is important.

  • Week 2: A Brief History of Intelligence, Human and Otherwise

  • Week 3: Algorithms and Computers

  • Week 4: Do Androids Dream of Electric Sheep?

  • Week 5: AI Decades Project I

  • Week 6: AI Decades Project II

  • Week 7: Machine Learning and Deep Learning

  • Week 8: The Alignment Problem (Technology project proposal due March 23)

  • Week 9: The Alignment Problem

  • Week 10: Klara and the Sun

  • Week 11: Klara and the Sun (Technology project final draft due April 15)

  • Week 12: Revolutionary Mathematics

  • Week 13: Revolutionary Mathematics (AI fiction project due April 29)

  • Week 14: Presentations for Final Projects

  • Week 15: Make-Up/What Do You Want to Do?

Important Dates

Table 3: Important dates.
Event Date
Classes begin January 25
Drop (no grade) February 24
Spring break March 11-19
Mid-semester March 22
AI Technology Project proposal due March 23
Easter break April 6-10
AI Technology Project due April 15
AI Fiction Project due April 29
Last week May 8-12
Finals May 15-19

University Resources for Students and Academic Honesty

Students with Disabilities

Reasonable academic accommodations may be provided to students who submit relevant and current documentation of their disability. Students are encouraged to contact the Center for Teaching and Learning Excellence (CTLE) at or (570) 941-4038 if they have or think they may have a disability and wish to determine eligibility for any accommodations. For more information, please visit http://www.scranton.edu/disabilities.

Writing Center Services

The Writing Center focuses on helping students become better writers. Consultants will work one-on-one with students to discuss students’ work and provide feedback at any stage of the writing process. Scheduling appointments early in the writing progress is encouraged.

To meet with a writing consultant, call (570) 941-6147 to schedule an appointment, or send an email with your available meeting times, the course for which you need assistance, and your phone number to: . The Writing Center does offer online appointments for our distance learning students.

Academic Honesty and Integrity

Each student is expected to do their own work. It is also expected that each student respect and abide by the Academic Code of Honesty as set forth in the University of Scranton student handbook. Conduct that violates the Academic Code of Honesty includes plagiarism, duplicate submission of the same work, collusion, providing false information, unauthorized use of computers, theft and destruction of property, and unauthorized possession of tests and other materials. Steps taken in response to suspected violations may include a discussion with the instructor, an informal meeting with the dean of the college, and a hearing before the Academic Dishonesty Hearing Board. Students who are found to have violated the Code will ordinarily be assigned the grade F by the instructor and may face other sanctions. The complete Academic Code of Honesty is located on the University website at https://www.scranton.edu/academics/wml/acad-integ/acad-code-honesty.shtml.

My Reporting Obligation as a Responsible Employee

As a faculty member, I am deeply invested in the well-being of each student I teach. I am here to assist you with your work in this course. Additionally, if you come to me with other non-course-related concerns, I will do my best to help. It is important for you to know that all faculty members are required to report incidents of sexual harassment or sexual misconduct involving students. This means that I cannot keep information about sexual harassment, sexual assault, sexual exploitation, intimate partner violence or stalking confidential if you share that information with me. I will keep the information as private as I can but am required to bring it to the attention of the University’s Title IX Coordinator, Elizabeth M. Garcia, or Deputy Title IX Coordinator, Diana M. Collins, who, in conversation with you, will explain available support, resources, and options. I will not report anything to anybody without first letting you know and discussing choices as to how to proceed. The University’s Counseling Center (570-941-7620) is available to you as a confidential resource; counselors (in the counseling center) do not have an obligation to report to the Title IX Coordinator.

Non-discrimination Statement

The University is committed to providing an educational, residential, and working environment that is free from harassment and discrimination. Members of the University community, applicants for employment or admissions, guests, and visitors have the right to be free from harassment or discrimination based on race, color, religion, ancestry, gender, sex, pregnancy, sexual orientation, gender identity or expression, age, disability, genetic information, national origin, veteran status, or any other status protected by applicable law.

Students who believe they have been subject to harassment or discrimination based on any of the above class of characteristics, or experience sexual harassment, sexual misconduct or gender discrimination should contact Elizabeth M. Garcia, Title IX Coordinator, (570) 941-6645 , Deputy Title IX Coordinators Diana M. Collins (570) 941-6645 , or Ms. Lauren Rivera, AVP for Student Life and Dean of Students, at (570)941-7680 . The United States Department of Education’s Office for Civil Rights (OCR) enforces Title IX. Information regarding OCR may be found at <www.ed.gov/about/offices/list/ocr/index.html>

The University of Scranton Sexual Harassment and Sexual Misconduct Policy can be found online at https://www.scranton.edu/diversity. All reporting options and resources are available at https://www.scranton.edu/CARE.

About Pronouns

It is easy to make assumptions about an individual’s pronouns, but we try not to! Please tell us in class or via a private email if you would like to let us know what your pronouns are, if/when you would like us (and others) to use them, and certainly feel free to correct us or others if we make a mistake. Using the pronouns that a person has indicated they prefer is considered both professional and polite, and as such we ask that all members of our class use the appropriate pronouns.

If you have questions about this, please feel free to look up more information here (https://www.mypronouns.org/) or email or with any questions.

Student Mental Health: Suggestions and Resources

Many students experience mental health challenges at some point in college. Struggles vary and might be related to academics, anxiety, depression, relationships, grief/loss, substance abuse, and other challenges. There are resources to help you and getting help is the smart and courageous thing to do.

  • Counseling Center (6th Floor O’Hara Hall; 570-941-7620) – Free, confidential individual and group counseling is available on campus.

  • Teletherapy – For students who wish to access therapy via video, phone, and/or chat, the University offers a teletherapy resource. Please contact the Counseling Center (570-941-7620) to inquire about teletherapy.

  • Mental Health Screenings – Confidential, online “check up from your neck up” to help you determine if you should connect with a mental health professional.

  • Dean of Students Office (201 DeNaples Center; 570-941-7680) – Private support and guidance for students navigating personal challenges that may impact success at the University

Final Note

The instructors reserve the right to modify this syllabus; students will immediately be notified of any such changes and an updated syllabus will be made available to the class via the course learning management system.

Footnotes

  1. We will hand out more a detailed prompt later in the semester.↩︎

  2. The more students per group, the higher the expectations for the project.↩︎