The tech anecdote of the week, possibly from the summer, comes from Russia starring a robot that broke a finger of a seven-year-old boy against whom he was playing a game of chess. This event has given rise to astonishing history; It can also be said that they are somewhat comical, because the “victim” of the temperamental and confused autonomy is good and no great harm is done. According to the main version, the child reacted very quickly to the actions of the machine, without respecting the time between moves, which broke the plans of the robot, which counterattacked unexpectedly. Come on, that boy got her out of her boxes, better than never said.
Of course, some haven’t missed an opportunity to remind us just how dangerous machines, technology, and optimism in general are. The truth is that the organization in which the accident took place has explained without hesitation or sarcasm that the fault lies with the child and his misconduct, as he did not follow the instructions to interact with the robot. In other words, the child was either not ready to face the machine or did not respect the rules of the game. It invites an interesting reflection on the need to learn to live with automation and technological advances. We need a basic education for interacting with robots, autonomous, drones and other machines, all of which will have a greater presence in public and private space.
Just as we have a traffic code or a regulation for collision prevention at sea, we have to establish rules to avoid accidents with increasingly sophisticated machines that do more and more human tasks (assistance, cleaning and waste management). will do. data collection, containment, etc.) and it will increasingly become part of the urban, work, service and home landscape. Unlike other technologies with which we have interacted for years or centuries, the peculiarity of new and futuristic robots, androids and automatons is that they will operate with much greater freedom than a car, appliance or remote control device. They will have artificial intelligence systems that will allow them greater autonomy based on native programming, including the ability to learn and make decisions without requiring humans to adjust or adjust their actions.
A basic education for coexistence with robots should be developed from a dual understanding of two basic aspects: one, of the technology itself, its configuration and operation; And two, their work—social or personal—and their own collective or moral responsibility in relation to it. As such, it is conceivable and desirable that the next generation acquires a basic knowledge of a scientific and technological nature which is much higher than that of the average citizen of today. On the other hand, it is necessary to continue to deepen the collective moral and political reflection of what the world we want and on what fundamental principles should life and coexistence be sustained, between humans and with machines. Hopefully that reflection, which has lasted for millennia and is the only thing important to humanity and its future, will move at the same pace as technological development.