Dr. Jasmin Cowin, Lead Author publishes “A Brave New World: AI as a Nascent Regime?” Journal of Systemics, Cybernetics and Informatics

Cowin, J., (Touro GSE), Oberer, B., & Leon, C. (2023). A Brave New World: AI as a Nascent Regime? Journal of Systemics, Cybernetics and Informatics, 21(4), 58-66.
https://doi.org/10.54808/JSCI.21.04.58

Introduction by Dr. Jasmin (Bey) Cowin

In my role as the lead author of ” A Brave New World: AI as a Nascent Regime?” I explored the parallels between Aldous Huxley’s 1932 masterpiece, “Brave New World,” and the contemporary advancements in Artificial Intelligence (AI). I found myself deeply engaged with themes of predestination, emotional regulation, and societal control forecasting a dystopian AI-driven society. By using “Brave New World” as a metaphorical frame, I emphasize the importance of critically assessing the role of AI in shaping human society while providing a structured logical argument, the Logic Model for AI Governance and Ethical Oversight (AI-GEO model) about the evolving role of AI in governance and the corresponding need for ethical oversight.

My metaphorical approach provided a compelling backdrop for many transdisciplinary discussions with Prof. Birgit Oberer and Cristo Leon on the challenges and responsibilities associated with technological advancement, emphasizing the importance of maintaining human autonomy and diversity in the face of rapid AI development. Huxley’s depiction of a future where human roles are predetermined and emotions are meticulously regulated mirrors the potential implications of AI in our era. As Huxley states, “We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future…” (Huxley, 1932, p. 11). This notion of a controlled destiny becomes increasingly pertinent as AI algorithms begin to dictate career paths, social interactions, and even ethical decisions.

The rise of AI-driven technologies such as deep learning and predictive analytics underscores the collective authors collective concern. For example, AI algorithms in recruitment software can predetermine an individual’s career trajectory, echoing Huxley’s categorization of individuals into Alphas or Epsilons. Similarly, AI in social media algorithms shapes our perceptions and interactions, subtly conditioning our responses in ways that Huxley might have anticipated. While AI offers opportunities for advancement, it also poses risks similar to those in Huxley’s world: the erosion of individuality and the emergence of a controlled society. Our challenge is to navigate such technological progression while adhering to ethical standards that safeguard individual autonomy and societal diversity, particularly from a systems perspective. We argue that the transformative potential of AI must be balanced with a conscientious approach to ethics and governance. AI’s ability to influence human behavior and societal norms raises significant questions about the preservation of human authenticity and diversity. It is crucial to critically evaluate the impact of AI on our social ethos, logos, and pathos and to ensure that its deployment enhances, rather than diminishes, the human experience. 

Facit: A Brave New World: AI as a Nascent Regime? serves as a reflection on humanity’s role in an age of automation and as a call to action for responsible AI use. It is an exploration of the balance between technological advancement and the preservation of the core values that define our humanity.

Transdisciplinary dialogues are essential in ensuring that AI serves as a tool for enriching human experiences without compromising the nuances that define our identity and autonomy.

The authors gratefully acknowledge the insightful support by the Guest Editors:
Nagib CALLAOS, Jeremy HORNE and Michael SAVOIE from WMSCI/IMCIC 202
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Jasmin (Bey) Cowin

Author: drcowinj

Dr. Jasmin (Bey) Cowin, Associate Professor at Touro University, Fulbright Scholar, SIT Graduate, past Education Policy Fellow (EPFP™) at Columbia University, Teachers College. At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller's philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. My endeavors align closely with the United Nations Sustainable Development Goal 4: Quality Education, a goal deeply intertwined with both my personal and organizational objectives. This is evident in my work with initiatives such as Computers for Schools Burundi (CfSB), TESOL “Train the Trainer” programs in Yemen and Morocco, and my scholarly contributions including an article in the Journal of Higher Education Theory and Practice (JHETP) and various workshops focused on supporting displaced learners. As an educator in the Fourth Industrial Revolution era, I recognize our crucial role in preparing the future workforce. To equip students with necessary digital literacy and technological skills, we educators must first master these areas. The technologies defining the 21st-century workforce could lead to new forms of exploitation if access is not globally democratized. By incorporating 4IR innovations in education, we shape students’ worldviews from an early age, preparing them for VUCA (Volatile, Uncertain, Complex, Ambiguous) environments and ensuring they become a skilled, adaptable workforce. In conclusion, my commitment extends beyond transactional interactions, focusing instead on utilizing my skills and privileges to make a positive, enduring impact on the world.