CAAS, “Dreams do come true.” Gen A.I.
<Key Points>
- The passage explains what the Center for Anthropo & A.I. Studies (CAAS) does, and discusses its aim to help students discover and achieve their dreams.
- The proposed solution involves a content generation device designed to inspire students by sharing success stories of individuals who have achieved their dreams.
- The text emphasizes the concept of “second-hand experience,” wherein individuals can empathize with others’ experiences and use them as a catalyst for personal growth.
- The passage also delves into the “Context 5W1H” principle, which involves understanding the context of successful individuals’ experiences through newspaper articles and employing artificial intelligence technology to make these experiences relatable to students.
- It further emphasizes the importance of self-interpretation and decision-making in realizing one’s dreams, highlighting that a series of experiences can lead to the fulfillment of aspirations.
Let me tell you what the Center for Anthropo A.I. Studies (CAAS) is going to do.
As our first mission, we want to develop a solution to help students around the world find their dreams right now.
The solution is a “dreams do come true” content generation device, designed to be utilized as educational content. We want to reawaken in students the conviction that “dreams do come true.” Students who are convinced of this will actively participate in our work to help them find their dreams.
The most urgent thing for students right now is to discover their dreams. Students often wander and struggle because they can’t find their dreams. Once students discover their dreams and have the will to realize them, they will no longer wander, they will find concrete things to do to achieve them.
There is an important solution to that. First, it’s to tell stories of people who have achieved their dreams. Young students want to emulate them. In South Korea, a female golfer, Park Se-ri, once dominated the world, and now, 10 years later, they have a lot of female golfers who are winning world championships. It’s not a coincidence.
In baseball, Park Chanho was a great pitcher in the U.S. Major Leagues, and a decade later, Korean pitcher Ryu Hyunjin became the best pitcher in the U.S. Major Leagues. When they were young, they saw someone who succeeded in their favorite field and emulated them.
This is called “second-hand experience,”
German philosopher Wilhelm Dilthey has written a very convincing study on it. Second-hand experience is “feeling the experiences of others as if they were one’s own”.
According to Diltai, it is defined as “the process of understanding other people’s experiences through the lens of other people’s expressions, using external expressions as clues to understand internal experiences.”
The reason why it is possible to experience oneself through the experiences of others (self-introduction) is because humans basically have the same “psychological structure.” In this sense, the process of self-introduction through guided experience is a process and procedure of self-transformation.
The same process is also helpful when it comes to understanding one’s own personality or one’s own mind. However, most students are unaware of or unable to do this. To do this, one needs to grasp the overall context, for example, the life of a person or the entirety of a work.
There are two ways to do this: one is to understand the work based on the relationship between the expression and the thing expressed, and the other is to understand the person based on the trajectory of the expression and the experience of the person who created the expression.
In Diltai’s case, whether it’s a person or a work, it’s about grasping the inner experience in the ‘context of experience’ or ‘trajectory of experience’. It’s about discovering the ‘mental context’ that produces meaning value purpose, etc. rather than just a mental process.
I only mentioned a representative case, but the case of imitating success and becoming successful yourself is a very common phenomenon. As a way to help students find their dreams, ‘CAAS’ has devised a device that allows students to have a guided experience through media. Among various media such as newspapers and broadcasts.
First is the “Context Codec” that allows students to have an inner experience by using the expressions of the “interviewee” introduced in the newspaper as “clues”.
Newspaper also has the advantage of not having to spend as much time as novels, plays, or music to get a sense of a person’s experience as Diltai mentioned. Newspaper is a very effective medium for getting a sense of the context of a person’s experience, because stories are organized according to the Context 5W1H principle, which is separate from the 5W1H principle which is in events.
The reason why you can extract elements of the experience from a person’s story is because stories have certain principles. Newspapers can condense a person’s experience, but they can’t deviate from these principles. It’s in the same way that newspaper stories are written according to the well-known “5W1H principle”. Based on the fact that this principle is a morphological criterion for describing an event or phenomenon, we named the principle for the context of organizing stories ‘Context 5W1H’.
Unlike the morphological principle of story organization (5W1H), the ‘Context 5W1H’ principle, which applies to articles that interview people, has a story structure of “Who am I?”, “What am I doing now?”, “What do I want to be?”, “How do I solve a problem or what is the problem to be solved?”, “What do I need to do to become it?”, “How do I practice it?”, etc.
Depending on the content, you may have more or fewer questions, but for the most part, you can use this principle to extract the elements of an experience. This content principle can explain what Deleuze called the association (context) of experience with another person, which is an internal experience.
This is not explicitly stated like the morphological principle (5W1H), but exists in the context of the newspaper article. Since it is not explicit like 5W1H, it is not easy to extract the elements of heuristics from the context. However, it is not impossible. CAAS has already found a principle to extract the context of experience from newspaper expressions and has a technology patent.
By applying artificial intelligence technology, we will develop a ‘context codec’ solution to make the experiences of successful people in newspaper articles into their own experiences, and build a platform that will help students find their dreams and realize their dreams.
This solution cannot be completed immediately, because at first, students cannot immediately find the relationship between <expression and what is expressed> and <expression and the relationship with the context of success>, so we will prepare a curriculum for students to learn the process of finding the ‘Context 5W1H principle’ and train the process of ‘self-implantation’ to read the context and connect it to their own experiences.
Through the learning process, CAAS will actually help students understand the relationship between the expression and the thing expressed and the context of the success factors that created the expression and the thing expressed, and through this, they will be able to open their eyes to the process of self-interpretation in the process of understanding others, and eventually discover their own dreams through the process of ‘self-interpretation’ by practicing the experience of others.
The idea behind using the experience to help students find their dreams is to move forward with what has happened in the minds of people near and far. A piece of art, for example, is the result of a lightning bolt of thought in the mind of an artist, followed by a series of thoughts, followed by an ongoing experience.
We encounter the artwork in a different time and space, but we encounter it separately from the experiences that happened to the artist. At this point, the artist’s mental world becomes the viewer’s. A novelist’s or historian’s account, which tends to follow a historical progression, triggers an experience in us. The triumph of the experience is that the fragments of our lives are filled in, and we believe we have a sense of continuity as a result.
So, how does out-of-body experience make someone else’s mental world your own?
Diltai offers two rationales for this. One is that every living presentiment of any environment or external situation stimulates out-of-body experiences in us. The other is that imagination can reinforce or avoid attitudinal modalities that are part of our unique life associations-all sorts of forces, emotions, efforts, ideologies, and dispositions-or it can mimic all sorts of unfamiliar mental experiences. This allows us to experience what truly lies outside all the possibilities of our own realistic life.
But within these experiences are important moments of realization that we learn as we go along. For some, it’s a “Who am I?” moment, for others it’s a “What am I doing now?” moment, for others it’s a “What do I want?” moment, and for others it’s a “What do I really want?” moment. One moment of decision leads to the next, for example, a person experiencing a moment of “Who am I?” is then confronted with “What am I doing?” or “What do I really want?”.
The possibilities that define a person’s life are often shaped by these decisions. When these decisions are made consistently, following the so-called Context 5W1H principle, and in conjunction with one’s mental world, “dreams do come true.
The realization of a dream does not happen with a single Context Principle, but with a series of related experiences that open up a new world of possibilities that are not contained within a person’s actual life decisions.
