THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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THOUGHT AND ARTIFICIAL INTELLIGENCE
Karimova Muyassarkhon Abdukayumovna
"Humanities " of the Academy of Sciences of the
Russian Academy of Sciences
https://doi.org/10.5281/zenodo.15718519
Abstract
The article adequately covers the content and essence of the philosophical
views of the enlightened scholar and thinker Abdulla Avloni, who is famous
among Eastern thinkers for his new science.
Keywords:
education, upbringing, morality, will and freedom.
Artificial intelligence is usually interpreted as the ability of automatic
systems to take over individual functions of the human mind, for example, to
make choices and make optimal decisions based on a rational analysis of
previously acquired experience and external influences. Intelligence is the
ability of the brain to solve problems by acquiring, memorizing and purposefully
changing knowledge through learning from experience and adapting to different
situations. The term “knowledge” is understood as information that comes to the
brain through the sense organs, but is not sufficient for mental activity , since the
objects of the environment surrounding us have the property not only to affect
the sense organs, but also to interact with each other in a certain way. Therefore,
in order to carry out intellectual activity in the environment, the knowledge
system must have a model of this world . In this information model of the
environment, real objects, their properties and the relationships between them
are not only displayed and remembered, but can also be “purposefully changed”
mentally. What is meant by an intellectual task? To explain how an intellectual
task differs from a simple one, it is necessary to introduce the term “algorithm”.
In the old interpretation, an algorithm is a set of specific instructions describing
the sequence of actions of a specific performer to achieve a result, solve a
specific problem in a limited time . With the development of parallelism in
computer work, the word “sequence” began to be replaced by the more general
word “order”. This is because some actions of an algorithm must be performed
only one after the other, but some can be independent . The word “algorithm”
comes from the Latin form of the name of the great mathematician of the 9th
century, Al-Khwarizmi, who formulated the rules for performing arithmetic
operations . Initially, algorithms were understood only as rules for performing
four arithmetic operations on multi- digit numbers. Later, this concept began to
be used in general, to indicate the sequence of actions that lead to the solution of
a given problem . Finding algorithms is the main goal of a person in solving
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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various problems. Finding an algorithm for a given type of problem involves
subtle and complex thinking that requires great ingenuity and high skill. It is
generally accepted that this type of activity requires the participation of human
intelligence. Problems related to finding an algorithm for solving a class of
problems of a certain type are called intellectual. M. Minsky, a well-known
expert in the field of artificial intelligence, argues that it is not necessary to
introduce such a mystical feature as intelligence into problems for which
solution algorithms are already established. Indeed, if the algorithm is already
known , the process of solving the corresponding problems can be carried out
precisely by a person or a computer without the slightest idea of the essence of
the problem. The person solving the problem is required to be able to perform
the elementary operations that make up the process. Brain activity aimed at
solving intellectual problems is nothing more than thinking or intellectual
activity. Intelligence and thinking are operationally related to solving problems
such as proving theorems, logical analysis, recognizing situations, planning
actions, playing games and managing in conditions of uncertainty. The
characteristic features of intelligence that manifest themselves in the process of
solving problems are the ability to learn, generalize, accumulate experience and
adapt to changing conditions in the process of solving problems. Thanks to these
qualities of intelligence, the brain can solve a variety of problems, and also easily
switch from one problem to another. Thus, a brain endowed with intelligence is
a universal tool for solving a wide range of problems for which there are no
standard, pre-known solutions . The sad truth is that some people differ from
thinking machines only in that they do not think about anything for a long time
The field of science called artificial intelligence explores the most
mysterious questions of human existence. What is the nature of thinking? What
processes occur in our bodies when we think, feel , see , and understand ? How is
this possible in principle? Are our brains melting? For thousands of years, man
has been asking himself these questions, but he still cannot give them a clear
answer. The term “intelligence” comes from the Latin word intellectus , which
means mind, intelligence, reason; the ability of a person to think. Accordingly ,
research in the field of artificial intelligence has provided us with a new tool for
studying these questions - the computer. Anyone who has worked with a
computer will agree that a machine often creates more problems than it solves.
However, for the study of the process of thinking, it is only useful. How can we
imagine thinking? Imitation of thought was proposed by A. Turing. “In trying to
imitate the intelligence of an adult,” he wrote, “we are forced to think a lot about
THEORETICAL ASPECTS IN THE FORMATION OF
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International scientific-online conference
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how the human brain got to its present state... Why don't we try to create a
program that imitates the intelligence of a child, instead of creating a program
that imitates the intelligence of an adult? computing is such that a device similar
to it can be easily programmed... Thus, we divide our problem into two parts: the
problem of building a "child program" and the problem of "teaching" this
program. Computers help us understand the nature of cognitive processes, first
of all, by allowing us to test theoretical assumptions about how the brain works.
Such theories are usually formulated as descriptions of ongoing processes. For
example, when trying to understand how a person gets an answer to a question,
one can assume that the question is first translated into an "internal
representation"; then, using this “internal representation” as a kind of index, a
person finds the necessary information in memory, converts it into a form
convenient for the answer, and then translates it into words. It would seem that
such descriptions very well reflect the processes that can occur in the mind .
However, what at first glance looks like a completely satisfactory description
turns out to be , as a rule, very imperfect . The processes associated with
memorizing a fact can be clarified by the phrase: “... using the internal
representation as an index, find the information stored in memory ...” How are
facts recalled from memory? How is this memory organized? How does the brain
cope with large amounts of information? If a programmer tries to write a
program on such a primitive theoretical basis, he immediately faces these and
many other questions. That is why writing programs is useful: they require
clarity of presentation, and this, in turn, encourages us to delve deeper into
theoretical ideas. Based on our definitions, the profession of a programmer is
one of the most intellectual professions, since the product of a programmer's
activity is programs, algorithms in their pure form. Therefore, the creation of
even elements of artificial intelligence should significantly increase his work
efficiency. Artificial intelligence is a small part of a huge attempt to understand
thinking as a field of science and philosophy. This is perhaps the main goal of
this field , and great success has already been achieved here. The main interest is
not its artificial origin, but precisely the mind. If we succeed in this direction, we
will open the way to creating mechanical assistants in the daily work and
concerns of a person. But the most important thing that can be achieved is a
deeper understanding of one's self, which is certainly more valuable than any
program.
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PEDAGOGICAL SCIENCES
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