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  1. Article: Authorship and ChatGPT: a Conservative View.

    van Woudenberg, René / Ranalli, Chris / Bracker, Daniel

    Philosophy & technology

    2024  Volume 37, Issue 1, Page(s) 34

    Abstract: Is ChatGPT an author? Given its capacity to generate something that reads like human-written text in response to prompts, it might seem natural to ascribe authorship to ChatGPT. However, we argue that ChatGPT is not an author. ChatGPT fails to meet the ... ...

    Abstract Is ChatGPT an author? Given its capacity to generate something that reads like human-written text in response to prompts, it might seem natural to ascribe authorship to ChatGPT. However, we argue that ChatGPT is not an author. ChatGPT fails to meet the criteria of authorship because it lacks the ability to perform illocutionary speech acts such as promising or asserting, lacks the fitting mental states like knowledge, belief, or intention, and cannot take responsibility for the texts it produces. Three perspectives are compared: liberalism (which ascribes authorship to ChatGPT), conservatism (which denies ChatGPT's authorship for normative and metaphysical reasons), and moderatism (which treats ChatGPT as if it possesses authorship without committing to the existence of mental states like knowledge, belief, or intention). We conclude that conservatism provides a more nuanced understanding of authorship in AI than liberalism and moderatism, without denying the significant potential, influence, or utility of AI technologies such as ChatGPT.
    Language English
    Publishing date 2024-02-26
    Publishing country Netherlands
    Document type Journal Article
    ZDB-ID 2573482-9
    ISSN 2210-5441 ; 2210-5433
    ISSN (online) 2210-5441
    ISSN 2210-5433
    DOI 10.1007/s13347-024-00715-1
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: The core epistemic responsibilities of universities: Results from a Delphi study.

    Lechner, I M / Mokkink, L B / de Ridder, G J / van Woudenberg, R / Bouter, L M / Tijdink, J K

    Accountability in research

    2023  , Page(s) 1–21

    Abstract: Epistemic responsibilities (ERs) of universities concern equipping and empowering its researchers, educators and students to attain, produce, exchange and disseminate knowledge. ERs can potentially guide universities in improving education, research and ... ...

    Abstract Epistemic responsibilities (ERs) of universities concern equipping and empowering its researchers, educators and students to attain, produce, exchange and disseminate knowledge. ERs can potentially guide universities in improving education, research and in service to society. Building on earlier philosophical work, we applied empirical methods to identify core ERs of universities and their constituting elements. We used a three-round Delphi survey, alternating between closed questions to gain consensus, and open questions to let panelists motivate their answers. 46 panelists participated in our study. We reached consensus on six ERs: 1) to foster research integrity, 2) to stimulate the development of intellectual virtues, 3) to address the big questions of life, 4) to cultivate the diversity of the disciplinary fields, 5) to serve and engage with society at large, and 6) to cultivate and safeguard academic freedom. Together the six ERs contain 27 elements. Consensus rates ranged from 73%-100% for both the ERs and their elements. Participants' detailed responses led to substantial improvements in the accompanying descriptions of the ERs. Our findings can inform the debate about the roles and responsibilities of universities, and inform researchers and policy makers to emphasize epistemic tasks of universities.
    Language English
    Publishing date 2023-09-11
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2069334-5
    ISSN 1545-5815 ; 0898-9621
    ISSN (online) 1545-5815
    ISSN 0898-9621
    DOI 10.1080/08989621.2023.2255826
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article ; Online: Academia's Big Five: a normative taxonomy for the epistemic responsibilities of universities.

    Peels, Rik / van Woudenberg, René / de Ridder, Jeroen / Bouter, Lex

    F1000Research

    2019  Volume 8, Page(s) 862

    Abstract: This paper proposes a normative taxonomy by which universities can express the extent to which they meet five core epistemic responsibilities. Epistemic responsibilities are responsibilities that have to do with the attainment of knowledge and ... ...

    Abstract This paper proposes a normative taxonomy by which universities can express the extent to which they meet five core epistemic responsibilities. Epistemic responsibilities are responsibilities that have to do with the attainment of knowledge and understanding. The core epistemic responsibilities, which we call the Big Five, are to (1) foster research integrity, (2) teach for intellectual virtue, (3) address the big questions of life, (4) give humanistic inquiry and education a proper place, and (5) serve society. The paper characterizes the Big Five in some detail and explains why they are core epistemic responsibilities of universities. The paper concludes by describing the steps that should be taken in order to test, amend, and implement the taxonomy.
    Language English
    Publishing date 2019-06-13
    Publishing country England
    Document type Journal Article
    ZDB-ID 2699932-8
    ISSN 2046-1402 ; 2046-1402
    ISSN (online) 2046-1402
    ISSN 2046-1402
    DOI 10.12688/f1000research.19459.2
    Database MEDical Literature Analysis and Retrieval System OnLINE

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