| --- |
| title: "House Oversight: Estate Documents (Nov 12) (HOUSE_OVERSIGHT_013127)" |
| source: "House Oversight: Estate Documents (Nov 12)" |
| sourceUrl: "https://www.justice.gov/epstein" |
| date: "2026-01-01" |
| category: "House Oversight" |
| eftaNumber: "HOUSE_OVERSIGHT_013127" |
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| externalUrl: "https://ep-nov-12.greg.technology" |
| --- |
| |
| 12.4 Ethical Synergy |
| 211 |
| • Procedural memory corresponds to "ethical habit" ... learning by imitation and rein- |
| forcement to do what is right, even when the reasons aren't well articulated or understood |
| • Attentional memory corresponds to the existence of appropriate patterns guiding one to |
| pay adequate attention to ethical considerations at appropriate times |
| Intentional memory corresponds to the pervasion of ethics through one's choices abo |
| broaline (which leads into "when do the ends justify the means" ethical-balance question |
| One of our suggestions regarding AGI ethics is that an ethically mature person or AGI must |
| both master and balance all these kinds of ethics. We will focus especially here on declarative |
| ethics, which corresponds to Kohlberg's theory of logical ethical judgment; and episodic ethics, |
| which corresponds to Gilligan's theory of empathic ethical judgment. Ultimately though, all five |
| aspects are critically important; and a CogPrime system if appropriately situated and educated |
| should be able to master and integrate all of them. |
| 12.4.1 Stages of Development of Declarative Ethics |
| Complementing generic theories of cognitive development such as Piaget's and Perry's, theorists |
| have also proposed specific stages of moral and ethical development. The two most relevant |
| theories in this domain are those of Kohlberg and Gilligan, which we will review here, both |
| individually and in terms of their integration and application in the AGI context. |
| Lawrence Kohlberg's [KLH83, Koh81] moral development model, called the "ethics of justice" |
| by Gilligan, is based on a rational modality as the central vehicle for moral development. In our |
| perspective this is a firmly declarative form of ethics, based on explicit analysis and reasoning. It |
| is based on an impartial regard for persons, proposing that ethical consideration must be given |
| to all individual intelligences without a priori judgment (prejudice). Consideration is given for |
| individual merit and preferences, and the goals of an ethical decision are equal treatment (in |
| the general, not necessarily the particular) and reciprocity. Echoing Kant's |Kan64| categorical |
| imperative, |
| the decisions considered most successful in this model are those which exhibit |
| "reversibility" |
| , where a moral act within a particular situation is evaluated in terms of whether |
| or not the act would be satisfactory even if particular persons were to switch roles within the |
| situation. In other words, a situational, contextualized "do unto others as you would have them |
| do unto you" criterion. The ethics of justice can be viewed as three stages (each of which has |
| six substages, on which we will not elaborate here), depicted in Table 12.1. |
| In Kohlberg's perspective, cognitive development level contributes to moral development, as |
| moral understanding emerges from increased cognitive capability in the area of ethical decision |
| making in a social context. Relatedly, Kohlberg also looks at stages of social perspective and |
| their consequent interpersonal outlook. As shown in Table 12.1, these are correlated to the |
| stages of moral development, but also map onto Piagetian models of cognitive development (as |
| pointed out e.g. by Gibbs [Gib78], who presents a modification/interpretation of Kohlberg's |
| ideas intended to align them more closely with Piaget's). Interpersonal outlook can be under- |
| stood as rational understanding of the psychology of other persons (a theory of mind, with or |
| without empathy). Stage One, emergent from the infantile congitive stage, is entirely selfish |
| as only self awareness has developed. As cognitive sophistication about ethical considerations |
| increases, so do the moral and social perspective stages. Concrete and formal cognition bring |
| about the first instrumental egoism, and then social relations and systems perspectives, and |
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