Artificial reproduction is the re-creation of life brought about by means other than natural ones. It is new life built by human plans and projects. Examples include artificial selection, artificial insemination, in vitro fertilization, artificial womb, artificial cloning, and kinematic replication. Artificial reproduction is one aspect of artificial life. Artificial reproduction can be categorized into one of two classes according to its capacity to be self-sufficient: non-assisted reproductive technology and assisted reproductive technology. Cutting plants' stems and placing them in compost is a form of assisted artificial reproduction, xenobots are an example of a more autonomous type of reproduction, while the artificial womb presented in the movie the Matrix illustrates a non assisted hypothetical technology. The idea of artificial reproduction has led to various technologies. == Theology == Humans have aspired to create life since immemorial times. Most theologies and religions have conceived this possibility as exclusive of deities. Christian religions consider the possibility of artificial reproduction, in most cases, as heretical and sinful. == Philosophy == Although ancient Greek philosophy raised the concept that man could imitate the creative capacity of nature, classic Greeks thought that if possible, human beings would reproduce things as nature does, and vice versa, nature would do the things that man does in the same way. Aristotle, for example, wrote that if nature made tables, it would make them just as men do. In other words, Aristotle said that if nature were to create a table, such table will look like a human-made table. Correspondingly, Descartes envisioned the human body, and nature, as a machine. Cartesian philosophy does not stop seeing a perfect mirror between nature and the artificial. However, Kant revolutionized this old idea by criticizing such naturalism. Kant pedagogically wrote: "Reason, in order to be taught by nature, must approach nature with its principles in one hand, according to which the agreement among appearances can count as laws, and, in the other hand, the experiment thought out in accord with these principles—in order to be instructed by nature not like a pupil, who has recited to him whatever the teacher wants to say, but like an appointed judge who compels witnesses to answer the questions he puts to them.". Humans are not instructed by nature but rather use nature as raw material to invent. Humans find alternatives to the natural restrictions imposed by natural laws thus, nature is not necessarily mirrored. In accordance with Kant (and contrary to what Aristotle thought) Karl Marx, Alfred Whitehead, Jaques Derrida and Juan David García Bacca noticed that nature is incapable of reproducing tables; or airplanes, or submarines, or computers. If nature tried to create airplanes, it would produce birds. If nature tried to create submarines, it would get fishes. If nature tried to create computers, brains would grow. And if nature tried to create man, modern man, monkeys will be evolved. According to Whitehead, if we look for something natural in artificial life, in the most elaborate cases, if anything, only atoms remain natural. Juan David Garcia Bacca summarized, “It will not come out from wood, it will not be born, a galley; from clay, a vessel; from linen, a dress; from iron, a lever,...From natural, artificial. In the artificial, the natural is reduced to a simple raw material, even though it is perfectly specified with natural specification. The artificial is the real, positive, and original negation of the natural: of species, of genus and of essence. Thus, its ontology is superior to natural ontology. And for this very reason Marx did not attach any importance to Darwin, whose evolutionism is confined to the natural order: to changes, at most, from variety to variety, from species to species... natural. For the same reason, nature has no dialectics, even though continuous evolution and selection can occur. The dialectic cannot emerge from the natural, for deeper reasons than, using today's terms, from a bird, an airplane cannot emerge; from fish, a submarine; from ears, a telephone; from eyes, a television; from a brain, a digital computer; from feet, a car; from hands, an engine; from Euclid, Descartes; from Aristotle, Newton; from Plato, Marx.” According to García Bacca, the major difference between natural causes and artificial causes is that nature does not have plans and projects, while humans design things following plans and projects. In contrast, other influential authors such as Michael Behe have depicted the concept and promoted the idea of intelligent design, a notion that has aroused several doubts and heated controversies, as it reframe natural causes in accordance with a natural plan. Previous ideas that have also provided a positive 'sense' to natural reproduction, are orthogenesis, syntropy, orgone and morphic resonance, among others. Although, these ideas have been historically marginalized and often called pseudoscience, recently Bio-semioticians are reconsidering some of them under symbolic approaches. Current metaphysics of science actually recognizes that the artificial ways of reproduction are diverse from nature, i.e., unnatural, anti-natural or supernatural. Because Biosemiotics does not focus on the function of life but on its meaning, it has a better understanding of the artificial than classic biology. == Science == Biology, being the study of cellular life, addresses reproduction in terms of growth and cellular division (i.e., binary fission, mitosis and meiosis); however, the science of artificial reproduction is not restricted by the mirroring of these natural processes.The science of artificial reproduction is actually transcending the natural forms, and natural rules, of reproduction. For example, xenobots have redefined the classical conception of reproduction. Although xenobots are made of eukariotic cells they do not reproduce by mitosis, but rather by kinematic replication. Such constructive replication does not involve growing but rather building. == Assisted reproductive technologies == Assisted reproductive technology (ART)'s purpose is to assist the development of a human embryo, commonly because of medical concerns due to fertility limitations. == Non-assisted reproductive technologies == Non-assisted reproductive technologies (NART) could have medical motivations but are mostly driven by a wider heterotopic ambition. Although, NARTs are initially designed by humans, they are programed to become independent of humans to a relative or absolute extent. James Lovelock proposed that such novelties could overcome humans. === Artificial cloning === Cloning is the cellular reproductive processes where two or more genetically identical organisms are created, either by natural or artificial means. Artificial cloning normally involves editing the genetic code, somatic cell nuclear transfer and 3D bioprinting. === Non-assisted artificial womb === A non-assisted artificial womb or artificial uterus is a device that allow for ectogenesis or extracorporeal pregnancy by growing an embryonic form outside the body of an organism (that would normally carry the embryo to term) without any human assistance. The aspect of non-assistance is the key distinction between the current artificial womb technology (AWT) in modern medical research, which still relies on human assistance. With this non-assisted hypothetical technology, a zygote or stem cells are used to create an embryo that is then incubated and monitored by artificial intelligence (AI) within a chamber composed of biocompatible material. The AI maintains the necessary conditions for the embryo to develop and thrive, proceeding to mimic organic labor and childbirth in order to best help the embryo adjust to the outside world. Ectogenesis—gestation, depicted in the science fiction movie The Matrix, is a fast approaching reality. This type of innovation presupposes that vertebrate wombs are not the only way for bearing humans or other similar forms of life. === Kinematic replication === Self-replication without binary fission, meiosis, mitosis (or any other form of cellular reproduction that involves division and growing) can be achieved. Xenobots are an example of kinematic replication. They are biobots, named after the African clawed frog (Xenopus laevis). Xenobots are cellular life forms designed by using artificial intelligence to build more of themselves by combining frog cells in a liquid medium. The term kinematic replication is usually reserved for biomolecules (e.g. DNA, RNA, prions, etc.) and artificially designed cellular forms (e.g. xenobots). === Machine constructive replication === Machine constructive replication mimics human traditional manufacturing but is entirely self-automated. Such constructive replication is a more general form of kinematic replication, which does not necessarily
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AI Mode
AI Mode is a search feature used within Google Search. In March 2025, Google introduced an experimental "AI Mode" within its search platform, enabling users to input complex, multi-part queries and receive comprehensive, AI-generated responses. This feature uses Google's Gemini model, which enhances the system's reasoning capabilities and supports multimodal inputs, including text, images, and voice. Users need to be signed in to be able to use the image generation features. Initially, AI Mode was available to Google One AI Premium subscribers in the United States, who could access it through the Search Labs platform. This phased rollout allowed Google to gather user feedback and refine the feature before a broader release.
Intelligent database
Until the 1980s, databases were viewed as computer systems that stored record-oriented and business data such as manufacturing inventories, bank records, and sales transactions. A database system was not expected to merge numeric data with text, images, or multimedia information, nor was it expected to automatically notice patterns in the data it stored. In the late 1980s the concept of an intelligent database was put forward as a system that manages information (rather than data) in a way that appears natural to users and which goes beyond simple record keeping. The term was introduced in 1989 by the book Intelligent Databases by Kamran Parsaye, Mark Chignell, Setrag Khoshafian and Harry Wong. The concept postulated three levels of intelligence for such systems: high level tools, the user interface and the database engine. The high level tools manage data quality and automatically discover relevant patterns in the data with a process called data mining. This layer often relies on the use of artificial intelligence techniques. The user interface uses hypermedia in a form that uniformly manages text, images and numeric data. The intelligent database engine supports the other two layers, often merging relational database techniques with object orientation. In the twenty-first century, intelligent databases have now become widespread, e.g. hospital databases can now call up patient histories consisting of charts, text and x-ray images just with a few mouse clicks, and many corporate databases include decision support tools based on sales pattern analysis.
AI literacy
AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.
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Double descent
Double descent in statistics and machine learning is the phenomenon where a model's error rate on the test set initially decreases with the number of parameters, then peaks, then decreases again. This phenomenon has been considered surprising, as it contradicts assumptions about overfitting in classical machine learning. The increase usually occurs near the interpolation threshold, where the number of parameters is the same as the number of training data points (the model is just large enough to fit the training data). Or, more precisely, it is the maximum number of samples on which the model/training procedure achieves approximately on average 0 training error. == History == Early observations of what would later be called double descent in specific models date back to 1989. The term "double descent" was coined by Belkin et. al. in 2019, when the phenomenon gained popularity as a broader concept exhibited by many models. The latter development was prompted by a perceived contradiction between the conventional wisdom that too many parameters in the model result in a significant overfitting error (an extrapolation of the bias–variance tradeoff), and the empirical observations in the 2010s that some modern machine learning techniques tend to perform better with larger models. == Theoretical models == Double descent occurs in linear regression with isotropic Gaussian covariates and isotropic Gaussian noise. A model of double descent at the thermodynamic limit has been analyzed using the replica trick, and the result has been confirmed numerically. A number of works have suggested that double descent can be explained using the concept of effective dimension: While a network may have a large number of parameters, in practice only a subset of those parameters are relevant for generalization performance, as measured by the local Hessian curvature. This explanation is formalized through PAC-Bayes compression-based generalization bounds, which show that less complex models are expected to generalize better under a Solomonoff prior.