The course "Laboratory of Artificial Intelligence Applied to Language" is part of the Cognitive Science of Communication and Action training activities.
The lab aims to provide students with a solid theoretical foundation of AI applied to language and a well-established ability to interact with Large Language Models (LLMs) through the most advanced prompt engineering techniques.
These objectives are achieved through two phases.
The first, more theoretical, involves teaching how neural networks work with a particular focus on Transformers, i.e., the architecture used in commonly used language models today such as ChatGPT.
The second, practical phase involves teaching prompt engineering techniques and the student's application, including experimental application, of these techniques in the various scenarios that will be presented.
Expected accomplishments
By the end of the course the student will have understood both theoretically and practically how these models work.
Theoretically he or she will have understood:
- how neural networks are similar to human functioning and how they differ;
- how neural networks and in particular language model neural networks (LLMs) work; and
- What prompt engineering techniques should be used depending on the context and in general how to relate to these models
- How they can be used in society, work, and their socio-economic implications.
Practically, the student will be able to:
- Write the most appropriate prompts for the required case and know how to get the most out of language models
- Understand the limitations of such models and how they can be used in a pipeline to create linguistic automations.
No prior knowledge of code is necessary
The lab aims to provide students with a solid theoretical foundation of AI applied to language and a well-established ability to interact with Large Language Models (LLMs) through the most advanced prompt engineering techniques.
These objectives are achieved through two phases.
The first, more theoretical, involves teaching how neural networks work with a particular focus on Transformers, i.e., the architecture used in commonly used language models today such as ChatGPT.
The second, practical phase involves teaching prompt engineering techniques and the student's application, including experimental application, of these techniques in the various scenarios that will be presented.
Expected accomplishments
By the end of the course the student will have understood both theoretically and practically how these models work.
Theoretically he or she will have understood:
- how neural networks are similar to human functioning and how they differ;
- how neural networks and in particular language model neural networks (LLMs) work; and
- What prompt engineering techniques should be used depending on the context and in general how to relate to these models
- How they can be used in society, work, and their socio-economic implications.
Practically, the student will be able to:
- Write the most appropriate prompts for the required case and know how to get the most out of language models
- Understand the limitations of such models and how they can be used in a pipeline to create linguistic automations.
No prior knowledge of code is necessary
teacher profile teaching materials
- I. Kant: Che cosa significa orientarsi nel pensiero? Mimesis, Milano 2015.
- G.W.F. Hegel: La Scuola. Discorsi e relazioni, Norimberga 1808-1816, Ed. Riuniti, Roma 1993, pp. 43-98.
b)
- F. Nietzsche: Schopenhauer come educatore, Adelphi, Milano 1985.
- H. Arendt, Socrate, Raffaello Cortina, Milano 2015.
c)
- J. F. Lyotard, Pourquoi philosopher? Presses Universitaires de France 2015
- A.C. Danto: "The Artworld," Journal of Philosophy 61 (1964), 571-584.
d)
- F. Jullien, De l'Être au vivre, Lexique euro-chinois de la pensée, Gallimard, 2015, (students may choose three chapters)
- D. Richie, A Tractate on Japanese Aesthetics, Stone Bridge Press, 2007.
Students (whether attending or not) should choose one text from each session (a, b, c, d) for a total of four texts. In addition, the attending students will have to choose one of the following texts (both compulsory for the non attending students):
E. Morin, Enseigner à vivre. Manifeste pour changer l'éducation, Actes Sud Editions, 2014.
or
Cinema e filosofia. I grandi temi della filosofia «visti» sullo schermo
di Angelo Mascherpa
For Erasmus students:
Erasmus Students may substitute this volume of Mascherpa with
Eric Rohmer: Filmmaker and Philosopher, by Vittorio Hösle, 2016.
The following films will be shown in the classroom, followed by a debate and accompanied by a critical reflection questionnaire (which must also be watched by non-attendants):
Interstellar (2014) by Christopher Nolan
Jeder für sich und Gott gegen alle (1974) by Werner Herzog
A torinói ló (2011) by Béla Tarr and Ágnes Hranitzky
Hannah Arendt (2013) by Margarethe von Trotta
The Tree of Life (2011) by Terrence Malick
The square (2017) by Ruben Östlund
Balzac et la petite tailleuse chinoise (2002) by Dai Sijie
An (2015) by Naomi Kawase
Mutuazione: 20710408 DIDATTICA DELLA FILOSOFIA in Scienze filosofiche LM-78 R IANNELLI FRANCESCA
Programme
The course deals especially with a series of texts directly or indirectly linked to the theme of philosophical or aesthetic education in Western philosophy of the nineteenth and twentieth centuries – from Kant, Hegel and Nietzsche to Arendt, Lyotard and Danto – in order to compare them with the particular attitude of conceiving philosophy as a way of life in China and Japan. The theoretical texts will be accompanied by eight films that problematize some great questions about education, existence and freedom of thought.Core Documentation
a)- I. Kant: Che cosa significa orientarsi nel pensiero? Mimesis, Milano 2015.
- G.W.F. Hegel: La Scuola. Discorsi e relazioni, Norimberga 1808-1816, Ed. Riuniti, Roma 1993, pp. 43-98.
b)
- F. Nietzsche: Schopenhauer come educatore, Adelphi, Milano 1985.
- H. Arendt, Socrate, Raffaello Cortina, Milano 2015.
c)
- J. F. Lyotard, Pourquoi philosopher? Presses Universitaires de France 2015
- A.C. Danto: "The Artworld," Journal of Philosophy 61 (1964), 571-584.
d)
- F. Jullien, De l'Être au vivre, Lexique euro-chinois de la pensée, Gallimard, 2015, (students may choose three chapters)
- D. Richie, A Tractate on Japanese Aesthetics, Stone Bridge Press, 2007.
Students (whether attending or not) should choose one text from each session (a, b, c, d) for a total of four texts. In addition, the attending students will have to choose one of the following texts (both compulsory for the non attending students):
E. Morin, Enseigner à vivre. Manifeste pour changer l'éducation, Actes Sud Editions, 2014.
or
Cinema e filosofia. I grandi temi della filosofia «visti» sullo schermo
di Angelo Mascherpa
For Erasmus students:
Erasmus Students may substitute this volume of Mascherpa with
Eric Rohmer: Filmmaker and Philosopher, by Vittorio Hösle, 2016.
The following films will be shown in the classroom, followed by a debate and accompanied by a critical reflection questionnaire (which must also be watched by non-attendants):
Interstellar (2014) by Christopher Nolan
Jeder für sich und Gott gegen alle (1974) by Werner Herzog
A torinói ló (2011) by Béla Tarr and Ágnes Hranitzky
Hannah Arendt (2013) by Margarethe von Trotta
The Tree of Life (2011) by Terrence Malick
The square (2017) by Ruben Östlund
Balzac et la petite tailleuse chinoise (2002) by Dai Sijie
An (2015) by Naomi Kawase
Attendance
Frequency is encouragedType of evaluation
During the oral test will be evaluated: - the level of knowledge of the conceptual contents of the texts examined during the course - the mastery of more specific information, e.g. technical language - the critical capacity and ability to identify links between texts, even if they belong to different eras and cultures - the originality of the in-depth work proposed on the PREZI platform - the achievement of an overall view on the multiple ways of applying the didactics of philosophy Students with disabilities and specific learning disabilities can now request accommodations for exams through the University’s new portal, accessible at the following link: https://www.uniroma3.it/roma-tre-inclusiva-studenti-con-disabilita-e-con-dsa/