220 12 The Engineering and Development of Ethics role), is the lack of any clear formulation of what "justice" means. This section explores this issue, via detailed consideration of the “Golden Rule” folk maxim do unto others as you would have them do unto you — a classical formulation of the notion of fairness and justics — to AGI ethics. Taking the Golden Rule as a starting-point, we will elaborate five ethical imperatives that incorporate aspects of the notion of ethical synergy discussed above. Simple as it may seem, the Golden Rule actually elicits a variety of deep issues regarding the relationship between ethics, experience and learning. When seriously analyzed, it results in a multifactorial elaboration, involving the combination of various factors related to the basic Golden Rule idea. Which brings us back in the end to the potential value of methods like CEV, CAV or CBV for understanding how human ethics balances the multiple factors. Our goal here is not to present any kind of definitive analysis of the ethics of justice, but just to briefly and roughly indicate a number of the relevant significant issues — things that anyone designing or teaching an AGI would do well to keep in mind. The trickiest aspect of the Golden Rule, as has been frequently observed, is achieving the right level of abstraction. Taken too literally, the Golden Rule would suggest, for instance, that a parent should not wipe a child’s soiled bottom because the parent does not want the child to wipe the parent’s soiled bottom. But if the parent interprets the Golden Rule more intelligently and abstractly, the parent may conclude that they should wipe the child’s bottom after all: they should “wipe the child’s bottom when the child can’t do it themselves”, consistently with believing that the child should “wipe the parent’s bottom when the parent can’t do it themselves” (which may well happen eventually should the parent develop incontinence in old age). This line of thinking leads to