12.5 Clarifying the Ethics of Justice: Extending the Golden Rule in to a Multifactorial Ethical Model 225 And this context-sensitivity has the result of intertwining ethical judgment with all sorts of other judgments — making it effectively impossible to extract “ethics” as one aspect of an intelligent system, separate from other kinds of thinking and acting the system does. This resonates with many prior observations by others, e.g. Eliezer Yudkowsky’s insistence that what we need are not ethicists of science and engineering, but rather ethical scientists and engineers — because the most meaningful and important ethical judgments regarding science and engineering generally come about in a manner that’s thoroughly interwined with technical practice, and hence are very difficult for a non-practitioner to richly appreciate [Gil82]. What this context-sensitivity means is that, unless humans and AGIs are experiencing the same sorts of contexts, and perceiving these contexts in at least approximately parallel ways, there is little hope of translating the complex of human ethical judgments to these AGIs. This conclusion has significant implications for which routes to AGI are most likely to lead to success in terms of AGI ethics. We want early-stage AGIs to grow up in a situation where their minds are primarily and ongoingly shaped by shared experiences with humans. Supplying AGIs with abstract ethical principles is not likely to do the trick, because the essence of human ethics in real life seems to have a lot to do with its intuitively appropriate application in various contexts. We transmit this sort of ethical praxis to humans via shared experience, and it seems most probably that in the case of AGIs the transmission must be done the same sort of way. Some may feel that simplistic maxims are less “error prone” than more nuanced, context- sensitive ones. But the history of teaching ethics to human students does not support the idea that limiting ethical pedagogy to s