Robotics

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The robots are also here on this page. Somehow straying, roaming and maybe just driving around. What is the role of the robots? Not even a particularly important one. Actually an astonishingly limited role. Because what matters is the baby and its mother and only secondarily the robots.

Robotics adapts to the relationship between the baby and the mother. Thanks to robotics, babies are able to learn as early as possible the concepts of computer science, electrical and mechanical engineering, physics and mathematics. Since all the non-mathematical sciences are mathematically defined, actually everything the babies learn is ultimately mathematical. Or isn't it?

In robotics, both technological singularity and mathematics are implied.

In an ideal case, the babies' mother is both equally competent in her motherliness and her robotics and mathematics knowledge, but the motherliness always has priority.

The robots have to be soft, not toxic and not swallowable and able to interact with the baby and the mother in a harmonic, seamless way, so that the natural development of the baby and the relationship to its mother is optimally supported.

The robots should be developed in a way that in each and every moment when the mind of the baby reaches out to the world to learn amazing new knowledge, either the mother of the baby alone or the mother together with other babies, people, a robot (and if possible/nearby an appropriate animal) support the baby in its developing mind.

The development time of the baby is limited and the baby should have the opportunity in every moment to optimally learn the foundations of a lifelong learning experience that will lead ultimately closer to ... (the following section has to be changed, maybe just write mathematization? or a better understanding of mathematics and engineering) UTSARA, which implies human and universal values, mathematics and mathematization.

Restricted is the time, the robotic technology and the limited options that the robots cover with their limited configuration and also the mother in her adult maturity, but the baby itself is limitless. It is the responsibility of the mother, the other involved people and the robots to preserve the baby's limitlessness flexible learning abilities as long and as much as possible in a responsible and UTSARA compliant way. So, instead of leading the baby away of what it already is, the babies' learning environment should encourage the baby to develop as much as possible within in its undecided babyhood.

The more a robot resembles emotionally the relationship between the baby and its mother and the mother itself, the better adapted it is to the cognitive needs of the baby.

Partially unfortunately, babies naturally develop beyond their babyhood and become toddlers and young children. Their cognitive needs change and so will their relationship to their mother, other babies, people, animals and the robots that especially have to be adapted to these further stages. Unfortunately, with every week and month that the baby develops, it is increasingly leaving its stage of unrestricted learning opportunities and develops into an increasingly limited toddler and young child. Even later, as the child grows older, its options shrink even more into an increasingly irreversibly defined and restricted identity. The more the mother, as much as possibly assisted by other babies, people, robots and appropriate animals, can slow down this process of increasing loss of universality, the more the babies (and later toddlers) and their identity can remain in a state of freedom, flexibility and universality.

One may ask: But isn't it exactly the opposite way around? Aren't babies in the most limited stage of their lifelong development? A baby and only a baby and a toddler are the developmental stages without for example talking and walking ability?

Instead of writing about robots and robotics, it seems as if I increasingly wrote about babies (in a similar way like in the animals article). It seems that I will have to rearrange the page(s).