Objective We reviewed human–robot interaction (HRI) participatory design (PD) research with older adults. The goal was to identify methods used, determine their value for design of robots with older adults, and provide guidance for best practices. Background Assistive robots may promote aging-in-place and quality of life for older adults. However, the robots must be designed to meet older adults’ specific needs and preferences. PD and other user-centered methods may be used to engage older adults in the robot development process to (...) accommodate their needs and preferences and to assure usability of emergent assistive robots. Method This targeted review of HRI PD studies with older adults draws on a detailed review of 26 articles. Our assessment focused on the HRI methods and their utility for use with older adults who have a range of needs and capabilities. Results Our review highlighted the importance of using mixed methods and including multiple stakeholders throughout the design process. These approaches can encourage mutual learning (to improve design by developers and to increase acceptance by users). We identified key phases used in HRI PD workshops (e.g., initial interview phase, series of focus groups phase, and presentation phase). These approaches can provide inspiration for future efforts. Conclusion HRI PD strategies can support designers in developing assistive robots that meet older adults’ needs, capabilities, and preferences to promote acceptance. More HRI research is needed to understand potential implications for aging-in-place. PD methods provide a promising approach. (shrink)

The paper argues that the act of looking, as defined between the story of Gyges, Candaules, and the offended queen and the story of Solon's visit to Lydia, functions in the first book of Herodotus, and perhaps also elsewhere throughout the Inquiry, as a metaphor for the relation of the histôr to the object of his investigation. Further, by a careful comparison of the Gyges story in Herodotus with the queen's own narration in the enigmatic "Gyges Tragedy" , we can (...) define a Herodotean psychology of spectation that bears a striking resemblance to the specifically tragic psychology manifest in the fragment. Herodotus positions his readers, the paper argues, in the place of Gyges, forcing them to look-in their imaginations-on what does not belong to them, just as the theatai in the Theater of Dionysus must look in imagination on the scene described by the queen. While the tragic audience is protected from the fate of Candaules and of Gyges' descendant Croesus by the constitutive blindness of tragedy that prevents the spectators from seeing what happens in the mukhos, Herodotus' audience must seek some other reassurance that they will not face the voyeur's penalty. This paper finally argues that Solon's theôria, with its crucial purpose of establishing the nomoi of Athens and its crucial ethic of looking not at the object of desire but at the end, installs in Herodotus' historiê the psychology of tragedy: to look desiringly is to lose, but to look inquiringly is to learn. (shrink)

Everyone misses the point of Plato's cave. What a coincidence, because everyone also misses the point of BioShock. The moment one's interactivity with the game is revealed as a fake isn't the moment when one kills Andrew Ryan in a cutscene. It's what happens after that. Atlas tells to abort the self‐destruct sequence. One has the choice of whether to abort self‐destruct sequence or not, but, positioned as it is, that choice has been exposed as meaningless within the basic fabric (...) of game's mechanics. The non‐choice of disarming self‐destruct sequence ends up in the same place as the other, more famous ethical dilemma of BioShock; the choice of whether to harvest the Little Sisters or to save them. That's the part that everyone gets wrong where BioShock is concerned, and so it's the part where comparing the game to Plato's cave can really help get both of them right. (shrink)

Winner of the Wolf Prize for his contribution to our understanding of the universe, Penrose takes on the question of whether artificial intelligence will ever ...

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Perspectives on Quine, now available in paperback, is a collection of twenty-one new essays dealing with the thought of America's most distinguished living philosopher, Willard Van Orman Quine. After the editors' brief introduction to Quine's thought, the volume opens with an important new essay by Quine entitled Three Indeterminacies. The essays that follow, written by leading philosophers, are rich with insights into a wide variety of Quine's concerns ranging from logic and set theory to natural language, truth, evidence, natural kinds, (...) naturalized epistemology, and much more. Each essay concludes with a summary and response from Quine himself. (shrink)

This paper is a plea for hedonism to be taken more seriously. It begins by charting hedonism's decline, and suggests that this is a result of two major objections: the claim that hedonism is the ‘philosophy of swine’, reducing all value to a single common denominator, and Nozick's ‘experience machine’ objection. There follows some elucidation of the nature of hedonism, and of enjoyment in particular. Two types of theory of enjoyment are outlined–internalism, according to which enjoyment has some special ‘feeling (...) tone’, and externalism, according to which enjoyment is any kind of experience to which we take some special attitude, such as that of desire. Internalism–the traditional view–is defended against current externalist orthodoxy. The paper ends with responses to the philosophy of swine and the experience machine objections. (shrink)

Available for the first time in English, Roger's masterwork of intellectual history situates the life sciences within the larger context of French Enlightenment thought and the history of institutions.

W. V. Quine was quite simply the most distinguished analytic philosopher of the later half of the twentieth century. His celebrated attack on the analytic/synthetic tradition heralded a major shift away from the views of language descended from logical positivism. His most important book, Word and Object, introduced the concept of indeterminacy of radical translation, a bleak view of the nature of the language with which we ascribe thoughts and beliefs to ourselves and others. Quine is also famous for the (...) view that epistemology should be naturalized, that is conducted in a scientific spirit with the object of investigating the relationship between the inputs of experience and the outputs of belief. The eleven essays in this volume cover all the central topics of Quine's philosophy: the underdetermination of physical theory, analycity, naturalism, propositional attitudes, behaviorism, reference and ontology, positivism, holism and logic. (shrink)

Uses a comparative hermeneutical method to explain the most important terms in the classical Confucian philosophical texts, in an effort to allow the tradition to speak on its own terms.

Non language-using animals cannot have beliefs, because believing entails the ability to distinguish true from false beliefs and also the ability to distinguish changes in belief from changes in the world. For these abilities we need both the fixation of belief and counter-factual thought, for both of which language is necessary. The argument of the paper extends Davidson's argument to the same conclusion (which is found wanting). But denying beliefs to animals has no moral implications.

Non language-using animals cannot have beliefs, because believing entails the ability to distinguish true from false beliefs and also the ability to distinguish changes in belief from changes in the world. For these abilities we need both the fixation of belief and counter-factual thought, for both of which language is necessary. The argument of the paper extends Davidson's argument to the same conclusion. But denying beliefs to animals has no moral implications.

Unter Berücksichtigung von Ishiguros Gegenargumenten untersucht dieser Aufsatz erneut die traditionelle Interpretation von Leibniz' These, daß es keine kausale Wechselwirkung zwischen den Substanzen gebe und daß die kausalen Erklärungen für die Eigenschaften einer Substanz völlig in ihrer Natur lägen. Ishiguros Argumente benutzen die Unterscheidung zwischen dem Begriff einer Substanz und ihrer Natur, und in der Tat kann die Philosophie von Leibniz ohne diese Unterscheidung nicht voll gewürdigt werden. Aber sie lassen nicht erkennen, daß für Leibniz keine eindeutige Entsprechung zwischen ihnen (...) besteht. Sie lassen nicht erkennen, daß die kausale Erklärung für die Eigenschaften einer Substanz nicht völlig in ihrer eigenen Natur liegt. Die traditionelle Interpretation der prästabilierten Harmonie wird von allem, was Leibniz sagt, unterstützt und sollte wieder zur Geltung kommen. (shrink)

Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior of free citizens, are described. (...) These concepts are then applied to free inquiry, to show how the activity of individual inquirers is managed and how critical inquiry is controlled. The management of inquiry involving four norms, two of them intrinsic to inquiry and the other two extrinsic, is explained. The potential of Foucault’s concept of discursive formations is introduced as a means of reconceiving inquiry to overcome these impediments to a revolution in inquiry. (shrink)

The obligation to inform and obtain the consent of human subjects is axiomatic in social and medical research. Yet educational researchers are often reluctant to inform their subjects: class teachers and headteachers, for example, are often used as gatekeepers, and investigators sometimes do not so much seek consent as assume it. This chapter discusses the principle of informed consent, in particular that of children. It proposes guidelines for gatekeepers who may be called upon to authorise research and to grant to (...) investigators access to children in their care. (shrink)

The obligation to inform and obtain the consent of human subjects is axiomatic in social and medical research. Yet educational researchers are often reluctant to inform their subjects: class teachers and headteachers, for example, are often used as gatekeepers, and investigators sometimes do not so much seek consent as assume it. This chapter discusses the principle of informed consent, in particular that of children. It proposes guidelines for gatekeepers who may be called upon to authorise research and to grant to (...) investigators access to children in their care. (shrink)

_Rationality and Religion_ deals with the perennial question of how far religious faith needs reason.

Die Kontroverse mit François Lamy ist unter denen von Leibniz' Système nouveau hervorgerufenen eine der am wenigsten diskutierten. Die wenigen neueren Quellen sind schlecht dokumentiert und in wichtigen Details nicht korrekt. Wir versuchen hier, die Bibliographie richtigzustellen. Da Lamys Arbeit äußerst selten ist, fügen wir englische Übersetzungen der relevanten Stellen bei. Nach Pierre Bayle war eher Lamy als Leibniz der erste, der den Begriff , prüstabilierte Harmonie' verwendete. Es stellt sich heraus, daβ dem nicht so ist.

It is often supposed that in order to refute the view that laws of nature are necessary truths it is sufficient to appeal to Hume's argument from the conceivability of to the possibility of their being false. But while Hume's argument does present the necessitarian with insuperable difficulties it needs to be made clear just what these are. The mere appeal to Hume is quite insufficient for what he says can be interpreted in more than one way. And if it (...) constitutes an argument rather than a mere assertion Kneale has given reason to suppose that it is at least not obviously valid. The upshot of this article is that Hume's argument may be seen as a direct challenge to the notion that there could be propositions whose modal value is necessarily "opaque to the human intellect". (shrink)

The problems of environmental ethics are so basic that the exploration of an alternative metaphysics or attendant ethical theory is not a sufficiently radical solution. In fact, the assumptions entailed in adefinition of systematic philosophy that gives us a tradition of metaphysics might themselves be the source of the current crisis. We might need to revision the responsibilities of the philosopher and think in terms of the artist rather than the “scientific of first principles.” Taoism proceeds from art rather than (...) science, and produces an ars contextualis: generalizations drawn from human experience in the most basic processes of making aperson, making a community and making a world. This idea of an “aesthetic cosmology” is one basis for redefining the nature of the relatedness that obtains between particular and world-between tao and te. (shrink)

Cognitive and rational assessments of competence do not fully capture the way in which individuals normally make decisions. Human beings have always used stories to explain their experiences and values. Narrative ethics should be used to understand the perspective in context of a patient whose competence is in question, and so avoid a destructive clash. Psychiatry and professionals within it also have a narrative that may join with that of science, but there is no special privilege for these narratives unless (...) survival is at stake. The narrative approach should be used to try to make different stories compatible. This article examines the background to this approach, and indicates some ways in which it could be used in the specific cases addressed in the series. (shrink)

Speciesism defended against common misrepresentations of what people actually believe about human moral status.