This article advances the view that propositional logic can and should be taught within general education logic courses in ways that emphasizes its practical usefulness, much beyond what commonly occurs in logic textbooks. Discussion and examples of this relevance include database searching, understanding structured documents, and integrating concepts of proof construction with argument analysis. The underlying rationale for this approach is shown to have import for questions concerning the design of logic courses, textbooks, and the general education curriculum, particularly the (...) sequencing of formal and informal logic courses. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of (...) these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of (...) these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

Deductive proof checking programs are the most popular form of logic CAI. Whatever the reason for their widespread use, the proliferation and continuous development of these programs is evident. Contemporary proof checkers cover a wider variety of texts and rule sets, and offer more helpful editing, diagnostic, and remedial features than were once provided. These programs appear to be prime candidates for developing in the direction of "intelligent" CAI (ICAI). The primary thrust of ICAI is to build programs that make (...) use of information about learner strengths and weaknesses, the content of the subject matter being taught, and techniques for teaching various kinds of subject matter. This is a tall order by any standard, but there are signs that some initial progress is being made in the area of logic CAI. In particular, the expert system approach for offering strategic advice during proof construction is being explored by some projects. (shrink)

A graphic means of representing deductive proofs in a sentential system of symbolic logic is presented. Proof construction is characterized as a domain of the cognitive theory of problem solving, and three different interface designs for supporting the working backwards method of proof construction are demonstrated. Following a description of the rule set and the working backwards method, an analysis is given of student performance data that has guided interface development during the past two years. One interface design is shown (...) to be superior to the others in respect to working backwards. Finally, some general conclusions are drawn concerning the relevance of instructional programs for empirically documenting student difficulties and for improving interface designs. (shrink)

The use of computers in education is often thought of as a means of putting sound pedagogical principles and techniques into practice. However, such use can also contribute to building the empirical foundations for those techniques. This can occur in two ways. First, CAI programs can collect data on student performance for the purpose of identifying prominent weaknesses and for investigating processes involved in mastering various tasks and learning particular subject matters. In every discipline, from the sciences to the humanities, (...) there are important questions to be answered concerning the difficulties students have in learning and applying various concepts and techniques. CAI can aid in answering those questions. Second, CAI programs can be used to document student performance for the purpose of program evaluation. While providing instruction, computers can serve as data collection devices that provide precise behavioral measures, including response time, of student learning. CAI programs can thus facilitate their own evaluation. In both of these applications, computers function akin to other observational instruments in the sciences. (shrink)

During the past fifteen years, David Collingridge has made important contributions to the understanding of technology and the prospects for its effective control. Though philosophically sophisticated, his views have been given more attention by social and political scientists than by philosophers. In an effort to explore the rationale and applicability of his views, this article takes up three tasks. The first is to explicate Collingridge's basic argument on the topic of controlling technology. This argument is contained in his earliest works, (...) The Social Control of Technology (1980) and Critical Decision Making (1982). The second task is to offer some critical comments on the adequacy of Collingridge's case, and the third is to apply the results of this analysis to a particular development in instructional technology (the use of expert systems and decision support systems). (shrink)

Changes in the aims and methods of the philosophy of mind have occurred in recent decades. In particular, computer simulations have emerged as a means of constructing empirically and conceptually defensible theories of mind. This article explores pedagogical innovations that may be necessitated by these changes. One question raised is whether hands‐on teaching of simulation methods should be a standard part of philosophy of mind courses. These courses, because of an increasing empirical orientation, are becoming more interdisciplinary, and certain consequences (...) of this development are elaborated here. (shrink)

Rather than being random deviation, student errors can be a source of insight into the nature of student difficulties. This paper reports on (and offers pedagogical advice concerning) many common student errors in the construction of proofs, in the application of inference and replacement rules, and in the choice of proof strategies. In addition, a detailed description of the bottom-up strategy for “working backwards” is supplied, along with a discussion of the main difficulties students face when trying to solve proofs (...) in this fashion. Ultimately, it is argued that students can employ both top-down and bottom-up proofs strategies by making use of a graphic proof representation. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of (...) these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be clarified, (...) (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)

Predictions concerning postindustrial society include that of workers serving as machine monitors. That concept is explored in this article in respect to faculty in higher education serving as monitors of computers that are executing instructional programs. Questions concerning changes in faculty roles and the control of educational quality are addressed. Alfred Bork’s vision of asynchronous learning systems is elaborated, and that alternative is compared to the concept of machine monitoring. It is concluded that monitoring in higher education is not likely (...) unless student demand for distance learning is great, but in that case, monitoring would be superior to proposals for automated asynchronous learning systems. (shrink)

Computing Methodologies -- Artificial Intelligence.

A selection of his more important writings.

In ordinary discourse we often attribute beliefs not just to individuals but also to groups. But can groups really have genuine beliefs? This paper considers but ultimately rejects one of the main arguments in support of the claim that groups can be genuine believers – the Argument From Interpretationism – and concludes that we have good reasons to be sceptical about the existence of group beliefs. According to the Argument From Interpretationism, roughly speaking, groups qualify as genuine believers because we (...) can interpret their behaviour in much the same way that we can interpret the behaviour of individuals. While this argument may seem initially attractive, I argue that it is ultimately unsuccessful. In particular, I argue that the argument is unsuccessful even if one is generally sympathetic towards interpretationism. The reason for this, as we will see, is that a number of problems arise when we try to apply the interpretationist strategy – originally formulated with individual subjects in mind – to plural subjects or groups. In showing why the Argument From Interpretationism fails, the paper also brings into focus some more general constraints on the scope and applicability of interpretationism. (shrink)

The primary aim of this paper is to defend the Lockean View—the view that a belief is epistemically justified iff it is highly probable—against a new family of objections. According to these objections, broadly speaking, the Lockean View ought to be abandoned because it is incompatible with, or difficult to square with, our judgments surrounding certain legal cases. I distinguish and explore three different versions of these objections—The Conviction Argument, the Argument from Assertion and Practical Reasoning, and the Comparative Probabilities (...) Argument—but argue that none of them are successful. I also present some very general reasons for being pessimistic about the overall strategy of using legal considerations to evaluate epistemic theories; as we will see, there are good reasons to think that many of the considerations relevant to legal theorizing are ultimately irrelevant to epistemic theorizing. (shrink)

What do corporations look like when they have integrity, and how can we move more companies in that direction? Corporate Integrity offers a timely, comprehensive framework- and practical business lessons - bringing together questions of organizational design, communication practices, working relationships, and leadership styles to answer this question. Marvin T. Brown explores the five key challenges facing modern businesses as they try to respond ethically to cultural, interpersonal, organizational, civic and environmental challenges. He demonstrates that if corporations are to (...) meet the needs of civil society, they must facilitate inclusive communication patterns based on mutual recognition and civic cooperation. Corporate Integrity is essential reading for professionals in organizational ethics, business leaders, and graduate students looking for practical and reflective insights into doing business with integrity and purpose. (shrink)

An approach to phenomenology, by D. Cairns.--Husserl's critique of psychologism: its historic roots and contemporary relevance, by J. Wild.--The ideal of a presuppositionless philosophy, by M. Farber.--On the intentionality of consciousness, by A. Gurwitsch.--The "reality-phenomenon" and reality, by H. Spiegelberg.--The phenomenological concept of "horizon", by H. Kuhn.--Phenomenology and logical empiricism, by F. Kaufmann.--Phenomenology and the history of science, by J. Klein.--Phenomenology and the social sciences, by A. Schuetz.--Art and phenomenology, by F. Kaufmann.--The relation of science to philosophy in the light (...) of Husserl's thought, by L. O. Kattsoff.--Husserl and the social structure of immediacy, by C. Hartshorne.--A materialist approach to Husserl's philosophy, by V. J. McGill.--Outline-sketch of a system of metaphysics, by W. E. Hocking.--Men and the law, by G. Husserl.--The ghost of modality, by H. Weyl.--Supplement: Grundlegende untersuchungen zum phänomenologischen ursprung der räumlichkeit der natur, by E. Husserl. (shrink)

The primary objective of this paper is to introduce a new epistemic paradox that puts pressure on the claim that justification is closed under multi premise deduction. The first part of the paper will consider two well-known paradoxes—the lottery and the preface paradox—and outline two popular strategies for solving the paradoxes without denying closure. The second part will introduce a new, structurally related, paradox that is immune to these closure-preserving solutions. I will call this paradox, The Paradox of the Pill. (...) Seeing that the prominent closure-preserving solutions do not apply to the new paradox, I will argue that it presents a much stronger case against the claim that justification is closed under deduction than its two predecessors. Besides presenting a more robust counterexample to closure, the new paradox also reveals that the strategies that were previously thought to get closure out of trouble are not sufficiently general to achieve this task as they fail to apply to similar closure-threatening paradoxes in the same vicinity. (shrink)

A comparative method of studying the biological bases of personality compares human trait dimensions with likely animal models in terms of genetic determination and common biological correlates. The approach is applied to the trait of sensation seeking, which is defined on the human level by a questionnaire, reports of experience, and observations of behavior, and on the animal level by general activity, behavior in novel situations, and certain types of naturalistic behavior in animal colonies. Moderately high genetic determination has been (...) found for human sensation seeking, and marked strain differences in rodents have been found in open-field behavior that may be related to basic differences in brain neurochemistry. Agonistic and sociable behaviors in both animals and humans and the trait measure of sensation seeking in humans have been related to certain common biological correlates such as gonadal hormones, monoamine oxidase (MAO), and augmenting of the cortical evoked potential.The monoamine systems in the rodent brain are involved in general activity, exploratory behavior, emotionality, socialization, dominance, sexual and consummately behaviors, and intracranial self-stimulation. Preliminary studies have related norepinephrine and enzymes involved in its production and degradation to human sensation seeking. A model is suggested that relates mood, behavioral activity, sociability, and clinical states to activity of the central catecholamine neurotransmitters and to neuroregulators and other transmitters that act in opposite ways on behavior or stabilize activity in the arousal systems. Stimulation and behavioral activity act on the catecholamine systems in a brain–behavior feedback loop. At optimal levels of catecholamine systems activity (CSA) mood is positive and activity and sociability are adaptive. At very low or very high levels of CSA mood is dysphoric, activity is restricted or stereotyped, and the organism is unsocial or aggressively antisocial. Novelty, in the absence of threat, may be rewarding through activation of noradrenergic neurons. (shrink)

Recent years have seen the rise of a new family of non-probabilistic accounts of epistemic justification. According to these views—we may call them Normalcy Views—a belief in P is justified only if, given the evidence, there exists no normal world in which S falsely beliefs that P. This paper aims to raise some trouble for this new approach to justification by arguing that Normalcy Views, while initially attractive, give rise to problematic accounts of epistemic defeat. As we will see, on (...) Normalcy Views seemingly insignificant pieces of evidence turn out to have considerable defeating powers. This problem—I will call it the Easy-Defeat Problem—gives rise to a two-pronged challenge. First, it shows that the Normalcy View has counterintuitive implications and, second, it opens the door to an uncomfortable skeptical threat. (shrink)

This paper puts forward a novel pluralist theory of epistemic justification that brings together two competing views in the literature—probabilistic and non-probabilistic accounts of justification. The first part of the paper motivates the new theory by arguing that neither probabilistic nor non-probabilistic accounts alone are wholly satisfactory. The second part puts forward what I call the Functional Theory of Justification. The key merit of the new theory is that it combines the most attractive features of both probabilistic and non-probabilistic accounts (...) of justification while avoiding their most serious shortcomings. The paper also provides a blueprint for future pluralist projects in epistemology. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 editions. This (...) update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

When a handful of people thrive while whole industries implode and millions suffer, it is clear that something is wrong with our economy. The wealth of the few is disconnected from the misery of the many. In Civilizing the Economy, Marvin Brown traces the origin of this economics of dissociation to early capitalism, showing how this is illustrated in Adam Smith's denial of the central role of slavery in wealth creation. In place of the Smithian economics of property, Brown (...) proposes that we turn to the original meaning of economics as household management. He presents a new framework for the global economy that reframes its purpose as the making of provisions instead of the accumulation of property. This bold new vision establishes the civic sphere as the platform for organizing an inclusive economy and as a way to move toward a more just and sustainable world. (shrink)

It seems to me that the ingredients of most theories both in Artificial Intelligence and in Psychology have been on the whole too minute, local, and unstructured to account–either practically or phenomenologically–for the effectiveness of common-sense thought. The "chunks" of reasoning, language, memory, and "perception" ought to be larger and more structured; their factual and procedural contents must be more intimately connected in order to explain the apparent power and speed of mental activities.

In recent work, Bengson, Cuneo, and Shafer‐Landau (2020) develop a new social version of moral intuitionism that promises to explain why our moral intuitions are trustworthy. In this paper, we raise several worries for their account and present some general challenges for the broader class of views we call Social Moral Intuitionism. We close by reflecting on Bengson, Cuneo, and Shafer‐Landau's comparison between what they call the “perceptual practice” and the “moral intuition practice”, which we take to raise some difficult (...) normative and meta‐normative questions for theorists of all stripes. (shrink)

Illustrates how using ethics in decision making can improve communication, resolve disagreements, and set just standards for worker-management relations. Presents strategies for how organizations can use ethics to uncover values and beliefs, and determine whether they are acting upon just and moral decisions.

This study was undertaken to investigate whether work variables identified in theory and research as being related to employee experiences/behaviours add to the understanding and explain employees' experiences of workplace harassment. The extent to which social cognitive theory (SCT), specifically moral disengagement, explains the processes by which work characteristics are related to harassment was also examined. The purpose of the study was to identify the presence of relationships among work characteristics, satisfaction, moral disengagement and workplace harassment. According to the results, (...) employees with negative opinions of their work tended to experience negative affect and to believe that it is acceptable to harm others. The results of this study provide evidence of (1) relationships between harassment and several workplace characteristics and (2) the applicability of SCT to the explanation of how work characteristics relate to harassment. (shrink)

The most important problem is philosophical deontic logic is to determine the logical form of expressions of conditional obligation. The dissertation shows first that this problem is closely related to David Lewis's well-known "problem about permission"--a problem concerning the characterization of changes in normative systems. The dissertation contains a solution to the problem about permission, as well as an argument that expressions of conditional obligation cannot be represented satisfactorily by means of some combination of monadic deontic operators and a counterfactual (...) conditional . ;Lewis formulates the problem about permission in terms of a language game for imperative and permission sentences. In order to solve the problem it is necessary first to point out the shortcoming in Lewis's game that it cannot be used satisfactorily to provide semantics for "contrary to duty" imperatives. Having revised the game it is possible to define the concept of relative defeasibility between imperatives. It is in terms of this concept that a solution to the problem about permission is formulated. ;The "revised game" is used as well to discuss problems concerning reasoning from sets of rules, principles, and facts to "all things considered" conclusions. It is argued that two distinct senses or uses of 'ought' must be distinguished in order to represent such reasoning satisfactorily. The role of the notion ceteris paribus is discussed. The notion is given a precise definition in terms of the possible worlds semantics of the "revised game" and it is argued that the notion is not as significant in normative reasoning as commonly is supposed. An alternative notion is defined and defended. (shrink)

President Kennedy once said, “Mankind must put an end to war, or war will put an end to mankind.” The purpose of my presentation this evening is to show why a strike against Iraq is dangerous, unjustified, and unnecessary. Since Saddam Hussein has not engaged in any aggressive behavior since the Gulf War, launching an attack would be pre-emptive in nature.

"This is an extremely intelligent, interesting, and well written book." --Murder Is Academic "... compelling analysis of the comedy thriller... " --Theatre Studies "... almost as much fun to read as is seeing the actual plays discussed... " --Journal of Popular Culture The phenomenal success of such plays as Deathtrap and Sleuth heralded the advent of a new form of detective play--the comedy thriller. Carlson takes the wraps off the comedy thriller and reveals its postmodern effects. He looks at all (...) the elements of the thriller--openings, settings, characters, plot lines, the role of the audience, and endings--and shows how they work to overturn the conventions of realism in detective drama. (shrink)