Results for 'Boris Ruyter'

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  1.  44
    Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent. [REVIEW]Maurits Kaptein, Panos Markopoulos, Boris Ruyter & Emile Aarts - 2011 - AI and Society 26 (3):261-273.
    This paper describes a study of the effects of two acts of social intelligence, namely mimicry and social praise, when used by an artificial social agent. An experiment ( N = 50) is described which shows that social praise—positive feedback about the ongoing conversation—increases the perceived friendliness of a chat-robot. Mimicry—displaying matching behavior—enhances the perceived intelligence of the robot. We advice designers to incorporate both mimicry and social praise when their system needs to function as a social actor. Different ways (...)
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  2.  68
    The Design and Evaluation of Interactive Systems with Perceived Social Intelligence: Five Challenges. [REVIEW]William Green & Boris de Ruyter - 2010 - AI and Society 25 (2):203-210.
    This paper reflects on discussions within the Social Intelligence for Tele-healthcare (SIFT) project. The SIFT project aims to establish a model of social intelligence, to support the user-centred design of social intelligence in interactive systems. The conceptual background of social intelligence for the SIFT project is presented. Five challenges identified for the design of socially aware interactions are described, and their implications are discussed.
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  3.  26
    Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent.Maurits Kaptein, Panos Markopoulos, Boris de Ruyter & Emile Aarts - 2011 - AI and Society 26 (3):261-273.
  4.  11
    Boris Uspenskij and the Semiotics of Communication: An Essay and an Interview.Sabrina Mazzali-Lurati & Boris Uspenskij - 2014 - Semiotica 2014 (199):109-124.
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  5.  75
    The Social and Economic Roots of the Scientific Revolution: Texts by Boris Hessen and Henryk Grossmann.Boris Hessen, Henryk Grossmann, Gideon Freudenthal & Peter McLaughlin (eds.) - 2009 - Springer.
    The volume collects classics of Marxist historiography of science, including a new translation of Boris Hessen's “The Social and Economic Roots of Newton's ...
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  6.  12
    Constituent Functions Boris Hennig.Boris Hennig - 2013 - In Christer Svennerlind, Jan Almäng & Rögnvaldur Ingthorsson (eds.), Johanssonian Investigations. Essays in Honour of Ingvar Johansson on His Seventieth Birthday. Ontos Verlag. pp. 5--259.
    Starting from the idea that functions are formally similar to actions in that they are described and explained in a similar way, so that both admit of an accordion effect, I turn to Anscombe’s insight that the point of practical reasoning is to render explicit the relation between the different descriptions of an action generated by the accordion effect. The upshot is, roughly, that an item has a function if what it does can be accounted for by functional reasoning. Put (...)
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  7.  75
    Modality and Explanatory Reasoning By Boris Kment.Boris Kment - forthcoming - Analysis:anw067.
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  8. Modality and Explanatory Reasoning.Boris Kment - 2014 - Oxford University Press.
    Boris Kment takes a new approach to the study of modality that emphasises the origin of modal notions in everyday thought. He argues that the concepts of necessity and possibility originate in counterfactual reasoning, which allows us to investigate explanatory connections. Contrary to accepted views, explanation is more fundamental than modality.
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  9.  4
    Skepticism as a Means of “Indirect Exposition”: Boris Pasternak and Gustav Shpet.Tatiana G. Shchedrina & Boris I. Pruzhinin - 2021 - Russian Studies in Philosophy 58 (4):292-299.
    When we discuss skepticism, we generally mean a certain philosophical movement with a fundamental basis in doubt. At the same time, the history of philosophy gives us another highly productive, met...
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  10. Invullingen van burgerschap kunnen we zoeken in de politieke theorie of de dagelijkse praktijk van het beleid. Is er daarnaast niet een niche denkbaar waarin nieuwe invu~ lingen van burgerschap voorzichtig uitgroeien? Of een domein waar een burgerschap wordt voorgesteld als radicaal alternatief? Aan Boris van der Ham, acteur en polit~ cus, de vraag of kunstenaars zo'n voorhoede vormen.Boris van der Ham - forthcoming - Idee.
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  11.  26
    The Promotion of Moral Ideals in Schools; What the State May or May Not Demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  12.  71
    Ideals, Education, and Happy Flourishing.Doret de Ruyter - 2007 - Educational Theory 57 (1):23-35.
    In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De (...)’s analysis rests on two key concepts: “ideals,” which refer to things one believes to be superb, excellent, or perfect, but that are as yet unrealized, and “happy flourishing,” which describes the fulfillment of objectively identifiable generic goods and the person’s satisfactory meaningful interpretation of these goods. (shrink)
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  13. A Theory of Epistemic Risk.Boris Babic - 2019 - Philosophy of Science 86 (3):522-550.
    I propose a general alethic theory of epistemic risk according to which the riskiness of an agent’s credence function encodes her relative sensitivity to different types of graded error. After motivating and mathematically developing this approach, I show that the epistemic risk function is a scaled reflection of expected inaccuracy. This duality between risk and information enables us to explore the relationship between attitudes to epistemic risk, the choice of scoring rules in epistemic utility theory, and the selection of priors (...)
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  14. Approximate Coherentism and Luck.Boris Babic - 2021 - Philosophy of Science 88 (4):707-725.
    Approximate coherentism suggests that imperfectly rational agents should hold approximately coherent credences. This norm is intended as a generalization of ordinary coherence. I argue that it may be unable to play this role by considering its application under learning experiences. While it is unclear how imperfect agents should revise their beliefs, I suggest a plausible route is through Bayesian updating. However, Bayesian updating can take an incoherent agent from relatively more coherent credences to relatively less coherent credences, depending on the (...)
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  15.  61
    Pottering in the Garden? On Human Flourishing and Education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
  16.  44
    Pseudo-Exponentiation on Algebraically Closed Fields of Characteristic Zero.Boris Zilber - 2005 - Annals of Pure and Applied Logic 132 (1):67-95.
    We construct and study structures imitating the field of complex numbers with exponentiation. We give a natural, albeit non first-order, axiomatisation for the corresponding class of structures and prove that the class has a unique model in every uncountable cardinality. This gives grounds to conjecture that the unique model of cardinality continuum is isomorphic to the field of complex numbers with exponentiation.
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  17. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
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  18.  92
    Learning From Seneca: A Stoic Perspective on the Art of Living and Education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  19. The Reality of Absences.Boris Kukso - 2006 - Australasian Journal of Philosophy 84 (1):21 – 37.
    In this paper, I make a contribution to a naturalistically-minded theory of truthmakers by proposing a solution to the nasty problem of truthmakers for negative truths. After formulating the difficulty, I consider and reject a number of solutions to the problem, including Armstrong's states of affairs of totality, incompatibility accounts, and JC Beall 's polarity view. I then defend the position that absences of truthmakers are real and are responsible for making negative truths true. According to the positive account of (...)
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  20. Mathematics - an Imagined Tool for Rational Cognition.Boris Culina - manuscript
    Analysing several characteristic mathematical models: natural and real numbers, Euclidean geometry, group theory, and set theory, I argue that a mathematical model in its final form is a junction of a set of axioms and an internal partial interpretation of the corresponding language. It follows from the analysis that (i) mathematical objects do not exist in the external world: they are our internally imagined objects, some of which, at least approximately, we can realize or represent; (ii) mathematical truths are not (...)
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  21. Algorithms on Regulatory Lockdown in Medicine.Boris Babic, Sara Gerke, Theodoros Evgeniou & I. Glenn Cohen - 2019 - Science 6470 (366):1202-1204.
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  22.  10
    Introduction to Antiphilosophy.Boris Groys - 2012 - Verso Books.
    Søren Kierkegaard -- Leo Shestov -- Martin Heidegger -- Jacques Derrida -- Walter Benjamin -- Theodor Lessing -- Ernst Jünger's technologies of immortality -- Three ends of history : Hegel, Solvyov, Kojève -- Nietzsche's influence on the non-official culture of the 1930s -- A genealogy of participatory art -- Lessing, Greenberg, McLuhan.
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  23.  54
    The Importance of Ideals in Education.Doret J. de Ruyter - 2003 - Journal of Philosophy of Education 37 (3):467–482.
  24.  13
    |˜-Divisibility of Ultrafilters.Boris Šobot - 2021 - Annals of Pure and Applied Logic 172 (1):102857.
    We further investigate a divisibility relation on the set of BN ultrafilters on the set of natural numbers. We single out prime ultrafilters (divisible only by 1 and themselves) and establish a hierarchy in which a position of every ultrafilter depends on the set of prime ultrafilters it is divisible by. We also construct ultrafilters with many immediate successors in this hierarchy and find positions of products of ultrafilters.
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  25. Can Quantum-Mechanical Description of Physical Reality Be Considered Complete?Albert Einstein, Boris Podolsky & Nathan Rosen - 1935 - Physical Review (47):777-780.
  26.  9
    The Organism as Reality or as Fiction: Buffon and Beyond.Boris Demarest & Charles T. Wolfe - 2016 - History and Philosophy of the Life Sciences 39 (1):3.
    In this paper, we reflect on the connection between the notions of organism and organisation, with a specific interest in how this bears upon the issue of the reality of the organism. We do this by presenting the case of Buffon, who developed complex views about the relation between the notions of “organised” and “organic” matter. We argue that, contrary to what some interpreters have suggested, these notions are not orthogonal in his thought. Also, we argue that Buffon has a (...)
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  27. Counterfactuals and the Analysis of Necessity.Boris Kment - 2006 - Philosophical Perspectives 20 (1):237–302.
  28.  53
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  29. Counterfactuals and Explanation.Boris Kment - 2006 - Mind 115 (458):261-310.
    On the received view, counterfactuals are analysed using the concept of closeness between possible worlds: the counterfactual 'If it had been the case that p, then it would have been the case that q' is true at a world w just in case q is true at all the possible p-worlds closest to w. The degree of closeness between two worlds is usually thought to be determined by weighting different respects of similarity between them. The question I consider in the (...)
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  30. The Social and Economic Roots of Newton's Principia.Boris Hessen - 2009 - In Boris Hessen, Henryk Grossmann, Gideon Freudenthal & Peter McLaughlin (eds.), The Social and Economic Roots of the Scientific Revolution: Texts by Boris Hessen and Henryk Grossmann. Springer.
     
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  31. Cosmopolitanism and the Deeply Religious.Michael S. Merry & Doret J. De Ruyter - 2009 - Journal of Beliefs and Values 30 (1):49-60.
    In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...)
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  32.  66
    Rationality Versus Emotions: The Case of Tax Ethics and Compliance. [REVIEW]Boris Maciejovsky, Herbert Schwarzenberger & Erich Kirchler - 2012 - Journal of Business Ethics 109 (3):339-350.
    Businesses that rely heavily on cash transactions have been found to be particularly susceptible to low tax ethics. Recent research indicates that cash is a highly powerful and tempting reward, which elicits a strong emotional response. In this article, we investigate how emotions affect tax ethics in a series of experimental studies. Specifically, we show that affective priming and the ease with which tax information is retrieved moderate tax ethics. We also show that the relative effectiveness of deterrence, such as (...)
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  33.  14
    What Kind of Theory Should Theory on Education for Human Flourishing Be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  34.  11
    Differential Changes in Self-Reported Aspects of Interoceptive Awareness Through 3 Months of Contemplative Training.Boris Bornemann, Beate M. Herbert, Wolf E. Mehling & Tania Singer - 2014 - Frontiers in Psychology 5.
  35. Essence and Modal Knowledge.Boris Kment - 2018 - Synthese 198 (Suppl 8):1957-1979.
    During the last quarter of a century, a number of philosophers have become attracted to the idea that necessity can be analyzed in terms of a hyperintensional notion of essence. One challenge for proponents of this view is to give a plausible explanation of our modal knowledge. The goal of this paper is to develop a strategy for meeting this challenge. My approach rests on an account of modality that I developed in previous work, and which analyzes modal properties in (...)
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  36.  33
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25–35.
  37.  5
    Memory and Preparedness in Evaluative Conditioning in a Smell-Taste Paradigm. A Registered Report.Borys Ruszpel & Anne Gast - 2020 - Cognition and Emotion 34 (5):1068-1082.
    We investigate two questions, the relevance of memory for evaluative conditioning effects based on smell-taste pairings, and the potential preparedness of smell-taste combinations for...
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  38. The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world constraints (...)
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  39.  53
    Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
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  40.  23
    Inefficacy Interim Monitoring Procedures in Randomized Clinical Trials: The Need to Report.Boris Freidlin & Edward L. Korn - 2011 - American Journal of Bioethics 11 (3):2-10.
    If definitive evidence concerning treatment effectiveness becomes available from an ongoing randomized clinical trial, then the trial could be stopped early, with the public release of results benefiting current and future patients. However, stopping an ongoing trial based on accruing outcome data requires methodological rigor to preserve validity of the trial conclusions. This has led to the use of formal interim monitoring procedures, which include inefficacy monitoring that will stop a trial early when the experimental treatment appears not to be (...)
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  41. The psychology of suggestion : a research into the subconscious nature of man and society.Boris Sidis - 1898 - Revue Philosophique de la France Et de l'Etranger 46:440-444.
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  42.  56
    What is Logical in First-Order Logic?Boris Čulina - manuscript
    In this article, logical concepts are defined using the internal syntactic and semantic structure of language. For a first-order language, it has been shown that its logical constants are connectives and a certain type of quantifiers for which the universal and existential quantifiers form a functionally complete set of quantifiers. Neither equality nor cardinal quantifiers belong to the logical constants of a first-order language.
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  43.  19
    Predicting the Rise of EU Right-Wing Populism in Response to Unbalanced Immigration.Boris Podobnik, Marko Jusup, Dejan Kovac & H. E. Stanley - 2017 - Complexity 2017:1-12.
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  44.  26
    Model Theory of Special Subvarieties and Schanuel-Type Conjectures.Boris Zilber - 2016 - Annals of Pure and Applied Logic 167 (10):1000-1028.
  45.  8
    On Optimal Development and Becoming an Optimiser.Doret J. Ruyter - 2012 - Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
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  46.  24
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25-35.
  47.  16
    Kant's Theory of Scientific Hypotheses in its Historical Context.Boris Demarest & Hein van den Berg - 2022 - Studies in History and Philosophy of Science Part A 92:12-19.
    This paper analyzes the historical context and systematic importance of Kant's hypothetical use of reason. It does so by investigating the role of hypotheses in Kant's philosophy of science. We first situate Kant’s account of hypotheses in the context of eighteenth-century German philosophy of science, focusing on the works of Wolff, Meier, and Crusius. We contrast different conceptions of hypotheses of these authors and elucidate the different theories of probability informing them. We then adopt a more systematic perspective to discuss (...)
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  48.  31
    On the Relations Between Parents' Ideals and Children's Autonomy.Doret J. de Ruyter & Anders Schinkel - 2013 - Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals of (...)
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  49. The Four Causes.Boris Hennig - 2009 - Journal of Philosophy 106 (3):137-160.
    I will argue that Aristotle’s fourfold division of four causes naturally arises from a combination of two distinctions (a) between things and changes, and (b) between that which potentially is something and what it potentially is. Within this scheme, what is usually called the “efficient cause” is something that potentially is a certain natural change, and the “final cause” is, at least in a basic sense, what the efficient cause potentially is. I will further argue that the essences of things (...)
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  50.  1
    Maintenance of Datalog Materialisations Revisited.Boris Motik, Yavor Nenov, Robert Piro & Ian Horrocks - 2019 - Artificial Intelligence 269:76-136.
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