Policy makers in education do not perceive the education system as a unique discipline, but rather judge it using terms appropriate for the world of economics. Methods of analysis and decision-making that exist in the world of economics are implemented in the field of education. This reality was the basis for the authors’ research on the integration of technological systems for the advancement of students which was conducted as part of their desire to understand processes of change in learning systems. (...) It became clear that in order to succeed in the process of integrating innovative technological systems in the schools, society should not “flood the schools” with technology, but should rather use the “islands of success method.”. (shrink)

In recent years, artificial intelligence has been deployed by online platforms to prevent the upload of allegedly illegal content or to remove unwarranted expressions. These systems are trained to spot objectionable content and to remove it, block it, or filter it out before it is even uploaded. Artificial intelligence filters offer a robust approach to content moderation which is shaping the public sphere. This dramatic shift in norm setting and law enforcement is potentially game-changing for democracy. Artificial intelligence filters carry (...) censorial power, which could bypass traditional checks and balances secured by law. Their opaque and dynamic nature creates barriers to oversight, and conceals critical value choices and tradeoffs. Currently, we lack adequate tools to hold them accountable. This paper seeks to address this gap by introducing an adversarial procedure— – Contesting Algorithms. It proposes to deliberately introduce friction into the dominant removal systems governed by artificial intelligence. Algorithmic content moderation often seeks to optimize a single goal, such as removing copyright-infringing materials or blocking hate speech, while other values in the public interest, such as fair use or free speech, are often neglected. Contesting algorithms introduce an adversarial design which reflects conflicting values, and thereby may offer a check on dominant removal systems. Facilitating an adversarial intervention may promote democratic principles by keeping society in the loop. An adversarial public artificial intelligence system could enhance dynamic transparency, facilitate an alternative public articulation of social values using machine learning systems, and restore societal power to deliberate and determine social tradeoffs. (shrink)

On the life and works of Maṇḍanamiśra, philosopher of Saṅkarācārya tradition.

The Covid-19 pandemic that entered our lives suddenly in 2020 compelled higher education systems throughout the world to transfer to online learning, including online evaluation. A severe problem of online evaluation is that it enables various technological possibilities that facilitate students' unethical behaviors. The research aimed to investigate these behaviors, as well as the reasons for their appearance, as practiced in exams held for the first time during the Covid-19 pandemic, and to elicit students' and lecturers' perceptions of students' academic (...) dishonesty during this period. The sample included 81 students and 50 lecturers from several Israeli colleges and universities. The findings expand extant knowledge on academic dishonesty, identifying significant differences between the perceptions of students and lecturers concerning attitudes towards online exams and the reasons for dishonest behaviors. The findings among the students also indicate that younger students and Arab students tended to cheat more in online exams. Moreover, the findings indicated a lack of mutual trust between students and lecturers with regard to academic dishonesty, a deep distrust that will probably continue even after the Covid-19 crisis. This last finding should be a cause of concern for higher education policy-makers, affecting future policies for improving lecturer-student relations, especially during crises. Recommendations are proposed for addressing academic dishonesty in exams in general and during the pandemic in particular. (shrink)

The prevalence of social production and the increase in User Generated Content destabilize some of the fundamental premises of our current copyright law. Copyright law is primarily designed to regulate the relationships of a single owner with other non-owners and is focused on the sovereignty of the author/owner. Social production, by contrast, requires us to articulate a matrix of relationships between the individual, the facilitating platform and the communities and crowds involved in social production. The transition from industrial production to (...) social production transforms the social relations associated with the production of content and therefore requires adjustment of the institutions that design such relations. This Article closely examines the social dimension of content production and analyzes the consequences for the governance of content in the social web. The Article proceeds as follows: Part I describes social production and analyzes the implications for the stakeholders involved. I focus on three key features of social production which affect why we create, how we create, and what assets are generated by the process of creation. Part II explains why social production might be incompatible with the current copyright regime. In particular, I argue that copyright law mainly defines rights against strangers and fails to provide a framework for managing the rights and interests within a gigantic group of collaborators. Furthermore, the exclusivity offered by copyright law may undermine social motivation and collaborative production. Finally, in Part III, I outline some of the challenges for legal policy. (shrink)

Copyright law in recent years has undergone a process of privatization. While weakening the enforceability of conventional legislation (copyright rules), cyberspace facilitates alternative types of regulation such as contracts and technical self-help measures. Regulation by the code is significantly different from traditional types of public ordering (copyright law) and private ordering (contracts). Norms that technically regulate the use of information are not merely self-made they are also self-enforced. Furthermore, the law was recruited to uphold the superiority of such technical self-help (...) measures. The recently adopted U.S. Digital Millenium Copyright Act (DMCA) 1998 prohibits the development and use of technologies designed to circumvent copyright management systems. The underlying assumption of this legislation is that in Cyberspace, the target of regulation should become the technologies that affect users'' behavior rather than the behaviors themselves. This paper critically examines this regulatory approach and highlights its shortcomings. (shrink)

Critical evaluation of Śaṅkarapādabhūṣaṇam of Raghunāthasūri, presenting Advaita point of view against the Dvaita school in Hindu philosophy.

Study on the concept of manas in Indic philosophy.

Classical commentary on Tantrasārasaṅgraha of Madhva, work on Vedanta philosophy.

Work deals with disputing others' position on differentiated states of supreme bliss in Viśiṣṭādvaita philosophy of Ramanuja.

Treatse on Viśiṣṭādvata philosophy; based on rare manuscript.

Metrical summary of the different system of Indian philosophy.

Supercommentary on Jayatīrtha's R̥gbhāṣyaṭīkā, which in turn is a supercommentary on Madhva's R̥gbhāṣya, setting forth the Dvaita point of view in Hindu philosophy.

On the Viśiṣṭādvaita philosophy of Rāmānuja, 1017-1137.

On the Viśiṣṭādvaita philosophy of Rāmānuja, 1017-1137.

Biography of Jayatīrtha, fl. 1365-1388, Indian philosopher.

Biography of Madhva, 13th cent. Hindu religious leader and founder of Mādhva sect.

Treatise, with commentary, on Viśiṣṭādvaita metaphysics and epistemology.

Introductory treatise on Viśiṣṭādvaita metaphysics and epistemology.

Contributed seminar papers on perception and verbal testimony in Indian philosophy presented at the national seminar during 16-17 January 2012.

Classical Sanskrit work with three Sanskrit commentaries- Āhnikakaustubha by Śrīnivāsatīrtha, Bhāvaprakāśikā by Narasiṃhācārya and Tantradīpikā by Vedavyāsācārya on Hindu religious and ethical life; includes English and Kannada translation of three commentaries.

"Nimbarka's commentary on the Brahma-Sutras known as the Vedanta-Parijata-Saurabha, and that of his immediate disciple Srinivasa styled the Vendanta-Kaustubha are the chief works of the school of philosophy associated with the name of Nimbarka. The latter ".

Classical treatise on Viśiṣṭadvaita logic and epistemology with commentary.

Det er en utbredt oppfatning at det økende prestasjonskravet i toppfotball fører til en svekkelse av moral og fair play-holdninger. Men hvordan tenker toppfotballspillere i forhold til ulike dilemmaer som oppstår på banen, og er det forskjeller mellom toppfotballspillere og spillere på lavere nivå? For å avklare dette gjennomførte vi en empirisk undersøkelse der vi intervjuet spillere og trener i én toppklubb og én breddeklubb. Vi var interessert i to hovedproblemstillinger: 1) Hva tenker fotballspillere på ulike prestasjonsnivå om etikk og (...) moralske dilemmaer i fotball? 2) Hvilke faktorer påvirker spillerne, direkte og indirekte, i deres vurderinger og handlinger? Resultatene fra undersøkelsen viser at det er store forskjeller mellom de to prestasjonsnivåene. Spillerne på breddenivået føler generelt et større ansvar for å opptre ærlig på banen enn hva som er tilfelle på toppnivået. Vi fant 4 spesifikke faktorer i toppfotballen som bidrar til umoralsk opptreden. For det første opplever spillerne en forventning om at de prioriterer resultat foran fair play. For det andre bidrar tilstedeværelsen av supportere på kamper til en slik prioritering. For det tredje vil handlinger som er i strid med fair play signaliseres som akseptable internt i miljøet, selv om de ofte signaliseres som uakseptable overfor media og omverdenen. For det fjerde kan spillere oppleve det som vanskelig å gå i mot trenerens oppfordringer til en pragmatisk og resultatfokusert opptreden.Nøkkelord: moral, etikk, fair play, footballEnglish summary: How morally do football players think? – an empirical study of moral dilemmas in elite footballIt is a common view that the increasing focus on achievement and success in elite football leads to a weakening of moral and fair play attitudes. But how do elite players think and what do they think about different dilemmas that appear on the field, and is there a difference between elite players and lower division players? To answer these questions we conducted an empirical investigation in which we interviewed the players and manager in an elite club and in a lower division club. We were interested in two main problems: 1) How do football players at different performance levels think about ethics and moral dilemmas in football? 2) Which factors influence the players, directly and indirectly, in their evaluations and actions? The results from the investigation show that there are important differences between the players at the two performance levels. The lower division players felt in general a higher responsibility to behave honestly on the field than the elite players. We identified four specific factors in elite football that contribute to unsportsmanlike behavior. First, elite players feel more pressure to prioritize results more than fair play. Second, the presence of the supporters contributes to the priority of results. Third, unsportsmanlike behavior is often signaled as unacceptable to the media and the surroundings. Internally, however, such behavior is considered acceptable among the manager and the players. Fourth, the players may find it hard to go against the manager’s insistence on a pragmatic and result-oriented focus.Keywords: morals, ethics, fair play, football. (shrink)

Critical and comparative study of the Vedāntakaustubhaprabhā of Keśavakāśmīri Bhaṭṭācārya, commentary on Vedāntakaustubha of Śrīnivāsācārya, treatise on Vedanta.

Supercommentary on Brahmasūtra of Bādarāyaṇa, aphoristic work on Vedanta philosophy and commentary on Vedāntapārijātasaurabha of Nimbārka and Vedāntakaustubha of Śrīnivāsācārya, disciple of Nimbārka; includes Hindi translation; includes Yamunastotra of Keśavakāśmīri Bhaṭṭācārya and study on the doctrines and religious leaders of Nimbarka Sect.

Classical work, with Tantraprakāśikā commentary of Śrīnivāsatātācārya, on Mimamsa philosophy.

Of Pain Content Type Journal Article Pages - Authors Saitya Brata Das, Indian Institute of Advanced Study, Rashtrapati Nivas, Shimla, Himachal Pradesh, India Journal Comparative and Continental Philosophy Online ISSN 1757-0646 Print ISSN 1757-0638 Journal Volume Volume 3 Journal Issue Volume 3, Number 1 / 2011.

Study of Vedāntakaustubha of Śrīnivāsācārya, commentary on Brahmasūtra of Bādarāyaṇa, work on Vedanta philosophy.

Supercommentary on Anuvyākhyāna, verse commentary by Madhva, 13th cent., on Brahmasūtra by Bādarāyaṇa, representing Dvaita point of view; with twenty five supercommentaries : Nyāyasudhābindu by Vijayindratīrtha ; Parimaḷa by Rāghavendratīrtha ; Vāgvajra by Pādarājatīrtha ; Gurvarthadīpikā by Vādirājatīrtha ; Ṭippaṇī by Yadupatyācārya ; Vākyārthavivr̥ti by Vaṃśapallī Śrīnivāsācārya ; Ānanda by Galagalī Narasiṃhācārya ; Vivr̥ti by Kambālūru Rāmacandratīrtha ; Ṭippaṇī by Śrīnidhitīrtha ; Vākyārthacandrikā by Vidyādhīsatīrtha ; Śeṣavākyārthacandrikā by Pāṇḍuraṅgī Keśavācārya ; Vākyārtharatnamālā by Pāṇḍuraṅganarasiṃhācārya ; Sudhāvivr̥tti by Satyavrtatīrtha ; Rasakūlaṅkaṣa by (...) Kuṇḍalagiriācārya ; Durghaṭavākyārthavicāra by Satyanāthatīrtha ; Ṭippaṇī by Viṭṭhalabhaṭṭa ; Rasarañjanī by Viṣṇutīrtha ; Laghurasarañjanī by Aḍavī Kr̥ṣṇācārya ; Caṣaka by Mannārī Kr̥ṣṇācārya ; Upasparśa by Erī Bālācārya ; Kāśī ṭippaṇī by Kāśī Ācārya ; Guḍhakar̥trkā by Gudhakaratr̥kācārya ; Pradīpa by Pradīpakāra ; Ṭippaṇī by Pāndhrī Śrīnivāsācārya ; Huggi by Kallāpūra Satyādhirājācārya. (shrink)

Study of Yatīndramatadīpikā, treatise on Viśiṣṭādvaita metaphysics and epistemology by Śrīnivāsācārya, Son of Govindācārya, active 17th century.

Study of Yatīndramatadīpikā, treatise on Viśiṣṭādvaita metaphysics and epistemology by Śrīnivāsācārya, Son of Govindācārya, active 17th century.

Mind-body problemet analyseras i ett reduktionistiskt perspektiv. Genom att kombinera emergensbegreppet med algoritmisk informationsteori visas i ett tankeexperiment att ett starkt epistemiskt emergent system kan konstrueras utifrån en relativt enkel, ickelinjär process. En jämförelse med hjärnans avsevärt mer komplexa neurala nätverk visar att även medvetandet kan karakteriseras som starkt epistemiskt emergent. Därmed är reduktionistisk förståelse av medvetandet inte möjlig; mind-body problemet har alltså inte en reduktionistisk lösning. Medvetandets ontologiskt emergenta karaktär kan därefter konstateras utifrån en kombinatorisk analys; det är därmed (...) principiellt oreducerbart till lägre-nivå-fenomen. I perspektivet av en modifierad definition av fri vilja diskuteras den fysiska växelverkan som äger rum i hjärnans neurala system. Trots att enskilda neurala lägre-nivå-processer är deterministiska, kan globala processer visas vara icke- deterministiska i ontologisk mening. Vi argumenterar för att detta leder till viljans frihet. (shrink)

Dvaita rejoinder to Śrīnivāsācārya's Tattvamārtaṇḍa, 18th century Viśiṣṭādvaita polemic.

Logiska Övningar är en övningsbok i logik och en introduktionsbok i teoretisk filosofi. Den är indelad i sju kapitel. Varje kapitel, förutom det första, behandlar en eller flera klassiska grenar av den teoretiska filosofin. Det första kapitlet är en allmän inledning till boken och till filosofi som ämne. Övriga kapitel behandlar följande områden. Logik & Argumentationsteori (kapitel 2). Hur bör vi tänka och argumentera? Kunskapsteori (kapitel 3). Vad är kunskap och hur får vi kunskap om verkligheten? Metafysik (kapitel 4). Hur (...) är verkligheten ytterst beskaffad? Vad existerar? Vetenskapsfilosofi (kapitel 5). Vad är vetenskap? Hur får vi vetenskaplig kunskap? Språkfilosofi (kapitel 6). Vad är ett språk? Hur förhåller sig språket till vårt tänkande och till verkligheten? Medvetandefilosofi (kapitel 7). Vad är en människa? Hur förhåller sig kropp och själ till varandra? Logiska Övningar innehåller mer än 5000 tankekedjor eller argument. Genom att studera dessa kan läsaren öva upp sin förmåga att analysera och värdera olika filosofiska härledningar, samt att tänka och resonera logiskt. Boken kan användas i undervisning i filosofi och logik på en grundläggande nivå eller för självstudier. Läsningen kompletteras lämpligen med en eller flera introduktionsböcker till logik, som behandlar olika fundamentala logiska fakta och metoder. -/- Produkt information Publicerad: September 14, 2019 Språk: Svenska Format: Paperback Antal sidor: 708 sidor. (shrink)