Harry Collins' central argument about experimental practice revolves around the thesis that facts can only be generated by good instruments but good instruments can only be recognized as such if they produce facts. This is what Collins calls the experimenters' regress. For Collins, scientific controversies cannot be closed by the ‘facts’ themselves because there are no formal criteria independent of the outcome of the experiment that scientists can apply to decide whether an experimental apparatus works properly or not.No one seems (...) to have noticed that the debate is in fact a rehearsal of the ancient philosophical debate about skepticism. The present article suggests that the way out of radical skepticism offered by the so-called mitigated skeptics is a solution to the problem of consensus formation in science.Keywords: Argumentation; Skepticism; Sociology of science; Philosophy of science; Scientific controversies. (shrink)

Modifying images for scientific publication is now quick and easy due to changes in technology. This has created a need for new image processing guidelines and attitudes, such as those offered to the research community by Doug Cromey (Cromey 2010). We suggest that related changes in technology have simplified the task of detecting misconduct for journal editors as well as researchers, and that this simplification has caused a shift in the responsibility for reporting misconduct. We also argue that the concept (...) of best practices in image processing can serve as a general model for education in best practices in research. (shrink)

As automation in artificial intelligence is increasing, we will need to automate a growing amount of ethical decision making. However, ethical decision- making raises novel challenges for engineers, ethicists and policymakers, who will have to explore new ways to realize this task. The presented work focuses on the development and formalization of models that aim at ensuring a correct ethical behaviour of artificial intelligent agents, in a provable way, extending and implementing a logic-based proving calculus that is based on argumentation (...) reasoning with support and attack arguments. This leads to a formal theoretical framework of ethical competence that could be implemented in artificial intelligent systems in order to best formalize certain parameters of ethical decision-making to ensure safety and justified trust. (shrink)

Origen has been always studied as a theologian and too much credit has been given to Eusebius’ implausible hagiography of him. This book explores who Origen really was, by pondering into his philosophical background, which determines his theological exposition implicitly, yet decisively. For this background to come to light, it took a ground-breaking exposition of Anaxagoras’ philosophy and its legacy to Classical and Late Antiquity, assessing critically Aristotle’s distorted representation of Anaxagoras. Origen, formerly a Greek philosopher of note, whom Proclus (...) styled an anti-Platonist, is placed in the history of philosophy for the first time. By drawing on his Anaxagorean background, and being the first to revive the Anaxagorean Theory of Logoi, he paved the way to Nicaea. He was an anti-Platonist because he was an Anaxagorean philosopher with far-reaching influence, also on Neoplatonists such as Porphyry. His theology made an impact not only on the Cappadocians, but also on later Christian authors. His theory of the soul, now expounded in the light of his philosophical background, turns out more orthodox than that of some Christian stars of the Byzantine imperial orthodoxy. (shrink)

In "Explaining, Interpreting, and Theorizing Religion and Myth: Contributions in Honor of Robert A. Segal", nineteen renowned scholars offer a collection of essays addressing the persisting question of how to approach religion and myth as academic categories. Taking their cue from the work of Robert A. Segal, they discuss how to theorize about religion and myth from a variety of disciplinary perspectives. With cases from ancient Greece and Mesopotamia to East Asia and the modern world by and large, and engaging (...) with diverse disciplines such as psychology, philosophy, anthropology, history, film, theology, and religious studies among others, the volume establishes a synthesis that demonstrates the pervasiveness as well as the pitfalls of the categories "religion" and "myth" in the world. (shrink)

Technology-based assessment offers unique possibilities for collecting data about students’ cognitive development and using this data to provide students and teachers with feedback to improve learning. The aim of this study was to show how the psychological dimension of learning can be assessed in everyday educational practice through technology-based assessment in reading, mathematics and science. We analyzed three related aspects of the assessments: cognitive development, gender differences and vertical scaling. The sample for the study was drawn from primary school students (...) in Grades 1–8 (aged 7 to 14) in Hungary. There were 1500 to 2000 students in each grade cohort. Online tests were constructed from 1638 items from the reading, mathematics and science domains in the eDia system. The results confirmed empirically that the disciplinary, application and psychological dimensions of learning can be empirically distinguished. Students’ cognitive development was the most steady (and effective) in mathematics where the greatest development happened in the first years of schooling. Path models suggested that the psychological dimension of learning can be predicted at a moderate level based on students’ level of school knowledge consisting of the disciplinary and application dimensions of learning as latent constructs. The predictive power was almost the same in both of the dimensions. Generally, girls developed faster in the psychological dimension of reading, mathematics and science learning; however, the size of gender differences varied by age and domain. This study (1) provides evidence that the psychological dimension of learning can be made visible even in an educational context and (2) highlights the importance of the explicit development of the psychological dimension of learning during school lessons, and (3) shows that there are gender differences in the developmental level of the psychological dimension of learning in favour of girls, but it varies by grade and domain. (shrink)

Ocherk 1. Voprosy ontologii -- Ocherk 2. Voprosy ėtiki i ėstetiki -- Ocherk 3. Voprosy gnoseologii i aksiologii.