One's model of skill determines what one expects from neural network modelling and how one proposes to go about enhancing expertise. We view skill acquisition as a progression from acting on the basis of a rough theory of a domain in terms of facts and rules to being able to respond appropriately to the current situation on the basis of neuron connections changed by the results of responses to the relevant aspects of many past situations. Viewing skill acquisition in this (...) ways suggests how one can avoid the problem currently facing AI of how to train a network to make human-like generalizations. In training a network one must progress, as the human learner does, from rules and facts to wholistic responses. As to future work, from our perspective one should not try to enhance expertise as in traditional AI by attempting to construct improved theories of a domain, but rather by improving the learner's access to the relevant aspects of a domain so as to facilitate learning from experience. (shrink)
_Internet_ is een van de eerste boeken waarin het filosofische inzicht -van Plato tot Kierkegaard - betrokken wordt op het debat over de mogelijkheden en onmogelijkheden van het internet. Dreyfus laat zien dat de onstoffelijke, 'vrij zwevende' websurfer zijn oorsprong vindt in Descartes' scheiding van geest en lichaam, en hoe Kierkegaards inzichten in de opkomst van het moderne leespubliek vooruitlopen op de nieuwsgierige, maar elk risico vermijdende internet-junkie. Uitgaande van recente onderzoeken naar het isolement dat veel internetgebruikers ervaren, toont (...)Dreyfus aan hoe het internet, door zijn nadruk op privé-ervaringen, gebruikers berooft van wezenlijke, belichaamde vermogens zoals vertrouwen, stemmingen en betrokkenheid bij met anderen gedeelde lokale aangelegenheden. _Internet_ is verplichte kost voor iedereen die on line is en is geïnteressseerd in onze plaats in de 'e-revolutie'. (shrink)
A Page of this MS, which however I discovered independently, is reproduced by M. Chatelain in his Paléographie des Classiques Latins, and for an account of the codex I refer to vol. ii. p. 11 of that work. The volume consists of four parts: Juvenal, ff. 1–47; Persius, ff. 48–59; Horace, ff. 60–93; Juvenal, ff. 94–113. This last part contains Sat. i. 1–ii. 66, iii. 32–vi. 437, i.e. two intermediate leaves, the two outside double leaves of the first quire of (...) eight, of 34 lines on a page, have been lost. The quires b and c are disordered. Foil. 94v–97 contain i. 1–ii. 66, ff. 98–105, v. 98–vi. 437, ff. 106–113, iii. 32–v. 97. (shrink)
No one probably feels tempted to deny that our best authority for the text of the Tragedies is the Etruscus, E , but the authority relatively due to the interpolated tradition A is still a matter of dispute. Leo indeed professed to deny all authority to the evidence of A, even where E is manifestly corrupt. But we should be justified in doing this only if the interpolator of A had based his edition on the text of E, and the (...) text of E had suffered no corruptions subsequent to the making of the A edition. That this is so there is not the least reason to suppose. Peiper therefore was right in requiring for his apparatus criticus an account of the pure A text, though neither he nor Richter took the trouble to search out the oldest and best MSS of the A tradition out of the three hundred or more available. (shrink)
Fifteen essays by as many contributors with a summative introduction by Edie. The contributors are Dreyfus, Adamczewski, Earle, Compton, J. E. Smith, J. M. Anderson, Natanson, Silber, Crosson, Molina, G. E. Myers, Tillman, W. J. Richardson, Langan, and Findlay. All of the essays were presented in one form or another at one of the last three meetings of the Society for Phenomenology and Existential Philosophy. Some of them have been considerably reworked and expanded, the most important of which is (...) John Silber's fifty-seven page paper, "Being and Doing." Silber subjects the contemporary analytical version of voluntary responsibility, as found paradigmaticaliy in H. L. A. Hart's work, to a severe critique, arguing that a notion of status responsibility which involves following intentions and motives back to their pre-thematic roots in attitudes and a whole style of life, or way of being, is more consonant with human experience and nature than the antiseptic notion of responsibility developed by Hart. Even Hampshire takes his lumps at Silber's hands. Other excellent papers include Findlay's "Essential Probabilities," which can be read as a plea for a material logic, and Richardson's "Kant and the Late Heidegger," which uses Heidegger's reflection on the Kantian problematic to examine the issue of the continuity between the early and the later Heidegger. Not all of the essays approach the standards of these three, but for a collection of papers that have only the meeting of the same society in common, this is better than most.—E. A. R. (shrink)
This article aims to discuss the history of medical history in the British medical undergraduate curriculum and it reviews the main characters and organisations that have attempted to earn it a place in the curriculum. It also reviews the arguments for and against the study of the subject that have been used over the last 160 years.
‘Der Text der Tragodien des Seneca ist in zwei Rezensionen iiberliefert.Die bessere ist vertreten durch die Haupths. Laur. 37, 13 s. xi/xii.… Zu der schlechteren, stark verfalschten Rezension gehoren die iibrigen Hss., von denen keine iiber die Mitte des 14. Jahrhunderts zuriickgeht.’.
Having read Prof. Housman's article in the Classical Quarterly of October 1907, it seemed to me worth while, when I was in Madrid last year, to examine the MS of Manilius, Matritensis 31, in those places where Prof. Housman notes that the testimony of Loewe and of Mr Ellis disagree, with the result that I have found Loewe's account of the reading, as given by Prof. Housman, to be correct in all places except the following.
This paper defends the possibility that meaningful learning can be supported by the Internet. Responding to Hubert Dreyfus’s neo-Kierkegaardian contention that the Internet inhibits and does not support meaningful learning, we argue that it is a valuable tool for learning that can promote the development of intellectual expertise without the accompanying atrophy of personhood that Dreyfus believes is a prominent effect of extensive engagement with the Internet. Additionally, we argue that a conflation of practically ultimate commitments and epistemically (...) ultimate commitments underlies Dreyfus’s conception of unconditional commitments that constitutes the core of his critique of the possibility of meaningful learning on the Web. (shrink)