Dual-systems frameworks propose that moral judgments are derived from both an immediate emotional response, and controlled/rational cognition. Recently Cushman (2013) proposed a new dual-system theory based on model-free and model-based reinforcement learning. Model-free learning attaches values to actions based on their history of reward and punishment, and explains some deontological, non-utilitarian judgments. Model-based learning involves the construction of a causal model of the world and allows for far-sighted planning; this form of learning fits well (...) with utilitarian considerations that seek to maximize certain kinds of outcomes. I present three concerns regarding the use of model-free reinforcement learning to explain deontological moral judgment. First, many actions that humans find aversive from model-free learning are not judged to be morally wrong. Moral judgment must require something in addition to model-free learning. Second, there is a dearth of evidence for central predictions of the reinforcement account—e.g., that people with different reinforcement histories will, all else equal, make different moral judgments. Finally, to account for the effect of intention within the framework requires certain assumptions which lack support. These challenges are reasonable foci for future empirical/theoretical work on the model-free/model-based framework. (shrink)

In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for (...) teaching to aim for. I explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)

Despite the conclusions from the contemporary philosophy of science, many economists cherish the ideal of positive science. Therefore, value-free economics is still the central paradigm in economics. The first aim of the paper is to investigate economics' axiomatic assumptions from an epistemological perspective. The critical analysis of the literature shows that the positive-normative dichotomy is exaggerated. Moreover, value-free economics is based on normative foundations that have a negative impact on individuals and society. The paper's second aim is to (...) show that economics' normativity is not a problem because the discussion concerning values is possible and unavoidable. In this context, Weber and other methodologists are investigated. The conclusion of the paper is that science can thrive without strict methodological rules thanks to institutional mechanisms. Therefore, economists could learn from artists who accept the world without absolute rules. This perspective opens the possibility for methodological pluralism and normative approaches. (shrink)

Normal 0 false false false EN-CA X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} This article stems from the author’s experience as one of the organizers of an alternative form of higher education, which drew its inspiration from the civil commons. In the early years of the new millennium, the People’s (...) class='Hi'>Free University of Saskatchewan (PFU) offered a wide variety of courses to members of the public without charge, adopting as its founding principle the belief that “Everyone can learn, Everyone can teach.” As a form of community-based education, the PFU accommodated the needs and aspirations of a diversity of individuals and groups too often denied by “research-intensive” universities. The civil commons itself is a web of interlocking institutions based on the life-code of value, which strengthens the public interest and enhances the growth of organic life. Unlike the money-code of value, whose goods are only available to those who can pay, the goods of the civil commons are accessible to all. This inner logic enables a full realization of life value as exemplified in the living tradition of popular university education. (shrink)

Ravit Dotan argues that a No Free Lunch theorem from machine learning shows epistemic values are insufficient for deciding the truth of scientific hypotheses. She argues that NFL shows that the best case accuracy of scientific hypotheses is no more than chance. Since accuracy underpins every epistemic value, non-epistemic values are needed to assess the truth of scientific hypotheses. However, NFL cannot be coherently applied to the problem of theory choice. The NFL theorem Dotan’s argument relies upon is (...) a member of a family of theorems in search, optimization, and machine learning. They all claim to show that if no assumptions are made about a search or optimization problem or learning situation, then the best case performance of an algorithm is that of random search or random guessing. A closer inspection shows that these theorems all rely upon assigning uniform probabilities over problems or learning situations, which is just the Principle of Indifference. A counterexample can be crafted that shows that NFL cannot be coherently applied across different descriptions of the same learning situation. To avoid this counterexample, Dotan needs to privilege some description of the learning situation faced by scientists. However, this means that NFL cannot be applied since an important assumption about the problem is being made. So Dotan faces a dilemma: either NFL leads to incoherent best-case partial beliefs or it is inapplicable to the problem of theory choice. This negative result has implications for the larger debate over theory choice. (shrink)

This paper argues that a well known passage from Plato’s Meno exemplifies how to employ scaffolded learning in the philosophy classroom. It explores scaffolded learning by fully defining it, explaining it, and gesturing at some ways in which scaffolding has been implemented. We then offer our own model of scaffolded learning in terms of four phases and eight stages, and explicate our model using a well known example from Plato’s Meno as an exemplar. We believe that any (...) practical concerns one might have against the employment of scaffolded learning in the philosophy classroom ought not serve as an impediment to adopting our model. (shrink)

The no-free-lunch theorems promote a skeptical conclusion that all possible machine learning algorithms equally lack justification. But how could this leave room for a learning theory, that shows that some algorithms are better than others? Drawing parallels to the philosophy of induction, we point out that the no-free-lunch results presuppose a conception of learning algorithms as purely data-driven. On this conception, every algorithm must have an inherent inductive bias, that wants justification. We argue that many (...) standard learning algorithms should rather be understood as model-dependent: in each application they also require for input a model, representing a bias. Generic algorithms themselves, they can be given a model-relative justification. (shrink)

Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in (...) schools – the dialogic model of prevention and resolution of conflicts (DMPRC) – in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood. (shrink)

Free Will & The Tragic Predicament : Making Sense of Williams -/- The discussion in this paper aims to make better sense of free will and moral responsibility by way of making sense of Bernard Williams’ significant and substantial contribution to this subject. Williams’ fundamental objective is to vindicate moral responsibility by way of freeing it from the distortions and misrepresentations imposed on it by “the morality system”. What Williams rejects, in particular, are the efforts of “morality” to (...) further “deepen” or “refine” the notion of the voluntary, with a view to securing “ultimate justice”. It is these aims and aspirations, he argues, that take us to the precipice of scepticism. In Shame and Necessity (1993) Williams advances a vindicatory genealogy that unmasks the “illusions” and “fantasies” of our current ethical ideas as they relate to agency and responsibility. What we are then left with is the task of “recasting our ethical conceptions” . It is here that Williams is especially insistent on the importance and value of historical consciousness and reflection. The role of our reflections about the Greeks and tragedy is precisely to show that in order to move forward, into the future, we need to first look back at where we have come from. The value of these “untimely” observations is that they provide us with alternatives and options that we might otherwise lack. What we discover, when we consider the Greeks, is their commitment to a “pessimism of strength” that rests on rejecting scepticism. It is this two-sided perspective on our ethical predicament that delivers a more truthful account of our human situation, one that will help us discard those illusions and fantasies of "morality" that we are “better off” without. An account of this kind refuses to accept an optimism that insists that any form of responsible ethical life must be one that is immune to the influence of luck and fate. This is the fundamental lesson that we can learn from the ancient Greeks and that Williams seeks to “recover” for us. (shrink)

Supraspan verbal list-learning tests, such as the Rey Auditory Verbal Learning Test (RAVLT), are classic neuropsychological tests for assessing verbal memory. In this study, we investigated the impact of the meaning of the words to be learned on 3 memory stages (short-term recall, learning, and delayed recall) in a cohort of 447 healthy adults. First, we compared scores obtained from the RAVLT (word condition) to those of an alternative version of this test using phonologically similar but meaningless (...) items (pseudoword condition) and observed how each score varied as a function of age and sex. Then, we collected the participants’ self-reported strategies to retain the word and pseudoword lists and examined if these strategies mediated the age and sex effects on memory scores. The word condition resulted in higher memory scores than pseudoword condition at each memory stage and even canceled out, for the learning stage, the detrimental effect of age that was observed for the short-term and delayed recall. When taking sex into account, the word advantage was observed only in women for short-term recall. The self-reported strategies, which were similar for words and pseudowords, were based on the position of the item on the list (word: 53 %, pseudoword: 37%) or the meaning of the item (word: 64%, pseudoword: 58%) and were used alone or in combination. The best memory performance was associated with the meaning strategy in the word condition and with the combination of the meaning and position strategies in the pseudoword condition. Finally, we found that the word advantage observed in women for short-term recall was mediated by the use of the meaning strategy. The RAVLT scores were thus highly dependent on word meaning, notably because it allowed efficient semantic knowledge-based strategies. Within the framework of Tulving’s declarative memory model, these results are at odds with the depiction of the RAVLT as a verbal episodic memory test as it is increasingly referred to in the literature. (shrink)

Machine learning (ML) refers to a class of computer-facilitated methods of statistical modelling. ML modelling techniques are now being widely adopted across the sciences. A number of outspoken representatives from the general public, computer science, various scientific fields, and philosophy of science alike seem to share in the belief that ML will radically disrupt scientific practice or the variety of epistemic outputs science is capable of producing. Such a belief is held, at least in part, because its adherents take (...) ML to exist on novel epistemic footing relative to classical mathematical or statistical modelling approaches utilised in science. Namely, they take modelling with ML to be a “theory-free” enterprise, in the sense of not resting essentially on input from human conceptual grasp on the target phenomenon and domain expertise. I take this view to arise from the further, and more deeply entrenched belief that data is worldly and objective; i.e., data is viewed as recapitulating or representing with perfect fidelity the structure or properties of the systems in nature it is sampled from. Yet most contemporary philosophers of science take on board, in one version or other, the thesis of theory-ladenness or theory-mediation of observation or measurement. From this, it follows that most philosophers of science (and, I will venture, many scientists) hold irreconcilable views on the nature of data, an internal tension which threatens the integrity of their appraisals of ML in science. Taking the thesis of theory-ladenness on board---and its implications for the nature of data seriously---it follows that there is no reason to believe that ML differs fundamentally in its epistemic footing from established mathematical modelling approaches in the sciences. I show that usage and interpretation can differ from “standard practice” in scientific projects which wield the tools of ML without accepting a difference in the epistemic or representational status of such tools. (shrink)

No-free-lunch theorems are important theoretical result in the fields of machine learning and artificial intelligence. Researchers in this fields often claim that the theorems are based on Hume’s argument about induction and represent a formalisation of the argument. This paper argues that this is erroneous but that the theorems correspond to and formalise Goodman’s new riddle of induction. To demonstrate the correspondence among the theorems and Goodman’s argument, a formalisation of the latter in the spirit of the former (...) is sketched. (shrink)

If one formulates Helmholtz's ideas about perception in terms of modern-day theories one arrives at a model of perceptual inference and learning that can explain a remarkable range of neurobiological facts. Using constructs from statistical physics it can be shown that the problems of inferring what cause our sensory inputs and learning causal regularities in the sensorium can be resolved using exactly the same principles. Furthermore, inference and learning can proceed in a biologically plausible fashion. The ensuing (...) scheme rests on Empirical Bayes and hierarchical models of how sensory information is generated. The use of hierarchical models enables the brain to construct prior expectations in a dynamic and context-sensitive fashion. This scheme provides a principled way to understand many aspects of the brain's organisation and responses. In this paper, we suggest that these perceptual processes are just one emergent property of systems that conform to a free-energy principle. The free-energy considered here represents a bound on the surprise inherent in any exchange with the environment, under expectations encoded by its state or configuration. A system can minimise free-energy by changing its configuration to change the way it samples the environment, or to change its expectations. These changes correspond to action and perception, respectively, and lead to an adaptive exchange with the environment that is characteristic of biological systems. This treatment implies that the system's state and structure encode an implicit and probabilistic model of the environment. We will look at models entailed by the brain and how minimisation of free-energy can explain its dynamics and structure. (shrink)

An evolutionary case for the existence of free will. Scientists are learning more and more about how brain activity controls behavior and how neural circuits weigh alternatives and initiate actions. As we probe ever deeper into the mechanics of decision making, many conclude that agency-or free will-is an illusion. In Free Agents, leading neuroscientist Kevin Mitchell presents a wealth of evidence to the contrary, arguing that we are not mere machines responding to physical forces but agents (...) acting with purpose. Traversing billions of years of evolution, Mitchell tells the remarkable story of how living beings capable of choice emerged from lifeless matter. He explains how the emergence of nervous systems provided a means to learn about the world, granting sentient animals the capacity to model, predict, and simulate. Mitchell reveals how these faculties reached their peak in humans with our abilities to imagine and to introspect, to reason in the moment, and to shape our possible futures through the exercise of our individual agency. Mitchell's argument has important implications-for how we understand decision making, for how our individual agency can be enhanced or infringed, for how we think about collective agency in the face of global crises, and for how we consider the limitations and future of artificial intelligence.An astonishing journey of discovery, Free Agents offers a new framework for understanding how, across a billion years of Earth history, life evolved the power to choose and why this matters. (shrink)