There are various equivalent formulations of the Church-Turing thesis. A common one is that every effective computation can be carried out by a Turing machine. The Church-Turing thesis is often misunderstood, particularly in recent writing in the philosophy of mind.

Whereas previous discussions on ownership of biological material have been much informed by the natural rights tradition, insufficient attention has been paid to the strand in liberal political theory represented by Felix Cohen, Tony Honoré, and others, which treats property relations as socially constructed bundles of rights. In accordance with that tradition, we propose that the primary normative issue is what combination of rights a person should have to a particular item of biological material. Whether that bundle qualifies to be (...) called “property” or “ownership” is a secondary, terminological issue. We suggest five principles of bodily rights and show how they can be applied to the construction of ethically appropriate bundles of rights to biological material. (shrink)

Presupposing no familiarity with the technical concepts of either philosophy or computing, this clear introduction reviews the progress made in AI since the inception of the field in 1956. Copeland goes on to analyze what those working in AI must achieve before they can claim to have built a thinking machine and appraises their prospects of succeeding.There are clear introductions to connectionism and to the language of thought hypothesis which weave together material from philosophy, artificial intelligence and neuroscience. John Searle's (...) attacks on AI and cognitive science are countered and close attention is given to foundational issues, including the nature of computation, Turing Machines, the Church-Turing Thesis and the difference between classical symbol processing and parallel distributed processing. The book also explores the possibility of machines having free will and consciousness and concludes with a discussion of in what sense the human brain may be a computer. (shrink)

The social, educational and political writings of Jean-Jacques Rousseau have become enormously influential in the 200 years since his death. But the breadth as well as the depth of Rousseau's achievement - he was amongst other things a creative writer and musical composer as well as a philosopher - is not always appreciated. In around 100 articles, alphabetically arranged and fully cross-referenced, N. J. H. Dent explores all facets of Rousseau's work and thoughts, while his subject's remarkable life is summarized (...) in a biographical introduction. Details of works by and about Rousseau are listed in an extensive bibliography. For students or general readers seeking an introduction to Rousseau's work, and for those already familiar with the material who require a convenient reference source, this dictionary is essential reading. (shrink)

In fourteen scholarly yet delightfully readable essays, Ober solves some ancient mysteries and reveals the secret kinks and passions of famous and obscure historical figures.

Between Saying and Doing aims to reconcile pragmatism with analytic philosophy. It investigates the relations between the meaning of linguistic expressions and their use. Giving due weight both to what one has to do in order to count as saying various things and to what one needs to say in order to specify those doings, makes it possible to shed new light on the relations between semantics and pragmatics. Among the vocabularies whose interrelated use and meaning are considered are: logical, (...) indexical, modal, normative, and intentional vocabulary. As the argument proceeds, new ways of thinking about the classic analytic core programs of empiricism, naturalism, and functionalism are offered, as well as novel insights about the ideas of artificial intelligence, the nature of logic, and intentional relations between subjects and objects. (shrink)

Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...) to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. (shrink)

[opening paragraph]: Buddhist inquiry into the natural world proceeds from a radically different point of departure than western science, and its methods differ correspondingly. Early pioneers of the scientific revolution, including Copernicus, Kepler, and Galileo, expressed an initial interest in the nature of physical objects most far removed from human subjectivity: such issues as the relative motions of the sun and earth, the surface of the moon, and the revolutions of the planets. And a central principle of scientific naturalism is (...) the pure objectification of the natural world, free of any contamination of subjectivity. This principle of objectivism demands that science deals with empirical facts testable by empirical methods entailing testability by third-person means; and such facts must, therefore, be public rather than private, which is to say, they must be accessible to more than one observer. (shrink)

The competency profile underlying higher nursing education in the Netherlands states that bachelor-prepared nurses are expected to be able to participate in ethics committees. What knowledge, skills and attitudes are involved in this participation is unclear. In five consecutive years, groups of two to three fourth-year (bachelor) nursing students conducted 8 to 11 semi-structured interviews each with nurses in ethics committees. The question was what competencies these nurses themselves say they need to participate in such committees. This article reports the (...) aggregate of the 52 interviews in these five studies. Regarding knowledge, the article reports on health law, ethics and professional knowledge. Regarding skills, communication is mentioned, as are professional skills and skills for ‘doing ethics’. An open and respectful attitude towards patients and fellow committee members is required, as well as commitment to patient care, committee work and professional ethics. The right attitude for a nurse in an ethics committee is said to include a reflective and perceptive attitude, along with an awareness of one’s own limitations and convictions. A detailed competency profile for nurses’ participation in ethics committees as outlined in the recommendations may serve nursing education, institutional committees and nurses themselves to meet the demands of nurses’ preparation for clinical ethics consultations. (shrink)

This paper owes its inspiration to a remark made by Professor M. Rostovtzeff; in a note in his Social and Economic History of the Roman Empire on the widespread social unrest of the first two centuries A.D., having cited other literary authorities such as Dio Chrysostom, Aelius Aristides, etc., he writes: ‘The social problem as such, the cleavage between the poor and the rich, occupies a prominent place in the dialogues of Lucian; he was fully aware of the importance of (...) the problem.’ No one, as far as I know, has attempted to collect and discuss the main passages in Lucian on this topic, and the latest writer on this aspect of Lucian reaches a conclusion quite opposed to Rostovtzeff and one which I believe to be wholly misleading. The aim of this paper is to collect and discuss the main references in Lucian to the social problem interpreting them in the light of Lucian's life and background, and the social and economic conditions of his age. In particular I shall stress the importance of the Cynic tradition as it bears on Lucian's attitude, but shall endeavour to show that this tradition is firmly rooted in practical politics and actual participation in social revolutionary movements and goes far beyond the repetition of mere ethical cliches generally ascribed to it. (shrink)

From what has been argued, it should now be apparent how Heidegger's philosophy of the affect, its ontological disclosures and its relation to authenticity might be enlarged to meet certain marxist challenges. The most valuable instruction to be gained from these citicisms, I think, is that which Lukacs offers in the example of Szilasi's intuition of co-presence. Traditional phenomenology needs to enrich its investigations into the social and historical reality of situation. Kosik's point that Heideggerian authenticity lacks the crucial third (...) step (revolutionary change of society) is also profound but again, not incompatiblein se with Heidegger's concept. Alternatively, one might as easily say that Critical Marxism or any Marxist Humanism can still be enriched by certain Heideggerian insights. (shrink)