Results for 'Boris Ruyter'

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  1.  73
    The design and evaluation of interactive systems with perceived social intelligence: five challenges. [REVIEW]William Green & Boris de Ruyter - 2010 - AI and Society 25 (2):203-210.
    This paper reflects on discussions within the Social Intelligence for Tele-healthcare (SIFT) project. The SIFT project aims to establish a model of social intelligence, to support the user-centred design of social intelligence in interactive systems. The conceptual background of social intelligence for the SIFT project is presented. Five challenges identified for the design of socially aware interactions are described, and their implications are discussed.
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  2.  49
    Two acts of social intelligence: the effects of mimicry and social praise on the evaluation of an artificial agent. [REVIEW]Maurits Kaptein, Panos Markopoulos, Boris Ruyter & Emile Aarts - 2011 - AI and Society 26 (3):261-273.
    This paper describes a study of the effects of two acts of social intelligence, namely mimicry and social praise, when used by an artificial social agent. An experiment ( N = 50) is described which shows that social praise—positive feedback about the ongoing conversation—increases the perceived friendliness of a chat-robot. Mimicry—displaying matching behavior—enhances the perceived intelligence of the robot. We advice designers to incorporate both mimicry and social praise when their system needs to function as a social actor. Different ways (...)
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  3.  28
    Two acts of social intelligence: the effects of mimicry and social praise on the evaluation of an artificial agent.Maurits Kaptein, Panos Markopoulos, Boris de Ruyter & Emile Aarts - 2011 - AI and Society 26 (3):261-273.
  4.  94
    The social and economic roots of the scientific revolution: texts by Boris Hessen and Henryk Grossmann.Boris Hessen, Henryk Grossmann, Gideon Freudenthal & Peter McLaughlin (eds.) - 2009 - [Dordrecht]: Springer.
    The volume collects classics of Marxist historiography of science, including a new translation of Boris Hessen's “The Social and Economic Roots of Newton's ...
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  5. Modality and Explanatory Reasoning.Boris Christian Kment - 2014 - New York: Oxford University Press.
    Boris Kment takes a new approach to the study of modality that emphasises the origin of modal notions in everyday thought. He argues that the concepts of necessity and possibility originate in counterfactual reasoning, which allows us to investigate explanatory connections. Contrary to accepted views, explanation is more fundamental than modality.
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  6.  20
    Boris Uspenskij and the semiotics of communication: An essay and an interview.Sabrina Mazzali-Lurati & Boris Uspenskij - 2014 - Semiotica 2014 (199):109-124.
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  7.  16
    Constituent Functions Boris Hennig.Boris Hennig - 2013 - In Christer Svennerlind, Jan Almäng & Rögnvaldur Ingthorsson (eds.), Johanssonian Investigations. Essays in Honour of Ingvar Johansson on His Seventieth Birthday. Ontos Verlag. pp. 5--259.
    Starting from the idea that functions are formally similar to actions in that they are described and explained in a similar way, so that both admit of an accordion effect, I turn to Anscombe’s insight that the point of practical reasoning is to render explicit the relation between the different descriptions of an action generated by the accordion effect. The upshot is, roughly, that an item has a function if what it does can be accounted for by functional reasoning. Put (...)
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  8.  11
    4 After All, How Small is the World? Global Citizenship as an Educational Ideal.Doret De Ruyter - 2010 - In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of Education in the Era of Globalization. Routledge. pp. 51.
  9. A Theory of Epistemic Risk.Boris Babic - 2019 - Philosophy of Science 86 (3):522-550.
    I propose a general alethic theory of epistemic risk according to which the riskiness of an agent’s credence function encodes her relative sensitivity to different types of graded error. After motivating and mathematically developing this approach, I show that the epistemic risk function is a scaled reflection of expected inaccuracy. This duality between risk and information enables us to explore the relationship between attitudes to epistemic risk, the choice of scoring rules in epistemic utility theory, and the selection of priors (...)
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  10.  33
    Algorithmic fairness and resentment.Boris Babic & Zoë Johnson King - forthcoming - Philosophical Studies:1-33.
    In this paper we develop a general theory of algorithmic fairness. Drawing on Johnson King and Babic’s work on moral encroachment, on Gary Becker’s work on labor market discrimination, and on Strawson’s idea of resentment and indignation as responses to violations of the demand for goodwill toward oneself and others, we locate attitudes to fairness in an agent’s utility function. In particular, we first argue that fairness is a matter of a decision-maker’s relative concern for the plight of people from (...)
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  11. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
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  12.  70
    Pottering in the garden? On human flourishing and education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
  13. Learning from Seneca: a Stoic perspective on the art of living and education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  14.  28
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25-35.
  15.  60
    The importance of ideals in education.Doret J. De Ruyter - 2003 - Journal of Philosophy of Education 37 (3):467–482.
    The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves to as well as critical reflection on the ways in which people are (...)
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  16.  26
    Review of Boris I. Bittker: The Case for Black Reparations[REVIEW]Boris I. Bittker - 1974 - Ethics 84 (2):180-184.
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  17.  5
    Maintenance of datalog materialisations revisited.Boris Motik, Yavor Nenov, Robert Piro & Ian Horrocks - 2019 - Artificial Intelligence 269 (C):76-136.
  18. Kant's Theory of Scientific Hypotheses in its Historical Context.Boris Demarest & Hein van den Berg - 2022 - Studies in History and Philosophy of Science Part A 92:12-19.
    This paper analyzes the historical context and systematic importance of Kant's hypothetical use of reason. It does so by investigating the role of hypotheses in Kant's philosophy of science. We first situate Kant’s account of hypotheses in the context of eighteenth-century German philosophy of science, focusing on the works of Wolff, Meier, and Crusius. We contrast different conceptions of hypotheses of these authors and elucidate the different theories of probability informing them. We then adopt a more systematic perspective to discuss (...)
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  19.  11
    On Optimal Development and Becoming an Optimiser.Doret J. Ruyter - 2012 - Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
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  20. The relevance of cosmopolitanism for moral education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...)
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  21. Normativity, Epistemic Rationality, and Noisy Statistical Evidence.Boris Babic, Anil Gaba, Ilia Tsetlin & Robert Winkler - forthcoming - British Journal for the Philosophy of Science.
    Many philosophers have argued that statistical evidence regarding group char- acteristics (particularly stereotypical ones) can create normative conflicts between the requirements of epistemic rationality and our moral obligations to each other. In a recent paper, Johnson-King and Babic argue that such conflicts can usually be avoided: what ordinary morality requires, they argue, epistemic rationality permits. In this paper, we show that as data gets large, Johnson-King and Babic’s approach becomes less plausible. More constructively, we build on their project and develop (...)
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  22. Cosmopolitanism and the Deeply Religious.Michael S. Merry & Doret J. De Ruyter - 2009 - Journal of Beliefs and Values 30 (1):49-60.
    In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...)
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  23.  36
    The promotion of moral ideals in schools; what the state may or may not demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  24. Vzbiraetsi︠a︡ razum.Boris Nikolaevich Agapov - 1972 - Moskva,: "Sov. Rossii︠a︡,".
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  25.  11
    Which cognitive tools do we prefer to use, and is that preference rational?Boris Alexandre, Jordan Navarro, Emanuelle Reynaud & François Osiurak - 2019 - Cognition 186:108-114.
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  26. Filosofii︠a︡ obrazovanii︠a︡ dli︠a︡ XXI veka: v poiskakh praktiko-orientirovannykh obrazovatelʹnykh kont︠s︡ept︠s︡iĭ.Boris Semenovich Gershunskiĭ - 1998 - Moskva: Izd-vo "Sovershenstvo".
     
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  27. Obrazovanie kak religii︠a︡ tretʹego tysi︠a︡cheletii︠a︡: garmonii︠a︡ znanii︠a︡ i very.Boris Semenovich Gershunskiĭ - 2001 - Moskva: Pedagog. ob-vo Rossii.
     
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  28. Istorii︠a︡ fiziki.Boris Ivanovich Spasskii - 1956 - Moskva,:
     
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  29. Parametry razvitii︠a︡ nauki.Boris Anatolʹevich Starostin - 1980 - Moskva: Nauka.
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  30. Politicheskaia situatsiia v rossii i novyi izbiratel'nyi zakon,'.Boris Starshun & Viktor Sheinis - 1993 - Polis 3:65-69.
     
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  31.  46
    The virtue of taking responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25–35.
  32. Mathematics - an imagined tool for rational cognition.Boris Culina - manuscript
    Analysing several characteristic mathematical models: natural and real numbers, Euclidean geometry, group theory, and set theory, I argue that a mathematical model in its final form is a junction of a set of axioms and an internal partial interpretation of the corresponding language. It follows from the analysis that (i) mathematical objects do not exist in the external world: they are our internally imagined objects, some of which, at least approximately, we can realize or represent; (ii) mathematical truths are not (...)
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  33.  6
    Les animaux aussi ont des droits.Boris Cyrulnik - 2013 - Paris: Éditions du Seuil. Edited by Elisabeth de Fontenay, Peter Singer, Karine Lou Matignon & David Rosane.
    La quatrième de couverture indique : "Ils souffrent comme nous. Comme nous aussi, ils jouissent du bien-être. Mieux que nous parfois, ils s'imposent par la ruse et l'intelligence. Comment continuer à les traiter comme des " choses " dont on se contenterait de condamner l'abus? Mais faut-il pour autant leur accorder des droits, et si oui lesquels? Et qui veillera à leur application? Pour répondre à ces questions et à tant d'autres, Boris Cyrulnik l'éthologue, Elisabeth de Fontenay la philosophe, (...)
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  34. Levi-Strauss, Anthropology, and Aesthetics.Boris Wiseman - 2007 - Cambridge University Press.
    In a wide-ranging 2007 study of Claude Lévi-Strauss's aesthetic thought, Boris Wiseman demonstrates not only its centrality within his oeuvre but also the importance of Levi-Strauss for contemporary aesthetic enquiry. Reconstructing the internal logic of Lévi-Strauss's thinking on aesthetics, and showing how anthropological and aesthetic ideas intertwine at the most elemental levels in the elaboration of his system of thought, Wiseman demonstrates that Lévi-Strauss's aesthetic theory forms an integral part of his approach to Amerindian masks, body decoration and mythology. (...)
     
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  35. The social and economic roots of Newton's Principia.Boris Hessen - 2009 - In Boris Hessen, Henryk Grossmann, Gideon Freudenthal & Peter McLaughlin (eds.), The Social and Economic Roots of the Scientific Revolution: Texts by Boris Hessen and Henryk Grossmann. Springer.
     
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  36. Approximate Coherentism and Luck.Boris Babic - 2021 - Philosophy of Science 88 (4):707-725.
    Approximate coherentism suggests that imperfectly rational agents should hold approximately coherent credences. This norm is intended as a generalization of ordinary coherence. I argue that it may be unable to play this role by considering its application under learning experiences. While it is unclear how imperfect agents should revise their beliefs, I suggest a plausible route is through Bayesian updating. However, Bayesian updating can take an incoherent agent from relatively more coherent credences to relatively less coherent credences, depending on the (...)
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  37.  30
    Inefficacy Interim Monitoring Procedures in Randomized Clinical Trials: The Need to Report.Boris Freidlin & Edward L. Korn - 2011 - American Journal of Bioethics 11 (3):2-10.
    If definitive evidence concerning treatment effectiveness becomes available from an ongoing randomized clinical trial, then the trial could be stopped early, with the public release of results benefiting current and future patients. However, stopping an ongoing trial based on accruing outcome data requires methodological rigor to preserve validity of the trial conclusions. This has led to the use of formal interim monitoring procedures, which include inefficacy monitoring that will stop a trial early when the experimental treatment appears not to be (...)
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  38.  16
    | ˜ -Divisibility of ultrafilters.Boris Šobot - 2021 - Annals of Pure and Applied Logic 172 (1):102857.
    We further investigate a divisibility relation on the set of BN ultrafilters on the set of natural numbers. We single out prime ultrafilters (divisible only by 1 and themselves) and establish a hierarchy in which a position of every ultrafilter depends on the set of prime ultrafilters it is divisible by. We also construct ultrafilters with many immediate successors in this hierarchy and find positions of products of ultrafilters.
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  39. The psychology of suggestion : a research into the subconscious nature of man and society.Boris Sidis - 1898 - Revue Philosophique de la France Et de l'Etranger 46:440-444.
     
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  40.  20
    Differential changes in self-reported aspects of interoceptive awareness through 3 months of contemplative training.Boris Bornemann, Beate M. Herbert, Wolf E. Mehling & Tania Singer - 2014 - Frontiers in Psychology 5.
  41. Counterfactuals and the analysis of necessity.Boris Kment - 2006 - Philosophical Perspectives 20 (1):237–302.
  42. Trevogi bolʹshogo puti.Boris Mihaĭlovich Nemenskiĭ - 1967
     
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  43.  54
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. de Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  44.  6
    Creating Caring and Just Democratic Schools to Prevent Extremism.Doret de Ruyter & Stijn Sieckelinck - 2023 - Educational Theory 73 (3):413-433.
    Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life (...)
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  45.  7
    The Lab in the Museum. Or, Using New Scientific Instruments to Look at Old Scientific Instruments.Boris Jardine & Joshua Nall - 2023 - Centaurus 65 (2):261-289.
    This paper explores the use of new scientific techniques to examine collections of historic scientific apparatus and other technological artefacts. One project under discussion uses interferometry to examine the history of lens development, while another uses X-ray fluorescence to discover the kinds of materials used to make early mathematical and astronomical instruments. These methods lead to surprising findings: instruments turn out to be fake, and lens makers turn out to have been adept at solving the riddle of aperture. Although exciting, (...)
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  46. Moralʹno-psikhologicheskiĭ klimat kollektiva.Boris Nikolaevich Lebedev - 1976
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  47.  13
    The cognitive motivation and purposes of playful blending in English.Boris Leffiliâtre - 2019 - Corela. Cognition, Représentation, Langage 17.
    La motivation de l’amalgamation de jeu de mots se circonscrit à la combinaison de lexèmes source cognitivement reconnus comme ayant une similitude linguistique, ou un effet d’oxymore. Il est possible que les interlocuteurs remotivent ensuite des groupes de consonnes de ces formes, s’ils leurs associent des traits sémantiques pour former d’autres amalgames.L’amalgamation de jeu de mots est destinée à renforcer la saillance cognitive. La forme produite se démarque alors de son cotexte essentiellement composé de lexèmes monomorphémiques, de dérivés et de (...)
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  48. Islamic Manuscripts and Books 10.Boris Liebrenz - 2016
  49.  4
    Does a Theory of Moral Education Need the Input of Empirical Research?Doret de Ruyter - 2019 - Journal of Philosophy of Education 53 (4):642-648.
  50.  56
    Schools, identity and the conception of the good. The denominational tradition as an example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1):27-33.
    The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.
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