In the theory of multiple intelligences, Howard Gardner proposes a scientific justification for a more pluralistic pedagogy, while denying that science can determine educational goals. Wearing an educator's hat, however, he favors a pathway in which students come 'to understand the most fundamental questions of existence … familiarly, the true, the beautiful, and the good.' Yet Gardner claims to exclude the realm of values from an intrinsic role in any of the intelligences; furthermore, the intelligences have no role to (...) play in respect to values. The best we can hope is that some people are able to yoke these 'scientifically and epistemologically separate' realms together. This dichotomy is detrimental to Gardner's educational goals. An integral conception, acknowledging both that normativity is essential for the operation of intelligence and that pursuit of values is itself an intelligent undertaking, would better support Gardner's educational vision with a more comprehensively pluralistic view of knowing. (shrink)

This accessible guide gives a clear introduction to MI and provides concrete examples of how you can use it in your teaching.

For Howard Gardner, Multiple Intelligences Theory (MI) constitutes “a new understanding of human nature,” on a par with those proffered by Socrates and Freud. While the educational community in general has responded enthusiastically to MI, because it enables them to deal with students more holistically, MI embeds a significant dualism that is detrimental to truly holistic education. I will argue that: values are pervasive; intelligence requires the exercise of judgment, which no computational system can emulate; domains in which intelligence (...) functions are contested, as much as in the realm of “values,” judgments about “values” are “intelligent” in seeking to determine what conditions will promote flourishing, and the more appropriate distinction to draw is not between two structural domains of “empirical fact” and “subjective value,” but between structural conditions and directional responses to these conditions. (shrink)

This article urges teachers of philosophy to “remember Meno’s slave boy.” In Plato’s Meno, Socrates famously uses a stick to draw figures in the dust, andMeno’s uneducated slave boy (with some prompting by Socrates) grasps geometry. Plato uses this interaction to show that all learning is, in fact, recollection. Regardless of the merits of that position, Socrates’ conversation with the slave boy is an excellent demonstration that understanding is aided by appealing to the different talents or “intelligences” of students. Similarly, (...) I advocate using stories and hand-drawn stick figure cartoons to teach philosophy. (shrink)

This article urges teachers of philosophy to “remember Meno’s slave boy.” In Plato’s Meno, Socrates famously uses a stick to draw figures in the dust, andMeno’s uneducated slave boy (with some prompting by Socrates) grasps geometry. Plato uses this interaction to show that all learning is, in fact, recollection. Regardless of the merits of that position, Socrates’ conversation with the slave boy is an excellent demonstration that understanding is aided by appealing to the different talents or “intelligences” of students. Similarly, (...) I advocate using stories and hand-drawn stick figure cartoons to teach philosophy. (shrink)

Psychologue cognitiviste américain de renommée internationale Howard Gardner mène, depuis trente ans, des recherches sur l'intelligence qui renouvellent l'approche traditionnelle de la question. Il montre en particulier que le test du Q.I., largement utilisé, en France notamment, pour déterminer les aptitudes des individus, n'explore en fait qu'un seul type d'intelligence. Résumant dans ce livre ses recherches antérieures, Gardner explique qu'il existe en réalité sept formes d'intelligence qui recouvrent dans leurs nuances l'ensemble des capacités humaines : l'intelligence verbale, logico-mathématique, spatiale, musicale, (...) corporelle et kinesthésique, interpersonnelle (intelligence des autres) et intrapersonnelle (intelligence de soi). Or seules les intelligences verbale et logico-mathématique sont traditionnellement prises en compte et développées à l'école. L'approche de Gardner permet donc de comprendre un grand nombre des difficultés que rencontrent aujourd'hui le système éducatif et, plus largement, nos sociétés tout entières. Elle annonce aussi la nécessaire mutation de l'école qui doit repenser ses modèles d'apprentissage pour permettre à chacun de développer son potentiel d'intelligence selon une large gamme d'aptitudes. Ce livre passe en revue des situations de terrain variées et permet d'aborder sous un angle concret la théorie novatrice des intelligences multiples. (shrink)

In this paper, I provide an arts-based posthumanist cartography of a theatre play, Apple Time performed by deaf youth in Regina, Saskatchewan. This play was co-constructed by deaf youth performers, two deaf adults, a hearing teacher, and a hearing director. Apple Time premiered in Regina, Saskatchewan on June 2, 2018, and was remounted again at the Globe Theatre (Regina) in February 2019 and again at the SoundOff Festival in Edmonton, Alberta. The arts-based cartography examines intelligibility as a methodological problem as (...) posited by Graif (2018), in which the actions of deaf children and youth often remain invisible due to the ontological position that perception of the world is predicated upon the ability to hear. Intelligibility as a methodological problem poses a challenge to the deficit perspective commonly held by families and service providers working with deaf children and youth (Glickman & Hall, 2019). The performers in this play were able to re-align audience perceptions through the presentation of their inner worlds and preoccupations, thereby making their multiple deaf worlds more intelligible. (shrink)

Can an artificially intelligent tool be a part of a human’s extended mind? There are two opposing streams of thought in this regard. One of them can be identified as the externalist perspective in the philosophy of mind, which tries to explain complex states and processes of an individual as co-constituted by elements of the individual’s material and social environment. The other strand is normative and explanatory atomism which insists that what is to be explained and evaluated is the behaviour (...) of individuals. In the present contribution, it is argued that counterintuitive results turn up once atomism tries to appropriate insights from psychological externalism and holism. These results are made visible by technological innovations, especially artificially intelligent systems, but they do not result from these innovations alone. They are rather implicit in situated cognition approaches which join both theoretical strands. This has repercussions for explanatory as well as ethical theorising based on situated cognition approaches. It is a fairly rare constellation that new technological options, namely artificial intelligence, raise doubts concerning a philosophical theory, namely extended mind theory. (shrink)

We develop a theoretical model, explore the relationship between temptation (both reflective and formative) and unethical intentions by treating monetary intelligence (MI) as a mediator, and examine the direct (temptation to unethical intentions) and indirect (temptation to MI to unethical intentions) paths simultaneously based on multiple-wave panel data collected from 340 part-time employees and university (business) students. The positive indirect path suggested that yielding to temptation (e.g., high cognitive impairment and lack of self-control) led to poor MI (low stewardship (...) behavior, but high cognitive meaning) that, in turn, led to high unethical intentions (theft, corruption, and deception). Our counterintuitive negative direct path revealed that those who controlled their temptation had high unethical intentions. Due to the multiple faces of temptation (the suppression effect), maliciously controlled temptation (low cognitive impairment and high self control) led to deviant intentions. Subsequent multi-group analysis across gender (a moderator) reformulated the mystery of temptation: a negative direct path for males, but a positive indirect path for females. For males, the negative direct path generated a dark impact on unethical intentions; for females, the positive indirect path did not, but offered great implications for consumer behavior. Both falling “and” not falling into temptation led to unethical intentions which varied across gender. Our counterintuitive, novel, and original theoretical, empirical, and practical contributions may spark curiosity and add new vocabulary to the conversation regarding temptation, money attitudes, consumer psychology, and business ethics. (shrink)

Howard Gardner’s theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner’s intellectual (...) development. The third section looks at changes in the theory since its inception in 1983 and at problems with its applications to education. The paper concludes with a response to Gardner’s critical comments on the argument to this point. (shrink)

Gardner’s theory of multiple intelligences has been further developed to focus on the research of human cognitive activities. Thus, the concept of emotional intelligence, which is the topic of the current paper, was introduced by John D. Mayer, Peter Salovey and ‎Daniel Goleman. General intelligence can be defined as the capacity to carry out abstract reasoning to understand meanings, to recognize the similarities and differences between two concepts and to make generalizations. Emotional intelligence is not a part of general (...) intelligence. Emotional intelligence can be defined as an ability of a human to perceive oneself and interact with others with the help of obtained and processed emotional information. Language acquisition is mediated by the necessity to communicate with others. Consequently, the ability to manage the process of communication is of utmost importance in learning a language. Virtual learning environment reduces dramatically the immediate interaction of the participants of the process of education. It undoubtedly affects the process of acquisition and demands to reconsider the distribution of different learning activities. (shrink)

This paper investigates the antidisturbance formation control problem for a class of cluster aerospace unmanned systems suffering from multisource high-dynamic uncertainties. Firstly, to estimate and compensate the uncertainties existing in CAUS coordinate dynamics, an adaptive antidisturbance formation control law, which is combined by a robust adaptive control law and the second order disturbance observer, has been designed. Secondly, aiming at the adverse influences caused by the nonlinear time-varying nonlinearities existing in the formation flight dynamics, the radial basis function neural network (...) is introduced. Furthermore, considering the rapidly varying characteristics of the aforementioned formation flight nonlinearities, a novel board RBFNN has been constructed and utilized to improve the approximation and compensation performance. In virtue of the fusing of the B-RBFNN and the second-order disturbance observer-based adaptive formation control law, the rapid response rate and the higher control accuracy of the formation control system can be achieved. As a result, a novel B-RBFNN-based intelligence adaptive antidisturbance formation control algorithm has been established for CAUS trajectory coordination and formation flight. Numerical simulation results are proposed to illustrate the effectiveness and advantages of the proposed B-RBFNN-based intelligent adaptive formation control method for the CAUS. (shrink)

Gardner’s theory of multiple intelligences has been further developed to focus on the research of human cognitive activities. Thus, the concept of emotional intelligence, which is the topic of the current paper, was introduced by John D. Mayer, Peter Salovey and ‎Daniel Goleman. General intelligence can be defined as the capacity to carry out abstract reasoning to understand meanings, to recognize the similarities and differences between two concepts and to make generalizations. Emotional intelligence is not a part of general (...) intelligence. Emotional intelligence can be defined as an ability of a human to perceive oneself and interact with others with the help of obtained and processed emotional information. Language acquisition is mediated by the necessity to communicate with others. Consequently, the ability to manage the process of communication is of utmost importance in learning a language. Virtual learning environment reduces dramatically the immediate interaction of the participants of the process of education. It undoubtedly affects the process of acquisition and demands to reconsider the distribution of different learning activities. (shrink)

Gardner’s theory of multiple intelligences has been further developed to focus on the research of human cognitive activities. Thus, the concept of emotional intelligence, which is the topic of the current paper, was introduced by John D. Mayer, Peter Salovey and ‎Daniel Goleman. General intelligence can be defined as the capacity to carry out abstract reasoning to understand meanings, to recognize the similarities and differences between two concepts and to make generalizations. Emotional intelligence is not a part of general (...) intelligence. Emotional intelligence can be defined as an ability of a human to perceive oneself and interact with others with the help of obtained and processed emotional information. Language acquisition is mediated by the necessity to communicate with others. Consequently, the ability to manage the process of communication is of utmost importance in learning a language. Virtual learning environment reduces dramatically the immediate interaction of the participants of the process of education. It undoubtedly affects the process of acquisition and demands to reconsider the distribution of different learning activities. (shrink)

Monetary intelligence theory asserts that individuals apply their money attitude to frame critical concerns in the context and strategically select certain options to achieve financial goals and ultimate happiness. This study explores the dark side of monetary Intelligence and behavioral economics—dishonesty. Dishonesty, a risky prospect, involves cost–benefit analysis of self-interest. We frame good or bad barrels in the environmental context as a proxy of high or low probability of getting caught for dishonesty, respectively. We theorize: The magnitude and intensity of (...) the relationship between love of money and dishonest prospect may reveal how individuals frame dishonesty in the context of two levels of subjective norm—perceived corporate ethical values at the micro-level and Corruption Perceptions Index at the macro-level, collected from multiple sources. Based on 6382 managers in 31 geopolitical entities across six continents, our cross-level three-way interaction effect illustrates: As expected, managers in good barrels, mixed barrels, and bad barrels display low, medium, and high magnitude of dishonesty, respectively. With high CEV, the intensity is the same across cultures. With low CEV, the intensity of dishonesty is the highest in high CPI entities —the Enron Effect, but the lowest in low CPI entities. CPI has a strong impact on the magnitude of dishonesty, whereas CEV has a strong impact on the intensity of dishonesty. We demonstrate dishonesty in light of monetary values and two frames of social norm, revealing critical implications to the field of behavioral economics and business ethics. (shrink)

This study investigates the use of musical intelligence to improve the English pronunciation of Chinese third level students. It is relevant for a human-centred systems engineering approach to cross-cultural interaction. Language learning is important as valid communication can help interactions and cultural understanding between countries, this also may benefit international stability. There are natural barriers between the English and Chinese language which are reflected in teaching approaches. The teaching of English in Chinese classrooms is removed from real-world English learning environments. (...) The academic environments and approaches focus on the learning of grammar, spelling and writing with little real-life conversation and interaction with native English speakers. English language learning in China is from a more academic perspective rather than practical utilisation. Correct pronunciation and accent is therefore diminished. This study demonstrates that a musical intelligence e-Learning approach can benefit Chinese English language students. (shrink)

Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual (...) development. The third section looks at changes in the theory since its inception in 1983 and at problems with its applications to education. The paper concludes with a response to Gardner's critical comments on the argument to this point. (shrink)

100 years ago, the editors of the Journal of Educational Psychology conducted one of the most famous studies of experts' conceptions of human intelligence. Reason enough to prompt the question where we stand today with conceptualizing 'intelligence'. In this paper, I provide a synopsis of the latest research on human intelligence(s). I embrace the notion of intelligence as a non-unitary faculty with pluralistic forms. Even though I do not provide a definition of 'intelligence' of my own, I provide good reasons (...) for this reluctance. Nonetheless, I specify the term as complex, gradual, embedded, multidirectional, and dynamic. Furthermore, I argue for the special status of musical, not linguistic, intelligence. (shrink)

This paper argues that Philosophical Intelligence is an important form of human intelligence best developed in children through philosophical dialogue. Howard Gardner’s theory of Multiple Intelligences (MI) is critically reviewed. MI theory, it is argued, requires clearer definition and a theory of pedagogy to make it practical and applicable in school settings. This paper focuses on redefining the concept of existential intelligence and on identifying a workable pedagogy through which it can be developed. Gardner’s ‘existential intelligence’ is redefined in (...) terms of Philosophical Intelligence and linked to the historical tradition of philosophical enquiry. The community of enquiry provides a pedagogical basis for developing Philosophical Intelligence. Ways that Philosophical Intelligence can be developed through communities of enquiry are illustrated with recent research using ‘Stories for Thinking’ and other forms of stimulus. (shrink)

Multiple realizability says that the same kind of mental states may be manifested by systems with very different physical constitutions. Putnam ( 1967 ) supposed it to be “overwhelmingly probable” that there exist psychological properties with different physical realizations in different creatures. But because function constrains possible physical realizers, this empirical bet is far less favorable than it might initially have seemed, especially when we take on board the richer picture of neural and brain function that neuroscience has been (...) uncovering over the past forty years, in which all sorts of brain activities play crucial roles beyond all-or-nothing electrical signaling. Because of its evolutionary history, the brain’s metabolic and informational processes are inextricably intertwined. The resulting complex integrated functions impose more constraints on possible realizers than the clean, single-purpose functions usually cited as examples in discussions of multiple realizability—with ramifications for the functionalist and computationalist foundations of cognitive science, artificial intelligence, and the philosophy of mind. (shrink)

In this paper we introduce a new generation of language trainers: intelligent virtual agents (IVAs) with human appearance and the capability to teach foreign language vocabulary. We report results from studies that we have conducted with Billie, an IVA employed as a vocabulary trainer, as well as research findings on the acceptance of the agent as a trainer by adults and children. The results show that Billie can train humans as well as a human teacher can and that both adults (...) and children accept the IVA as a trainer. The advantages of IVAs are multiple. First, their teaching methods can be based on neuropsychological research findings concerning memory and learning practice. Second, virtual teachers can provide individualized training. Third, they coach users during training, are always supportive, and motivate learners to train. Fourth, agents will reside in the user's mobile devices and thus be at the user's disposal everywhere and anytime. Agents in apps will make foreign language training accessible to anybody at low cost. This will enable people around the world, including physically, financially, and geographically disadvantaged persons, to learn a foreign language and help to facilitate multilingualism. (shrink)

A central thesis of intelligent‐design theorists is that physical and chemical laws and chance are insufficient to account for irreducibly complex biological structures and that intelligent design is necessary to account for such phenomena. This assertion, however, still implies a reductionist ontology. We need to recognize that reality displays multiple modes of being beyond simply chemical and physical modes of being, each of which is governed by laws for that mode of being. This essay argues for an alternate framework (...) for understanding life phenomena that is neither philosophical materialism nor intelligent‐design theory. (shrink)

Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes. The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based intelligent tutoring system. Person-centered as well as variable-centered approaches of cluster analyses were used to identify emotion clusters. The person-centered clustering analyses indicated three emotion profiles: a positive, negative and neutral profile. Students with a (...) negative profile learned less than those with other profiles and also reported less usage of emotion regulation strategies. Emotion clusters identified through spectral co-clustering confirmed these results. Throughout the learning activity, emotions built a stable correlational structure of a positive, a negative, a neutral and a boredom emotion cluster. Positive emotion cluster scores before the learning activity and negative emotion cluster scores during the learning activity predicted learning, but not consistently. These results reveal the importance of negative emotions during learning with MetaTutor. Potential moderating factors and implications for the design and development of educational interventions that target emotions and emotion regulation with digital learning environments are discussed. (shrink)

In approaching the question of whether groups of people can have cognitive capacities that are fundamentally different than the cognitive capacities of the individuals within the group, we lay out a Multiple, Interactive Levels of Cognitive Systems (MILCS) framework. The goal of MILCS is to explain the kinds of cognitive processes typically studied by cognitive scientists, such as perception, attention, memory, categorization, decision making, problem solving, and judgment. Rather than focusing on high-level constructs such as modules in an information (...) processing flow diagram or internal representations, MILCS focuses on mechanisms that allow systems to engage in flexible, adaptive behavior. Examples of these mechanisms are network structure-process pairs that: combine data from perception with top-down theories, achieve consistency and consensus through information exchange, selectively attend to information globally assessed as relevant, and develop specialized units from originally homogeneous networks through competition among the units. Two such systems are considered in some detail -- lateral inhibition within a network for selecting from a candidate set the option that is most attractive, and a diffusion process for accumulating evidence to reach a generally rapid and accurate decision. These system descriptions are aptly applied at multiple levels, including within and across people. These systems provide accounts that unify cognitive processes across multiple levels, can be expressed in a common vocabulary provided by network science, are inductively powerful yet appropriately constrained, and are applicable to a large number of superficially diverse cognitive systems. Given that people are typically highly motivated to participate in strong groups, cognitively resourceful people will tend to form groups that effectively employ cognitive systems at higher levels than the individuals. The impressive cognitive capacities of individual people do not eliminate the need to talk about group cognition. Instead, smart people generally form smart groups. (shrink)

In this study, we develop a new theoretical framework of Coping Intelligence which examines relationships between coping strategies and organizational commitment among boundary spanning employees. We collected data from 452 boundary spanning salespeople using multiple sources. Results demonstrate that a formative model of Coping Intelligence is superior to a reflective model and that problem-focused coping contributes to CI which, in turn, is related to affective and normative commitment. Further, our more parsimonious formative model illustrates that positive problem-focused coping and (...) negative emotion-focused coping contribute to both affective and normative commitment. After controlling for gender and salespeople’s commission in separate analyses, results remain significant. We provide additional insights: Females are likely to use emotion-focused coping than males, but gender is not related to organizational commitment. Salespeople’s commission is positively related to both affective and normative commitment but unrelated to coping strategies. We shed new lights on boundary spanning employees’ Coping Intelligence and organizational commitment and offer theoretical, empirical, and practical implications to coping strategies and business ethics. (shrink)

Evolutionary multi-objective optimization algorithms have been successfully applied in many real-life problems. EMOAs approximate the set of trade-offs between multiple conflicting objectives, known as the Pareto optimal set. Reference point approaches can alleviate the optimization process by highlighting relevant areas of the Pareto set and support the decision makers to take the more confident evaluation. One important drawback of this approaches is that they require an in-depth knowledge of the problem being solved in order to function correctly. Collective intelligence (...) has been put forward as an alternative to deal with situations like these. This paper extends some well-known EMOAs to incorporate collective preferences and interactive techniques. Similarly, two new preference-based multi-objective optimization performance indicators are introduced in order to analyze the results produced by the proposed algorithms in the comparative experiments carried out. (shrink)

Numerous functions, cognitive skills, and behaviors are associated with intelligence, yet decades of research has yielded little consensus on its definition. Emerging from often conflicting studies is the provocative idea that intelligence evolved as an adaptation humans needed to keep up with - and survive in - challenging new environments. The Handbook of Intelligence addresses a broad range of issues relating to our cognitive and linguistic past. It is the first full-length volume to place intelligence in an evolutionary/cultural framework, tracing (...) the development of the human mind, exploring differences between humans and other primates, and addressing human thinking and reasoning about its own intelligence and its uses. The works of pioneering thinkers - from Plato to Darwin, Binet to Piaget, Luria to Wechsler - are referenced to illustrate major events in the evolution of theories of intelligence, leading to the current era of multiple intelligences and special education programs. In addition, it examines evolutionary concepts in areas as diverse as creativity, culture, neurocognition, emotional intelligence, and assessment. Featured topics include: The evolution of the human brain from matter to mind Social competition and the evolution of fluid intelligence Multiple intelligences in the new age of thinking Intelligence as a malleable construct From traditional IQ to second-generation intelligence tests The evolution of intelligence, including implications for educational programming and policy. The Handbook of Intelligence is an essential resource for researchers, graduate students, clinicians, and professionals in developmental psychology; assessment, testing and evaluation; language philosophy; personality and social psychology; sociology; and developmental biology. (shrink)

As available intelligence data and information expand in both quantity and variety, new techniques must be deployed for search and analytics. One technique involves the semantic enhancement of data through the creation of what are called ‘ontologies’ or ‘controlled vocabularies.’ When multiple different bodies of heterogeneous data are tagged by means of terms from common ontologies, then these data become linked together in ways which allow more effective retrieval and integration. We describe a simple case study to show how (...) these benefits are being achieved, and we describe our strategy for developing a suite of ontologies to serve the needs of the war-fighter in the ever more complex battlespace environments of the future. (shrink)

Research into artificial intelligence has increased significantly in recent years. However, the fundamental question of what intelligence is and how it works remains open to some extent. Traditional definitions of intelligence are broad and lack clarity regarding its nature and mechanisms. The nature of consciousness is another matter that has been widely explored with multiple theories but for which we do not have a final agreed theory, especially in terms of its relation to intelligence. In this work, we present (...) a preliminary theory of the nature of intelligence and its working mechanisms. We contrast it against observations to show that our theory is consistent with observed reality. We also use our theory of intelligence to offer a theory on the nature of consciousness, as well as its relation to human understanding and intent. We then show that our theories can be consistent with the theory of evolution. Similarly, we explore examples of how our theory applies to specific cases to show its consistency across applications. Lastly, we outline how our theory can pave the way towards artificial general intelligence. Our theory is unproven. (shrink)

In Study 1, we test a theoretical model involving temptation, monetary intelligence (MI), a mediator, and unethical intentions and investigate the direct and indirect paths simultaneously based on multiple-wave panel data collected in open classrooms from 492 American and 256 Chinese students. For the whole sample, temptation is related to low unethical intentions indirectly. Multi-group analyses reveal that temptation predicts unethical intentions both indirectly and directly for male American students only; but not for female American students. For Chinese students, (...) both paths are non-significant. Love of money contributes significantly to MI for all students. In Study 2, using money as a temptation and giving them opportunities to cheat on a matrix task, most Chinese students (78.4 %) do not cheat in open classrooms; supporting survey and structural equation modeling (SEM) results in Study 1. However, students in private cubicles cheat significantly more (53.4 %) than those in open classrooms (21.6 %). Finally, students’ love of money attitude predicts cheating. Factor rich predicts the cheating amount, whereas factor motivator predicts the cheating percentage. Our results shed new light on the impact of temptation and love of money as dispositional traits, money as a temptation, and environmental context (public vs. private) on unethical intentions and cheating behaviors. (shrink)

This book argues that the subjective and the objective are crucially dependent on one another and neither is intelligible apart from the other. There is no such thing as a purely external, in-itself world. This book is not intended as a defense of epistemological relativism but as a strong recommendation for modest fallibilism and pluralism.

본 논문은 1인칭 외부의 ‘복수 주체(multiple subjects)’가 윤리적 주체로서 성립될 수 있는가하는 문제를 ‘책임’ 개념을 중심으로 살펴본다. 통상 윤리적 책임의 귀속여부는 분명한 행위자를 요구하기에, 윤리학은 1인칭을 전제로 전개된다. 그러나 독립적이고 자율적인 개인만을 전제하는 강한 1인칭의 윤리학에서 역사적 부당행위에 대한 집단 사죄와 같은 문제는 미답 상태로 남겨진다. 이러한 문제에서 보다 적극적으로 책임질 수 있는 윤리적 주체를 사유한 것이 공동체주의자로 꼽히는 알레스데어 매킨타이어(A. MacIntyre)와 마이클 샌델(M. Sandel)이었다. 이들이 제시하는 ‘서사적 자아관’에서 개인은 언제나 타자의 이야기의 부분으로 들어가고, 타자 역시 나의 이야기의 한 (...) 부분으로 개입해 들어온다. 때문에 서사적 자아관은 상호 긴밀하게 결부되어 있는 관계성과 그로부터 발생하는 책임의 문제를 강조한다. 동일한 관심사에서 도나 해러웨이(D. Haraway)는 복수의 행위자들이 함께 사는 문제는 전적인 책임의 문제임을 환기시킨다. 그러나 이러한 복수 주체라는 토대에서, ‘설명책임(accountability)’을 동일하게 중시하면서도, 매킨타이어에게 중시되는 것이 상호간에 ‘이해가능성(intelligibility)’을 가능하게 하는 종착지로서의 ‘설명책임’이라면, 해러웨이에게 ‘설명책임’은 그로부터 다시 ‘응답책임(responsibility)’로 나아가야 하는 출발점으로 다뤄진다. 해러웨이에게 공동의 운명에 처해있는 복수의 주체란 ‘독립적이고 자율적인 개인’들로 구성된 것이 결코 아니다. 공동의 행위자들은 언제나 불균등하고 비동등한 입장에서 상호결부되어 있다. 때문에 불균등한 관계 속에서 행위자들간에 지속적인 응답의 노력이 수행되지 않는다면, ‘이해가능성’ 만으로 공동의 운명을 꾸려나갈 책임은 온전히 성취될 수 없다. 강한 1인칭의 관점에서 벗어나 복수의 주체를 윤리적 주체로 상정함에도 불구하고, 매킨타이어의 서사적 자아관이 궁극적으로 ‘함께 사는 문제’에 대한 실제적인 답변을 제출하지 못했던 것은, 이러한 불균등한 행위자들의 입장에 대한 고찰이 결여되어있었기 때문이라는 것이 이하 논의의 주장이다. 그로써 우리는 해러웨이의 주장을 따라 공동의 행위자들이 함께 사는 문제에서 어떻게 책임이 사유되고, 수행될 수 있는지 살펴본다. (shrink)

There is little consensus on what artificial intelligence (AI) systems may or may not embrace. Although this may point to multiplicity of interpretations and backgrounds, a lack of conceptual clarity could thwart the development of common ground around the concept among researchers, practitioners and users of AI and pave the way for misinterpretation and abuse of the concept. This article argues that one of the effective ways to delineate the concept of AI is to compare and contrast it with human (...) intelligence. In doing so, the article broaches the unique capabilities of humans and AI in relation to one another (human and machine tacit knowledge), as well as two types of AI systems: one that goes beyond human intelligence and one that is necessarily and inherently tied to it. It finally highlights how humans and AI can augment their capabilities and intelligence through synergistic human–AI interactions (i.e., human-augmented AI and augmented human intelligence), resulting in hybrid intelligence, and concludes with a future-looking research agenda. (shrink)

Recent brain imaging points to differences in brain structure that relate to intelligence, but how do we model their causal relationship within a coherent framework that circumvents classic dualist traps? A bottom-level nonlinear, dynamic, multifactor, multiplicative, multidimensional, molecular (ND4M) trait-covariance time-space model may accomplish this better than traditional approaches.

A representation methodology for knowledge allowing multiple interpretations is described. It is based on the following conception of legal knowledge and its open texture. Since indeterminate, legal knowledge must be adapted to fit the circumstances of the cases to which it is applied. Whether a certain adaptation is lawful or not is measured by metaknowledge. But as this too is indeterminate, its adaptation to the case must be measured by metametaknowledge, etc. This hierarchical model of law is quite well-established (...) and may serve well as a basis for a legal knowledge system. To account for the indeterminacy of law such a system should support the construction of different arguments for and against various interpretations of legal sources. However, automatizing this reasoning fully is unsound since it would imply a restriction to arguments defending interpretations anticipated at programming time. Therefore, the system must be interactive and the user''s knowledge be furnished in a principled way. Contrary to the widespread opinion that classical logic is inadequate for representing open-textured knowledge, the framework outlined herein is given a formalization in first order logic. (shrink)

En este nuevo contexto social, cultural, político y económico, sin lugar a dudas la educación ha logrado avances en el tema de la reforma educacional y en específico en los cambios de la educación especial. Sin embargo, pese a ello se vuelve trascendental a estas alturas un cambio a nivel paradigmático, respecto a como el sistema educativo concibe el tema de la discapacidad y en específico de la discapacidad auditiva. En especial cuando vemos en un contexto más global que en (...) países como: Cuba, Brasil, Argentina, etc. la comunidad sorda es estudiada a partir de una visión socio–cultural, visión que sin lugar a dudas ha permitido grandes avances en educación y ha dejado en evidencia que en nuestro país se concibe el tema de la discapacidad auditiva como una cualidad ontológica ignorando la visión sociocultural que considera a la comunidad sorda como portadora de su propia lengua, cultura e inteligencias, lo cual sin lugar a dudas, es trascendental en el proceso de integración y de enseñanza y aprendizaje. (shrink)

Robust realism is defended by developing further the account in Inquiry 42 (1999), pp. 49-78 of how human beings make things and people intelligible. Incommensurate worlds imply a violation of the principle of noncontradiction, but this violation does not have the consequences normally feared. Given our capacities to make things intelligible, some things, like human action, are most intelligible when they are understood as contradictory (e.g. free and determined). Things-in-themselves need not have contradictory features for multiple orders of nature (...) to make sense. We can coherently suppose that both Western and Chinese science give two incommensurable and complete accounts of the functioning of the human body. Since things do not have contradictory properties, we would then have to suppose that, in the case of bodies, there are two independent functional orders. If this can be true for bodies, it can be true for the orders of nature as a whole. John Haugeland's account of systems and interfaces shows us how to make sense of necessary functional components of the universe. Finally, multiple realism makes more sense than Rorty's deflationary pragmatism because it explains how things can matter. (shrink)

The hermeneutic resources necessary for understanding Indigenous women’s lives in Latin America have been obscured by the tools of Western feminist philosophical practices and their travel in North-South contexts. Not only have ongoing practices of European colonization disrupted pre-colonial ways of knowing, but colonial lineages create contemporary public policies, institutions, and political structures that reify and solidify colonial epistemologies as the only legitimate forms of knowledge. I argue that understanding this foreclosure of Amerindian linguistic communities’ ability to collectively engage in (...) interpretive processes of culture and be heard and understood as coherent is an essential background condition to conceiving and theorizing the multiplicity of social oppressions and their intersections in contemporary Latin American contexts. Further, the work of disrupting and disobeying colonial interpretive frameworks has long been practiced by Indigenous women in Latin America, whose testimonies and expressions have been made sub-audible by design in colonial systems of meaning-making. This is part of the extensive legacy of the long quillwork of communal alphabets of survival. (shrink)

On the basis of the combination of single-valued neutrosophic sets and hesitant fuzzy sets, this article proposes a single-valued neutrosophic hesitant fuzzy set as a further generalization of the concepts of fuzzy set, intuitionistic fuzzy set, single-valued neutrosophic set, hesitant fuzzy set, and dual hesitant fuzzy set. Then, we introduce the basic operational relations and cosine measure function of SVNHFSs. Also, we develop a single-valued neutrosophic hesitant fuzzy weighted averaging operator and a single-valued neutrosophic hesitant fuzzy weighted geometric operator and (...) investigate their properties. Furthermore, a multiple-attribute decision-making method is established on the basis of the SVNHFWA and SVNHFWG operators and the cosine measure under a single-valued neutrosophic hesitant fuzzy environment. Finally, an illustrative example of investment alternatives is given to demonstrate the application and effectiveness of the developed approach. (shrink)