A supertask is a task that consists in infinitely many component steps, but which in some sense is completed in a finite amount of time. Supertasks were studied by the pre-Socratics and continue to be objects of interest to modern philosophers, logicians and physicists. The term “super-task” itself was coined by J.F. Thomson (1954). Here we begin with an overview of the analysis of supertasks and their mechanics. We then discuss the possibility of supertasks from the perspective of general relativity.

We consider various curious features of general relativity, and relativistic field theory, in two spacetime dimensions. In particular, we discuss: the vanishing of the Einstein tensor; the failure of an initial-value formulation for vacuum spacetimes; the status of singularity theorems; the non-existence of a Newtonian limit; the status of the cosmological constant; and the character of matter fields, including perfect fluids and electromagnetic fields. We conclude with a discussion of what constrains our understanding of physics in different dimensions.

Practitioners in the vanguard of new economic thinking will also find plenty of useful information in this path-breaking book.

This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centered around Responsible Research and Innovation, Design for Values, and Risk Ethics. These theoretical (...) approaches are premised on the notion that technologies are inherently value-laden, and as such contain the possibility of fostering or hindering moral values. Each of these approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about – and taking responsibility for – how to both prevent harm and do good via the technologies they help develop. To explain how this is put into practice, this paper sketches a brief history of ethics teaching at TU Delft, outlines current activities, and presents future plans for Bachelor and Master’s level engineering ethics education at TU Delft. (shrink)

Paralleling the formal derivation of general relativity as a flat spacetime theory, we introduce in addition a preferred temporal foliation. The physical interpretation of the formalism is considered in the context of 5-dimensional “parametrized” and 4-dimensional preferred frame contexts. In the former case, we suggest that our earlier proposal of unconcatenated parametrized physics requires that the dependence on τ be rather slow. In the 4-dimensional case, we consider and tentatively reject several areas of physics that might require a preferred foliation, (...) but find a need for one in the process (“flowing”) theory of time. We then suggest why such a foliation might reasonably be unobservable. (shrink)

An information-theoretic approach is shown to derive both the classical weak-field equations and the quantum phenomenon of metric fluctuation within the Planck length. A key result is that the weak-field metric $\bar h_{\mu \nu } $ is proportional to a probability amplitude φuv, on quantum fluctuations in four-position. Also derived is the correct form for the Planck quantum length, and the prediction that the cosmological constant is zero. The overall approach utilizes the concept of the Fisher information I acquired in (...) a measurement of the weak-field metric. An associated physical information K is defined as K=I−J, where J is the information that is intrinsic to the physics (stress-energy tensor Tμv) of the measurement scenario. A posited conservation of information change δI=ΔJ implies a variational principle δK=0. The solution is the weak-field equations in the metric $\bar h_{\mu \nu } $ and associated equations in the probability amplitudes φuv. The gauge condition φ v uv =0 (Lorentz condition) and conservation of energy and momentum Tv μv=0 are used. A well-known “bootstrapping” argument allows the weak-field assumption to be lifted, resulting in the usual Einstein field equations. A special solution of these is well known to be the geodesic equations of motion of a particle. Thus, the information approach derives the classical field equations and equations of motion, as well as the quantum nature of the probability amplitudes φuv. (shrink)

One approach to applied AI is to automate business processes and remove people from the system. Another approach is to use AI methods to model how work actually gets done, so we can understand the essential role of knowledge people have about each other ("social knowledge") in allocating resources, assigning jobs, and forming teams.

J. B. Schneewind's "The Invention of Autonomy" has been hailed as a major interpretation of modern moral thought. Schneewind's narrative, however, elides several serious interpretive issues, particularly in the transition from late medieval to early modern thought. This results in potentially distorted accounts of Thomas Aquinas, Hugo Grotius, and G. W. Leibniz. Since these thinkers play a crucial role in Schneewind's argument, uncertainty over their work calls into question at least some of Schneewind's larger agenda for the history of ethics.

Vigorous debate over the moral propriety of cognitive enhancement exists, but the views of the public have been largely absent from the discussion. To address this gap in our knowledge, four experiments were carried out with contrastive vignettes in order to obtain quantitative data on public attitudes towards cognitive enhancement. The data collected suggest that the public is sensitive to and capable of understanding the four cardinal concerns identified by neuroethicists, and tend to cautiously accept cognitive enhancement even as they (...) recognize its potential perils. The public is biopolitically moderate, endorses both meritocratic principles and the intrinsic value of hard work, and appears to be sensitive to the salient moral issues raised in the debate. Taken together, these data suggest that public attitudes toward enhancement are sufficiently sophisticated to merit inclusion in policy deliberations, especially if we seek to align public sentiment and policy. (shrink)

happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? (...) What concepts are necessary to describe and explain what we find there? It is in this realm that we find ourselves. Where to start? One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries. (shrink)