It is argued that “human-centredness” will be an important characteristic of systems that learn tasks from human users, as the difficulties in inductive inference rule out learning without human assistance. The aim of “programming by example” is to create systems that learn how to perform tasks from their human users by being shown examples of what is to be done. Just as the user creates a learning environment for the system, so the system provides a teaching opportunity for the user, (...) and emphasis is placed as much on facilitating successful teaching as on incorporating techniques of machine learning. If systems can “learn” repetitive tasks, their users will have the power to decide for themselves which parts of their jobs should be automated, and teach the system how to do them — reducing their dependence on intermediaries such as system designers and programmers.This paper presents principles for programming by example derived from experience in creating four prototype learners: for technical drawing, text editing, office tasks, and robot assembly. A teaching metaphor (a) enables the user to demonstrate a task by performing it manually, (b) helps to explain the learner's limited capabilities in terms of a persona, and (c) allows users to attribute intentionality. Tasks are represented procedurally, and augmented with constraints. Suitable mechanisms for attention focusing are necessary in order to control inductive search. Hidden features of a task should be made explicit so that the learner need not embark on the huge search entailed by hypothesizing missing steps. (shrink)

Wikipedia is a goldmine of information; not just for its many readers, but also for the growing community of researchers who recognize it as a resource of exceptional scale and utility. It represents a vast investment of manual effort and judgment: a huge, constantly evolving tapestry of concepts and relations that is being applied to a host of tasks. This article provides a comprehensive description of this work. It focuses on research that extracts and makes use of the concepts, relations, (...) facts and descriptions found in Wikipedia, and organizes the work into four broad categories: applying Wikipedia to natural language processing; using it to facilitate information retrieval and information extraction; and as a resource for ontology building. The article addresses how Wikipedia is being used as is, how it is being improved and adapted, and how it is being combined with other structures to create entirely new resources. We identify the research groups and individuals involved, and how their work has developed in the last few years. We provide a comprehensive list of the open-source software they have produced. (shrink)

Tradition has it that, although we experience darkness, we can neither hear nor hallucinate silence. At most, we hear that it is silent, in virtue of lacking auditory experience. This cognitive view is at odds with our ordinary thought and talk. Yet it is not easy to vouchsafe the perception of silence: Sorensen‘s recent account entails the implausible claim that the permanently and profoundly deaf are perpetually hallucinating silence. To better defend the view that we can genuinely hear and hallucinate (...) silence, we must reject the austere picture of conscious experience which underpins the cognitive theory. According to that picture, conscious experience is a simple relation between subjects and objects. In the absence of an object, there is no relation, and so no experience. By enriching this picture, room can be found for the experience of silence. I explore this idea in two phases. First, I defend the thought that we can hear and hallucinate certain forms of silence, such as pauses, in virtue of experiencing contrastive sounds. Second, I draw on Moore‘s analysis of sensation to suggest that simply experiencing silence is a special form of objectless consciousness. I offer two ways of fleshing out this idea. According to the first, auditory experience possesses a temporal field within which the absence of sounds can be perceived. According to the second, purely Moorean account, it is our capacity to listen in the absence of sounds that underlies the phenomenon of experiencing silence. (shrink)

Plato of Athens, who laid the foundations of the Western philosophical tradition and in range and depth ranks among its greatest practitioners, was born to a prosperous and politically active family circa 427 BC. In early life an admirer of Socrates, Plato later founded the first institution of higher learning in the West, the Academy, among whose many notable alumni was Aristotle. Traditionally ascribed to Plato are thirty-five dialogues developing Socrates' dialectic method and composed with great stylistic virtuosity, together with (...) the Apology and thirteen letters. The four works in this volume recount the circumstances of Socrates' trial and execution in 399 BC. In Euthyphro, set in the weeks before the trial, Socrates and Euthyphro attempt to define holiness. In Apology, Socrates answers his accusers at trial and unapologetically defends his philosophical career. In Crito, a discussion of justice and injustice explains Socrates' refusal of Crito's offer to finance his escape from prison. And in Phaedo, Socrates discusses the concept of an afterlife and offers arguments for the immortality of the soul. This edition, which replaces the original Loeb edition by Harold North Fowler, offers text, translation, and annotation that are fully current with modern scholarship." -- Publisher's description. (shrink)

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

Although critics often argue that the new atheists are arrogant, dogmatic, closed-minded and so on, there is currently no philosophical analysis of this complaint - which I will call 'the vice charge' - and no assessment of whether it is merely a rhetorical aside or a substantive objection in its own right. This Chapter therefore uses the resources of virtue epistemology to articulate this ' vice charge' and to argue that critics are right to imply that new atheism is intrinsically (...) epistemically vicious, and it ends with some remarks about the rationality of allowing such intrinsically vicious doctrines to feature within public debate about important matters concerning science, religion, and politics. (shrink)

Science is often thought of as a methodical but dull activity. But the finest science, the breakthroughs most admired and respected by scientists themselves, is characterized by elegance." "What does elegance mean in the context of science? Economy is a considerable part of it; creativity too. Sometimes, a suggested solution is so simple and neat that it elicits an exclamation of wonder from the observer. The greatest science, whether primarily theoretical or experimental, reflects a creative imagination." "In this book, the (...) distinguished physiologist and writer Ian Glynn explores some of the finest examples of elegance in science: the delightful simplicity of the laws discovered by Kepler and Newton in the motion of the planets; Galileo's experiments with an inclined plane; the remarkable work of Thomas Young on light; dazzling insights into the counterintuitive workings of our perception demonstrated by Richard Gregory and Vilayanur Ramachandran; and the several breakthroughs that led to Crick and Watson's unravelling of the structure and function of DNA. The result is a fascinating tour through some of the most important episodes in the history of science."--BOOK JACKET. (shrink)

It is very well known that from the late-1960s onwards Feyerabend began to radically challenge some deeply-held ideas about the history and methodology of the sciences. It is equally well known that, from around the same period, he also began to radically challenge wider claims about the value and place of the sciences within modern societies, for instance by calling for the separation of science and the state and by questioning the idea that the sciences served to liberate and ameliorate (...) human societies. But what is less known is how, if at all, these two sets of challenges were connected, and why Feyerabend felt it important to raise them at all. In this chapter, my aim is to explore these issues by considering why Feyerabend used radical strategies to challenge the authority of science, and what purpose, if any, they were supposed to serve. Why, for instance, did Feyerabend defend alternative medicine, psychical abilities, astrology, magic and witchcraft and why did he argue that ‘Western science’ is complicit in environmental destruction, intellectual imperialism, social oppression, and spiritual destitution. Located in their historical and political context, such defences and arguments seem peculiar, not least because science was recognised not only as a central site of the intellectual and ideological competition between the West and the Soviet Union, but also because Western victory in that site was considered inevitable. What, then, did Feyerabend think he was trying to achieve by raising radical challenges to a central component of the cultural and intellectual prestige of the Western world grounded in appeals to practices and traditions which most would regard as eccentric at best and absurd at worst? My suggestion is that Feyerabend was making a subtler point than one might suppose. For the purpose of these radical challenges was to determine if the members of Western societies would in fact honour the epistemic standards – of tolerance, critical enquiry – which were identified as being characteristic of science and definitive of the social and political values of Western liberal democracy. I suggest that Feyerabend was trying to demonstrate that scientists were, too often, guilty of the same intolerant and dogmatic attitudes which were, according to prevailing propaganda, the property of illiberal totalitarian societies. Science does not reflect the superior epistemic and political values of Western societies but are, in fact, reflective of the same vices ascribed to the Soviet Union. If that is the case, then the sciences are not symbols of our epistemic and political values, but quite the reverse, hence Feyerabend’s talk of the ‘dogmatic’, ‘totalitarian’, ‘ratiofascist’ nature of modern science. But there is a positive upshot to Feyerabend’s challenge. For even if the sciences do not yet reflect the epistemic and political values of liberal democratic Western societies, they might yet be reformed so that they are. And there is a parallel between Feyerabend’s strategy and that of many of the other radicals of the time – student activists, environmentalists, and pacifists – namely to test the commitment to tolerance and deliberative debate of the establishment by asking it to seriously engage with ideas and convictions opposed to its own. For both science and society can become ‘tyrannical’ through the same means: by exempting themselves from critical scrutiny, by promoting self-serving ‘myths’ about themselves, and by derogating and excluding alternatives, including the ‘outsider’ perspectives they offer. The chapter concludes by suggesting that Feyerabend is distinctive in virtue of his willingness to offer radical criticisms of the authority of science such that it can fulfil its legitimate ideological role – namely, of symbolising and instantiating our core epistemic and political values – such that we can offer a sincere and meaningful answer to Feyerabend’s question ‘what’s so great about science?’. (shrink)

Philosophers have lately seized upon Sperling's partial report technique and subsequent work on iconic memory in support of controversial claims about perceptual experience, in particular that phenomenology overflows cognitive access. Drawing on mounting evidence concerning postdictive perception, I offer an interpretation of Sperling's data in terms of cue-sensitive experience which fails to support any such claims. Arguments for overflow based on change-detection paradigms (e.g. Landman et al., 2003; Sligte et al., 2008) cannot be blocked in this way. However, such paradigms (...) are fundamentally different from Sperling's and, for rather different reasons, equally fail to establish controversial claims about perceptual experience. (shrink)

Reading W.K. Clifford’s “The Ethics of Belief” in evidentialist terms is standard. However, evidentialist accounts face several longstanding interpretive issues over the Shipowner Story and Clifford’s Motto. This article defends an evidentialist reading. But what distinguishes it from others is that it interprets “The Ethics of Belief” according to Clifford’s “first principle of natural ethics”, a principle he articulates in prior writings, and which comes down to social trust. I reorient Clifford’s evidentialism by returning to his core moral principle and (...) argue that doing so can establish coherence across Clifford’s writings on ethics and can help resolve the relevant interpretive issues. (shrink)

I argue that we can profitably understanding Feyerabend’s work in at least the latter half of his career in terms of a series of experiments with ways of conceptualising and criticising scientism, under the aegis of a ‘critique of scientific reason’. The critique of science’s self-understanding was the more sophisticated and successful, while the critique of scientific modernity was more erratic and less effective, due mainly to the failure to take up the necessary resources.

How should we deal with apparent causation involving events that have not happened when omissions are cited as causes or when something is said to prevent some event? Phil Dowe claims that causal statements about preventions and omissions are ‘quasi-causal' claims about what would have been a cause, if the omitted event had happened or been caused if the prevention had not occurred. However, one important theory of the logic of causal statements – Donald Davidson's – allows us to take (...) causal statements about omissions and preventions as direct causal statements about events that are counterfactually described. This analysis provides a basis for solving a number of puzzles about ‘negative' events. Any ‘intuition' of difference between causal statements employing such descriptions and others employing positive descriptions of events is also explained. With omissions, where this intuition has some basis, it is shown that nevertheless omissions do really cause outcomes. (shrink)

In his book The Things We Mean, Stephen Schiffer advances a subtle defence of what he calls the ‘face-value’ analysis of attributions of belief and reports of speech. Under this analysis, ‘Harold believes that there is life on Venus’ expresses a relation between Harold and a certain abstract object, the proposition that there is life on Venus. The present essay first proposes an improvement to Schiffer’s ‘pleonastic’ theory of propositions. It then challenges the face-value analysis. There will be such things (...) as propositions only if they possess conditions of identity and distinctness. By analyzing Frege’s theory of propositions (Gedanken), I argue that such conditions may be found for the special case of beliefs and sayings advanced as premises and conclusions of deductive arguments. These conditions, however, are not applicable to most ordinary beliefs and sayings. Ordinary attributions and reports, then, do not place thinkers and speakers in relations to propositions. A bonus is exposure of the fallacy in the Putnam-Taschek objection to Frege’s theory of sense and reference. (shrink)

This outstanding reference source to epistemic injustice is the first collection of its kind. Over thirty chapters address topics such as testimonial and hermeneutic injustice and virtue epistemology, objectivity and objectification, implicit bias, gender and race.

Linda Martín Alcoff and others have emphasised that the discipline of philosophy suffers from a ‘demographic problem’. The persistence of this problem is partly the consequence of various forms of resistance to efforts to address the demographic problem. Such resistance is complex and takes many forms and could be responded to in different ways. In this paper, I argue that our attempts to explain and understand the phenomenon of resistance should use a kind of explanatory pluralism that, following Quassim Cassam, (...) I call multidimensionalism. I describe four general kinds of resistance and consider varying explanations, focusing on those focused on vices and social structures. I argue that vice-explanations and structural- explanations are both mutually consistent and mutually entailing. If so, there is no need to choose between vice explanations and structural explanations or any other kinds of explanation. We can and should be multidimensionalists: using many together is better. (shrink)

Ian Normile begins this study from the premise that critical thinking is often conceptualized and practiced in problematically narrow and instrumentalized ways. Following Ronald Barnett, he suggests that the idea of critical being can help expand the theory and practice of critical thinking to better meet the needs of education and society. Essential to this effort is greater consideration of how critical thinking articulates with other aspects of being. Normile uses two examples of “non-critical” experiences that he argues can help (...) critical thinking expand into critical being. First, he explores the emotive power of wonder as a source of inspiration and emotional education, and as an essential aspect of critical thinking. He then argues that curiosity, wonder, contemplation, and critical thinking are complementary aspects of critical being. The second example is the Chinese concept of wu-wei, a form of efficacious non-critical action. Normile argues that inevitable breakdowns in wu-wei provide opportunities for critical reflection while the unlearning common to both wonder and wu-wei facilitates receptivity to new perspectives and possibilities beyond the boundaries of the familiar; in this state, one is capable of facilitating the metacritique that is essential to truly transformative critical thinking. Normile concludes with some brief thoughts on implications for practice as a starting point for further inquiry. (shrink)

Gerald Cohen's critique of John Rawls's theory of justice is that it is concerned only with the justice of social institutions, and must thus arbitrarily draw a line between those inequalities excluded and those allowed by the basic structure. Cohen claims that a proper concern with the interests of the least advantaged would rule out 'incentives' for 'talented' individuals. I argue that Rawls's assumption that the subject of justice is the basic structure of society does not arbitrarily restrict the concerns (...) of political justice, as Cohen claims. Further, I argue that it does not allow 'deep' inequalities within a just basic structure. When properly understood, Rawls's theory of justice is strongly egalitarian, taken as a theory of fairness in the way the burdens and benefits of social cooperation are distributed, even if it is not as egalitarian as Cohen wishes. (shrink)

The original comic version of T'Challa is a traditional monarch, whose actions demonstrate his concern for maintaining power and securing his nation. In fact, with his strategic use of violence, his demonstrations of empathy and humanity, and his embrace of religious symbolism, T'Challa was classically “Machiavellian” in the comics. "Panther's Rage" chronicles T'Challa's return to Wakanda after an extended stay in the United States as a costumed superhero, most notably with the Avengers. Machiavelli would approve of T'Challa's embrace of violence. (...) Machiavelli was keenly aware of how a ruler should be perceived by his subjects, suggesting that a successful ruler will appear to possess five key qualities that meet with the approval of his subjects: mercy, faith, honesty, humanity, and religion. T'Challa is never as cruel as some of Machiavelli's models, but he does preserve his divinely ordained kingdom by employing fear and religion to stay in power. (shrink)

Containing over 750 in-depth entries, this is the most wide-ranging and up-to-date dictionary of critical theory available. It covers the whole range of critical theory, including the Frankfurt school, cultural materialism, cultural studies, gender studies, film studies, literary theory, hermeneutics, historical materialism, internet studies, and sociopolitical critical theory. Entries clearly explain even the most complex of theoretical discourses, such as Marxism, psychoanalysis, structuralism, deconstruction, and postmodernism. There are biographies of important figures in the field, with feature entries for those who (...) have heavily influenced areas of the discipline, e.g. Deleuze. -/- Entries are fully cross-referenced and contain further reading where appropriate. To provide extra information this edition features an appendix of recommended web links, which are accessible via the Dictionary of Critical Theory companion website, where they are also checked regularly and kept up to date. -/- Covering all aspects of the subject from globalization and race studies, to queer theory and feminism, this multidisciplinary A-Z is essential for students of literary and cultural studies and is useful for anyone studying a humanity subject requiring a knowledge of theory. (shrink)

This companion volume to Archaeology as Long-term History focuses on the symbolism of artefacts. It seeks at once to refine current theory and method relating to interpretation and show, with examples, how to conduct this sort of archaeological work. Some contributors work with the material culture of modern times or the historic period, areas in which the symbolism of mute artefacts has traditionally been thought most accessible. However, the book also contains a good number of applications in prehistory to demonstrate (...) the feasibility of symbolic interpretation where good contextual data survive from the distant past. In relation to wider debates within the social sciences, the volume is characterised by a concern to place abstract symbolic codes within their historical context and within the contexts of social actions. In this respect, it develops further some of the ideas presented in Dr Hodder's Symbolic and Structural Archaeology, an earlier volume in this series. (shrink)

In this article, I attempt to bring some colour to a discussion of fraught topics in education. Though the scenes and stories (from education and elsewhere) that feature here deal with racism, the discussion aims to say something to such topics more generally. The philosophers whose work I draw on here are Stanley Cavell and Judith Butler. Both Butler and Cavell develop (or depart from) J.L. Austin's theory of the performative utterance. Butler, following Derrida, argues that in concentrating on the (...) illocutionary force of utterances (their capacity to do things), Austin fails to account for the force of words themselves. The iterability of language means that words are never at one with themselves. They carry their old contexts with them as they enter into new ones. This has important consequences for ethical issues that pertain to what Butler calls the ?performativity? of gender and race. Though we are performed by language, this performance has a dynamic quality that leads to the reshaping of identity. In contrast, for Cavell, the disappointing aspect of Austin's thought relates to the latter's neglect of the perlocutionary effect of language ? what is done ?by words?. By taking on this project, Cavell embraces the unconventional aspects of language characterised by ?passionate? expression and exchange. Butler and Cavell approach the performative utterance from different directions. In the last part of this article, the significance of this difference is discussed in relation to the provision of a moral education with regard to tackling issues surrounding racism. (shrink)

What is war, and how should it be waged? Are there restraints on its conduct? What can philosophers contribute to the study of warfare? Arguing that the practice of war requires a sound philosophical understanding, Ian Clark writes a fascinating synthesis of the philosophy, history, political theory, and contemporary strategy of warfare. Examining the traditional doctrines of the "just" and the "limited" war with fresh insight, Clark also addresses the applicability of these ideas to the modern issues of war crimes, (...) choice of targets, guerrilla warfare, and nuclear strategy and deterrence. (shrink)

Uncontrollable anger is common following an acquired brain injury, with impaired emotion regulation being one of the main contributors. Existing psychological interventions appear moderately effective, though studies typically include limitations such as small sample sizes, issues of long-term efficacy, and standardization of content. While ER has been a popular research field, the study of ER for anger management after ABI is less well investigated, and contains few interventions based on the widely used Process Model of ER. This review surveys the (...) efficacy of ER strategies in individuals with ABI, and proposes a novel research design for future interventions. Recommendations are made about: strategy number and type, shared decision-making, approaches to data analysis, and mode of delivery. (shrink)

Essays dealing with the question of how "sense of place" is constructed, in a variety of locations and media.

Thinking about ethics -- Philosophical ethics -- Why not do wrong? -- Is the ethical a human construct or a factual realm? -- Do you just do what is right or do you try to predict the outcomes? -- Natural law and virtue ethics -- Ethics and the bible -- Learning from the wisdom of the world -- Humanism : do we need god to realize that people just matter? -- Ethical dilemmas -- Dilemmas in bed -- Dilemmas in business (...) -- Dilemmas in medicine -- Dilemmas involving violence and power -- Dilemmas in government and leadership -- Dilemmas and the future : the environment, animals, and plants -- Dilemmas in the cyber world -- Making a decision -- Becoming a morally serious person -- Taking an ethical position. (shrink)

We begin by setting out the posision dubbed 'Fregean descriptivism', that Kripke attributed to Frege. We then set out various descriptivist theses. We proced to argue that Kripke’s interpretation of Frege as a reference-fixing descriptivist stems from his ascription of two other views, each logically weaker than reference-fixing descriptivism itself, to Frege. These are sense descriptivism and the view that sense fixes reference. The meaning descriptivism and the reference-fixing descriptivism of Kripke’s Frege have sense descriptivism as their common, logically weaker, (...) core. Since we do not concur with Kripke’s view that Frege was a sense descriptivist, we do not share his reasons for thinking that Frege was a reference-fixing descriptivist. (shrink)

Contemporary philosophical debates about the competing merits of neurological and phenomenological approaches to understanding both psychiatric illness and religious experience—and, indeed, the relationship, if any, between psychiatric illness and religious experience. In this chapter, I propose that both psychiatric illness and religious experiences - at least in some of their diverse forms - are best understood phenomenologically in terms of radical changes in a person's 'existential feelings', in the sense articulated by Matthew Ratcliffe. If so, explanatory priority should be assigned (...) to phenomenology and not to neurology. (shrink)

This book uses philosophical analysis to argue that there are tensions associated with using results of high stakes tests to predict students’ future potential. The implications of these issues for the interpretation of test scores in general are then elucidated before their connotations for academic selection are considered. After a brief overview of the history of academic selection in the United Kingdom, and a review of evidence pertaining to its consequences, it is argued that the practice of using the results (...) of contemporary high stakes tests to make important decisions about students incurs logical and moral problems that a conscientious educator cannot ignore. The gravity of the moral transgression depends on the purpose and significance of the test and, in the case of high stakes tests used for academic selection purposes, it is argued that, not only can the moral wrong be highly significant, but better solutions are within reach. (shrink)