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Why Dreyfus' Frame Problem Argument Cannot Justify Anti
Why Dreyfus’ Frame Problem Argument Cannot Justify Anti- Representational AI Nancy Salay ([email protected]) Department of Philosophy, Watson Hall 309 Queen‘s University, Kingston, ON K7L 3N6 Abstract disembodied cognitive models will not work, and this Hubert Dreyfus has argued recently that the frame problem, conclusion needs to be heard. By disentangling the ideas of discussion of which has fallen out of favour in the AI embodiment and representation, at least with respect to community, is still a deal breaker for the majority of AI Dreyfus‘ frame problem argument, the real locus of the projects, despite the fact that the logical version of it has been general polemic between traditional computational- solved. (Shanahan 1997, Thielscher 1998). Dreyfus thinks representational cognitive science and the more recent that the frame problem will disappear only once we abandon the Cartesian foundations from which it stems and adopt, embodied approaches is revealed. From this, I hope that instead, a thoroughly Heideggerian model of cognition, in productive debate will ensue. particular one that does not appeal to representations. I argue The paper proceeds in the following way: in section I, I that Dreyfus is too hasty in his condemnation of all describe and distinguish the logical version of the frame representational views; the argument he provides licenses problem and the philosophical one that remains unsolved; in only a rejection of disembodied models of cognition. In casting his net too broadly, Dreyfus circumscribes the section II, I rehearse Dreyfus‘ negative argument, what I‘ll cognitive playing field so closely that one is left wondering be calling his frame problem argument; in section III, I how his Heideggerian alternative could ever provide a highlight some key points from Dreyfus‘ positive account of foundation explanatorily robust enough for a theory of a Heideggerian alternative; in section IV, I make my case cognition. -
Kierkegaard on Selfhood and Our Need for Others
Kierkegaard on Selfhood and Our Need for Others 1. Kierkegaard in a Secular Age Scholars have devoted much attention lately to Kierkegaard’s views on personal identity and, in particular, to his account of selfhood.1 Central to this account is the idea that a self is not something we automatically are. It is rather something we must become. Thus, selfhood is a goal to realize or a project to undertake.2 To put the point another way, while we may already be selves in some sense, we have to work to become real, true, or “authentic” selves.3 The idea that authentic selfhood is a project is not unique to Kierkegaard. It is common fare in modern philosophy. Yet Kierkegaard distances himself from popular ways of thinking about the matter. He denies the view inherited from Rousseau that we can discover our true selves by consulting our innermost feelings, beliefs, and desires. He also rejects the idea developed by the German Romantics that we can invent our true selves in a burst of artistic or poetic creativity. In fact, according to Kierkegaard, becom- ing an authentic self is not something we can do on our own. If we are to succeed at the project, we must look beyond ourselves for assistance. In particular, Kierkegaard thinks, we must rely on God. For God alone can provide us with the content of our real identi- ties.4 A longstanding concern about Kierkegaard arises at this point. His account of au- thentic selfhood, like his accounts of so many concepts, is religious. -
Man As 'Aggregate of Data'
AI & SOCIETY https://doi.org/10.1007/s00146-018-0852-6 OPEN FORUM Man as ‘aggregate of data’ What computers shouldn’t do Sjoukje van der Meulen1 · Max Bruinsma2 Received: 4 October 2017 / Accepted: 10 June 2018 © The Author(s) 2018 Abstract Since the emergence of the innovative field of artificial intelligence (AI) in the 1960s, the late Hubert Dreyfus insisted on the ontological distinction between man and machine, human and artificial intelligence. In the different editions of his clas- sic and influential book What computers can’t do (1972), he posits that an algorithmic machine can never fully simulate the complex functioning of the human mind—not now, nor in the future. Dreyfus’ categorical distinctions between man and machine are still relevant today, but their relation has become more complex in our increasingly data-driven society. We, humans, are continuously immersed within a technological universe, while at the same time ubiquitous computing, in the words of computer scientist Mark Weiser, “forces computers to live out here in the world with people” (De Souza e Silva in Interfaces of hybrid spaces. In: Kavoori AP, Arceneaux N (eds) The cell phone reader. Peter Lang Publishing, New York, 2006, p 20). Dreyfus’ ideas are therefore challenged by thinkers such as Weiser, Kevin Kelly, Bruno Latour, Philip Agre, and Peter Paul Verbeek, who all argue that humans are much more intrinsically linked to machines than the original dichotomy suggests—they have evolved in concert. Through a discussion of the classical concepts of individuum and ‘authenticity’ within Western civilization, this paper argues that within the ever-expanding data-sphere of the twenty-first century, a new concept of man as ‘aggregate of data’ has emerged, which further erodes and undermines the categorical distinction between man and machine. -
What's in a Name? the Matrix As an Introduction to Mathematics
St. John Fisher College Fisher Digital Publications Mathematical and Computing Sciences Faculty/Staff Publications Mathematical and Computing Sciences 9-2008 What's in a Name? The Matrix as an Introduction to Mathematics Kris H. Green St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/math_facpub Part of the Mathematics Commons How has open access to Fisher Digital Publications benefited ou?y Publication Information Green, Kris H. (2008). "What's in a Name? The Matrix as an Introduction to Mathematics." Math Horizons 16.1, 18-21. Please note that the Publication Information provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/math_facpub/12 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. What's in a Name? The Matrix as an Introduction to Mathematics Abstract In lieu of an abstract, here is the article's first paragraph: In my classes on the nature of scientific thought, I have often used the movie The Matrix to illustrate the nature of evidence and how it shapes the reality we perceive (or think we perceive). As a mathematician, I usually field questions elatedr to the movie whenever the subject of linear algebra arises, since this field is the study of matrices and their properties. So it is natural to ask, why does the movie title reference a mathematical object? Disciplines Mathematics Comments Article copyright 2008 by Math Horizons. -
The Matrix As an Introduction to Mathematics
St. John Fisher College Fisher Digital Publications Mathematical and Computing Sciences Faculty/Staff Publications Mathematical and Computing Sciences 2012 What's in a Name? The Matrix as an Introduction to Mathematics Kris H. Green St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/math_facpub Part of the Mathematics Commons How has open access to Fisher Digital Publications benefited ou?y Publication Information Green, Kris H. (2012). "What's in a Name? The Matrix as an Introduction to Mathematics." Mathematics in Popular Culture: Essays on Appearances in Film, Fiction, Games, Television and Other Media , 44-54. Please note that the Publication Information provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/math_facpub/18 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. What's in a Name? The Matrix as an Introduction to Mathematics Abstract In my classes on the nature of scientific thought, I have often used the movie The Matrix (1999) to illustrate how evidence shapes the reality we perceive (or think we perceive). As a mathematician and self-confessed science fiction fan, I usually field questionselated r to the movie whenever the subject of linear algebra arises, since this field is the study of matrices and their properties. So it is natural to ask, why does the movie title reference a mathematical object? Of course, there are many possible explanations for this, each of which probably contributed a little to the naming decision. -
Creativity in Nietzsche and Heidegger: the Relation of Art and Artist
Creativity in Nietzsche and Heidegger: The Relation of Art and Artist Justin Hauver Philosophy and German Mentor: Hans Sluga, Philosophy August 22, 2011 I began my research this summer with a simple goal in mind: I wanted to out- line the ways in which the thoughts of Friedrich Nietzsche and Martin Heidegger complement one another with respect to art. I had taken a few courses on each philosopher beforehand, so I had some inclination as to how their works might be brought into agreement. However, I almost immediately ran into difficulty. It turns out that Heidegger, who lived and thought two or three generations after Nietzsche, had actually lectured on the topic of Nietzsche's philosophy of art and had placed Nietzsche firmly in a long tradition characterized by its mis- understanding of art and of the work of art. This means that Heidegger himself did not agree with me|he did not see his thoughts on art as complementary with Nietzsche's. Rather, Heidegger saw his work as an improvement over the misguided aesthetic tradition. Fortunately for me, Heidegger was simply mistaken. At least, that's my thesis. Heidegger did not see his affinity with Nietzsche because he was misled by his own misinterpretation. Nevertheless, his thoughts on art balance nicely with those of Nietzsche. To support this claim, I will make three moves today. First, I will set up Heidegger's critique, which is really a challenge to the entire tradition that begins with Plato and runs its course up to Nietzsche. Next, I will turn to Heidegger's views on art to see how he overcomes the tradition and answers his own criticism of aesthetics. -
GAGE-DISSERTATION-2014.Pdf (1.774Mb)
ABSTRACT Objectivity and Subjectivity in Epistemology: A Defense of the Phenomenal Conception of Evidence Logan Paul Gage, Ph.D. Committee Chairperson: Trent Dougherty, Ph.D. We all have an intuitive grasp of the concept of evidence. Evidence makes beliefs reasonable, justifies jury verdicts, and helps resolve our disagreements. Yet getting clear about what evidence is is surprisingly difficult. Among other possibilities, evidence might consist in physical objects like a candlestick found at the crime scene, propositions like ‘a candlestick was found at the crime scene,’ or experiences like the experience of witnessing a candlestick at the crime scene. This dissertation is a defense of the latter view. Evidence, we will argue, consists in experiences or mental states called ‘seeming states.’ We begin with a look at why the logical positivists came to abandon the experiential or “phenomenal” conception of evidence and adopted what I call “the courtroom conception.” Despite its appeal, we argue that this latter view is too objective; it has trouble playing the role of subjective reasons-provider. Being more subjective, the phenomenal conception deserves another look. However, many have thought that the phenomenal conception itself is unable to fulfill other important roles of evidence. In Chapter Two we dispute this, arguing that the phenomenal conception can play all four of the chief roles of evidence. Examining the religious epistemology of Alvin Plantinga in Chapter Three we come to see that the phenomenal conception, while attractive, is in danger of being too subjective. If the phenomenal conception of evidence is to be tenable, it must be offered in conjunction with a conservative epistemic principle which tethers together experiences with the beliefs they evidence in an epistemically appropriate manner. -
The Routledge Handbook of Embodied Cognition
THE ROUTLEDGE HANDBOOK OF EMBODIED COGNITION Embodied cognition is one of the foremost areas of study and research in philosophy of mind, philosophy of psychology and cognitive science. The Routledge Handbook of Embodied Cognition is an outstanding guide and reference source to the key philosophers, topics and debates in this exciting subject and essential reading for any student and scholar of philosophy of mind and cognitive science. Comprising over thirty chapters by a team of international contributors, the Handbook is divided into six parts: Historical underpinnings Perspectives on embodied cognition Applied embodied cognition: perception, language, and reasoning Applied embodied cognition: social and moral cognition and emotion Applied embodied cognition: memory, attention, and group cognition Meta-topics. The early chapters of the Handbook cover empirical and philosophical foundations of embodied cognition, focusing on Gibsonian and phenomenological approaches. Subsequent chapters cover additional, important themes common to work in embodied cognition, including embedded, extended and enactive cognition as well as chapters on embodied cognition and empirical research in perception, language, reasoning, social and moral cognition, emotion, consciousness, memory, and learning and development. Lawrence Shapiro is a professor in the Department of Philosophy, University of Wisconsin – Madison, USA. He has authored many articles spanning the range of philosophy of psychology. His most recent book, Embodied Cognition (Routledge, 2011), won the American Philosophical Association’s Joseph B. Gittler award in 2013. Routledge Handbooks in Philosophy Routledge Handbooks in Philosophy are state-of-the-art surveys of emerging, newly refreshed, and important fields in philosophy, providing accessible yet thorough assessments of key problems, themes, thinkers, and recent developments in research. -
On the Internet, Second Edition
Copyrighted Material-Taylor & Francis Copyrighted Material-Taylor & Francis On the Internet Second edition Copyrighted Material-Taylor & Francis Thinking In Action Series editors: Simon Critchley, New School University, New York, and Richard Kearney, Uni- versity Gollege Dublin and Boston College Thinking in Action is a major new series that takes philosophy to its public. Each book in the series is written by a major international philosopher or thinker, engages with an important contemporary topic, and is clearly and accessibly written. The series informs and sharpens debate on issues as wide ranging as the Internet, religion, the problem of immigration and refugees, and the way we think about science. Punchy, short and stimulating, Thinking in Action is an indispensable starting point for anyone who wants to think seriously about major issues confront- ing us today. Praise for the series ‘. allows a space for distinguished thinkers to write about their passions.’ The Philosophers’ Magazine ‘. deserve high praise.’ Boyd Tonkin, The Independent (UK) ‘This is clearly an important series. I look forward to reading future volumes.’ Frank Kermode, author of Shakespeare’s Language ‘. both rigorous and accessible.’ Humanist News ‘. the series looks superb.’ Quentin Skinner ‘. an excellent and beautiful series.’ Ben Rogers, author of A.J. Ayer: A Life ‘Routledge’s Thinking in Action series is the theory junkie’s answer to the eminently pocketable Penguin 60s series.’ Mute Magazine (UK) ‘Routledge’s new series, Thinking in Action, brings philosophers to our aid...’ The Evening Standard (UK) ‘...a welcome new series by Routledge.’ Bulletin of Science, Technology and Society (Can) ‘Routledge’s innovative new Thinking in Action series takes the concept of philosophy a step further’ The Bookwatch Copyrighted Material-Taylor & Francis HUBERT L. -
BEFORE the PHILOSOPHY There Are Several Ways That We Might Explain the Location of the Matrix
ONE BEFORE THE 7 PHILOSOPHY UNDERSTANDING THE FILMS BEFORE THE PHILOSOPHY I’m really struggling here. I’m trying to keep up, but I’m losing the plot. There is way too much weird shit going on around here and nothing is going the way it is supposed to go. I mean, doors that go nowhere and everywhere, programs acting like humans, multiplying agents . Oh when, when will it end? – SparksE The Matrix films often left audiences more confused than they had bargained for. Some say that their confusion began with the very first film, and was compounded with each sequel. Others understood the big picture, but found themselves a bit perplexed concerning the details. It’s safe to say that no one understands the films completely – there are always deeper levels to consider. So before we explore the more philosophical aspects of the films, I hope to clarify some of the common points of confusion. But first, I strongly encourage you to watch all three films. There are spoilers ahead. The Matrix Dreamworld You mean this isn’t real? – Neo† The Matrix is essentially a computer-generated dreamworld. It is the illusion of a world that no longer exists – a world of human technology and culture as it was at the end of the twentieth century. This illusion is pumped into the brains of millions of people who, in reality, are lying fast asleep in slime-filled cocoons. To them this virtual world seems like real life. They go to work, watch their televisions, and pay their taxes, fully believing that they are physically doing these things, when in fact they are doing them “virtually” – within their own minds. -
PGR Faculty List 2021 ALL Departments 24August2021 Draft
Faculty Lists fall 2021 Email: [email protected] for corrections. Current update: 8/24/2021 #=75 or older in 2021 (* was over 70 in 2017 list) Part-time faculty are half-time, unless otherwise noted. UNITED STATES (the top 50 will be ranked) FACULTY # Arizona Faculty: Sara Aronowitz, Thomas Christiano, Stewart Cohen, Juan Comesaña, Reza Hadisi, RiChard Healey, Laura, Howard, J. Christopher Maloney, MiChael McKenna, Bill OberdiCK, Guido PinCione, Marga Reimer, Daniel Russell, Carolina Sartorio, David SChmidtz, Houston Smit, MarK Timmons, Joseph Tolliver, Jason Turner, Steven Wall, Jonathan Weinberg. Part-time faculty: *Allen Buchanan (.25 time) Cognate faculty and philosophers in other units: Martin FriCKe, Massimo Piattelli-Palmarini, Christopher Robertson, Simone Sepe. FACULTY # Arizona State Faculty: RiChard Amesbury, Brad Armendt, Thomas BlaCKson, Cheshire Calhoun, Peter de Marneffe, Typer DesRoChes, MarCello Di Bello, Peter Kung, Joan MCGregor, Shyam Nair, Ben Phillips, Nestor Ángel Pinillos, Douglas W. Portmore, Maura Priest, Steven Reynolds. Part-time faculty: Cognate faculty and philosophers in other units: RiChard Creath, Tyler DesRoChes, ZaChary Horne, Ted Humphrey, PatriCia J. Huntingon, Manfred LaubiChler, Jane MainesChein, Martin BeCK MatuštíK, Ben A. Minteer, *Jeffrie G. Murphy, BeCKett Sterner, Jason Robert, Hava Tirosh-Samuelson, Norbert Samuelson, BeCKett Sterner. FACULTY # BerKeley Faculty: Olivia Bailey, John Campbell, Timothy ClarKe, Shamik Dasgupta, Johann FriCK, Hannah Ginsborg, Florian Grosser, Wesley H. Holliday, NiKo Kolodny, Geoffrey Lee, John MaCFarlane, Paolo ManCosu, Alva Noë, Andreja NovaKoviC, Kristin Primus, R. Jay WallaCe, Daniel Warren, Seth Yalcin, Xueyin (Snow) Zhang. Part-time Faculty: Joshua Cohen (.25 time), MiChael (M.G.F.) Martin, Veronique Munoz Darde, Kwong-Loi Shun. Cognate Faculty and Philosophers in Other Units: Asad Q. -
GROUP COGNITION Pin 805 (8:22:39 PM): Concur* GROUP COGNITION Information Science and Technology, Drexel University
v (8: : 6 ): O ay, t we s ou d Sup (8:22:17 PM): ok Avr (8:22:28 PM): A = 1/2bh Avr (8:22:31 PM): I believe pin 805 (8:22:35 PM): yes pin 805 (8:22:37 PM): i concue Gerry Stahl is Associate Professor in the College of COGNITION GROUP pin 805 (8:22:39 PM): concur* GROUP COGNITION Information Science and Technology, Drexel University. Avr (8:22:42 PM): then find the area of Computer Support for Building He is founding coeditor of the International Journal of > Avr (8:22:54 PM): oh, wait Collaborative Knowledge Computer-Supported Collaborative Learning. computer science Sup (8:23:03 PM): the base and height are Gerry Stahl Avr (8:23:11 PM): no > Innovative uses of global and local networks of linked “In this bold and brilliant book, Stahl integrates three distinct fields of knowledge: computa- computers make new ways of collaborative working, tional design, communication studies, and the learning sciences. Such an interdisciplinary learning, and acting possible. In Group Cognition Gerry effort is both timely and necessary to foster innovations for human learning. This book shows Stahl explores the technological and social reconfigura- how small-group cognition can be the underlying building block for individual and collective GROUP COGNITION tions that are needed to achieve computer-supported knowledge building.” collaborative knowledge building—group cognition that —Sten Ludvigsen, Professor and Director of InterMedia, University of Oslo Computer Support for Building Collaborative Knowledge transcends the limits of individual cognition. Computers can provide active media for social group cognition “This book, which synthesizes research by a leading thinker in computer-supported collabo- where ideas grow through the interactions within groups rative learning, offers a thought-provoking and challenging thesis on the relationship of people; software functionality can manage group between collaboration, technology mediation, and learning.