Clark and Fischer's three levels of depiction of social robots can be conceptualized as cognitive schemas. When interacting with social robots, humans shift between schemas similarly to how they shift between identity category schemas when interacting with other humans. Perception of mind, context cues, and individual differences underlie perceptions of which level of depiction is most situationally relevant.

As with other areas of the social world, academic research in the contemporary healthcare setting has undergone adaptation and change. For example, research methods are increasingly incorporating citizen participation in the research process, and there has been an increase in collaborative research that brings academic and industry partners together. There have been numerous positive outcomes associated with both of these growing methodological and collaborative processes; nonetheless, both bring with them ethical considerations that require careful thought and attention. This paper addresses (...) the ethical considerations that research teams must consider when using participatory methods and/or when working with industry and outlines a novel informed consent matrix designed to maintain the high ethical standard to which academic research in the healthcare arena has traditionally adhered. (shrink)

Early educators are in a bind. Teacher education programs are calling on them more and more to help students practice critical thinking and develop intellectual character ; yet school funding depends on meeting Common Core standards, which do not explicitly assess critical thinking until the high-school level. Add to that an over-engineered content curriculum, and thinking becomes a luxury that is quickly lost amid more immediate concerns. As a result, we are raising a generation of “excellent sheep” who flourish amid (...) standardized tests but are increasingly unable to think for themselves. The problem, we suggest, is that today’s teachers are in such a rush to give students the answers that they are not allowing them time to ask the questions. As a result, students cannot find the “deep structure” of issues. Bodies of knowledge thus strike them as disconnected facts, quickly forgotten. The solution, as suggested by recent work in cognitive science, is to teach critical thinking through teaching content. In what follows, we propose a way of organically integrating content and thinking through games, story books and art. With this, we put children into the driver’s seat, encouraging them to ask their own questions, to propose their own answers and to join their peers in joint inquiry through dialogue. In a word, we propose teaching children philosophy as early as possible. Tom Wartenberg has made considerable progress with his picture-book philosophy curriculum designed for elementary schools. But what of younger children? Combining the resources of Rollins College’s Philosophy Department and Child Development and Student Research Center, we set out to find “how low can we go?” Over four terms’ of trial and error, we have adapted and distilled Wartenberg’s methods into a model that works for the Center’s 4-year-olds, and we have tested this model on a larger scale through a one-term collaboration with the Winter Park Day Nursery. (shrink)

My aim in this paper is to re-examine specialization in science. I argue that we need to acknowledge the role that conceptual changes can play in the creation of new specialties. Whereas earlier sociological accounts focus on social and instrumental changes as the cause of the creation of new specialties, I argue that conceptual changes play an important role in the creation of some scientific specialties. Specifically, I argue that conceptual developments played an important role in the creation of both (...) endocrinology and virology. (shrink)

Context: Metaphysics of perception explores fundamental questions regarding the structure and status of the perceived world or appearance(s. By virtue of perception, the apparent world comes to existence. This, however, does not mean that the apparent world is a projection of mind, that it exists “in the head.” Implications: PL-metaphysics reconciles realism with constructivism. As such, it might be considered either an alternative to constructivism or an improvement and completion of this position. Constructivist content: The article refers to non-Cartesian movements (...) in contemporary philosophy, including radical constructivism, enactive and embodied cognition. Keywords: Perception, metaphysics, radical constructivism, realism, appearance, Jerzy Perzanowski, Plato, Gottfried Willhelm Leibniz, Ernst von Glasersfeld. (shrink)

Open peer commentary on the article “The Banathy Conversation Methodology” by Gordon Dyer, Jed Jones, Gordon Rowland & Silvia Zweifel. Upshot: I compare two closely related methodologies: the Banathy Conversation Methodology and Structured Dialogic Design (or Structured Democratic Dialogue, SDD.

A partir de son apparemment étrange observation d'une influence cachée des étoiles sur l'action humaine une attentive reconsidération du concept de l'actus humanus de Saint Thomas dans la Prima Secundae révèle une vue plus ample des processus internes à l'agent humain qui contribuent à la spécification individuelle de l'action humaine et, donc, de la liberté humaine. Il semble que parmi les adeptes de la théorie thomiste de l'action, l'influence importante que l'appétit sensible peut exercer en cette direction, tout en restant (...) entièrement caché aux actes conscients de l'intellect et de la volonté de la personne, n'a pas été reconnue jusqu'aujourd'hui. Dans sa théorie de l'action Saint Thomas fournit un cadre solide pour une réflexion ultérieure sur l'influence de l'inconscient dynamique sur la liberté et pour une intégration critique interdisciplinaire des intuitions valides de la psychologie des profondeurs. En plus, il semble que la redécouverte de son concept plus large de l'actus humunus rende possible de repenser à profit certains éléments classique de son éthique. (shrink)

Aristotle claims man is a political animal and that the polis exists by nature. Taking literally his analogy between the legislator and the craftsman, Aristotle's critics contend that he 'blunders' because the polis is artificial, devised by a legislator/founder and imposed on a people. We defend Aristotle's claims by showing, first, how Aristotle's claim that man is by nature an animal possessing logos -- speech/reason -- grounds his account of the natural development of the polis out of the earliest partnerships (...) (which the critics concede are natural); second, that the person who first brought people together in a polis may well have done so without realizing the scope of his actions; and, finally, that the developmental process is clearly one of praxis (action), not poisis (making, the imposition of a form on matter). Aristotle's claims are evidenced by the Homeric hero Philoctetes, whom one critic takes to disprove Aristotle's theses. (shrink)

Kuhn argues that science does not aim at the truth. Alexander Bird raises concerns form Kuhn's view. I defend Kuhn's claim and argue that insofar as science has a goal it is a moving target.