G. N. A. Vesey; XI—Berkeley and the Man Born Blind, Proceedings of the Aristotelian Society, Volume 61, Issue 1, 1 June 1961, Pages 189–206, https://doi.org/10.

G I Wall; The Concept of Vocational Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 51–65, https://doi.org/10.1111/j.1467-9.

The empirical investigations over the past fifteen years of evolutionary biologists and cognitive scientists have demonstrated the accessibility and power of the human brain. Whatever moral concepts used to acknowledge the normative appraisals of human conduct are now explained through neurological hardwiring. This essay outlines some of the main views of proponents, but especially Marc Hauser, and I argue that it does not render the end of morals. It does provide an opportunity to view the facts of how the brain (...) functions but this essay finds a large domain of valuing unable to be justified by these new scientific challenges. (shrink)

Two classic learning situations are critically reviewed and interpreted from a synergetic point of view: human learning of complex skills, and animal discrimination learning. Both show typical characteristics of nonlinear phase transitions: instability, fluctuations, critical slowing down and reorganisation. Plateaus in the acquisition curves of complex skills can be viewed as phases of arrested progress in which a reorganisation of simple skills is necessary before their integration into complex units is possible. Fluctuations and critical slowing down are expressed in instances (...) of "vicarious trial-and-error," which describe the oscillating behavior of rats at a choice point that is shown only just before discrimination learning is completed. It is concluded that education might pay more attention to the role of individual learning rhythms. (shrink)

The paper addresses the use of heterogeneous ensembles of intelligent unmanned vehicles in such a perspective field of innovations as an unmanned fishery. The issues of joint activity of unmanned vehicles of different types in fishing operations based on intelligent technologies are investigated. The “smart fishing” approach based on the joint fishing operation model is proposed. The operational framework that includes missions, roles, and activity scenarios embedded in the discretized spatial model is presented. The scenario activities are considered as the (...) sequences of pentad that determine executing specific functions concerning the specified waypoint, timepoints, and the states of vehicles. The definition of the plan as the scenario prototype that needs adjusting to the conditions of the situational context is proposed. The coordination problem regarding the joint activities of the unmanned vehicles and their scenarios is defined and the coordination framework based on the distributed common board model and coordination primitives is presented. The prototype of the intelligent scenario-based system including the implementation of both operational and coordination frameworks developed for the control of unmanned vehicles is described. This system makes unmanned vehicles capable to absorb all the latest advances in intelligent technologies to perform smart fishing operations jointly in a large heterogeneous group. The proposed approach to smart fishing using intelligent technologies makes it possible to detach fishermen from the fishing activities dangerous to their life and health, to reduce significantly poaching and illegal fishing, to increase the overall efficiency of fishing operations, and even to save the marine ecosystem. (shrink)

Open peer commentary on the article “A Cybernetic Computational Model for Learning and Skill Acquisition” by Bernard Scott & Abhinav Bansal. Upshot: The paper is an admirable example of first-order cybernetics. It does not appear to be developed as part of the constructivist paradigm and of second-order cybernetics. It neglects research as the context that generates problems of observation.

In the course of the last few centuries the evolution of literature has been marked by the entry of Eastern countries into the system of social and spiritual relationships which came into being in the West at the beginning of the 17th century. This evolution is linked with the changes which have been grouped together as “modernization.” The content of this modernization coincides, more or less, with what Marx and Engels described, in the first chapter of the Communist Manifesto, as (...) the expansion of the bourgeoisie. However, in the 20th century, the possibility of a non-capitalist path has become apparent, and therefore the theory of modernization gives a wider sense to the character of the ruling class (which, in the 19th century, was the European bourgeoisie), and emphasizes changes of a general nature: the differentiation of the social structure, the birth of new institutions and new roles, economic differentiation, industrialization, urbanization, increased vertical and horizontal mobility, cultural differentiation, the birth of a science independent of religion, the substitution of a businesslike, rational attitude to life for a religious one, the development of civic awareness and of civil rights. The cradle of modernization (England, Holland, France) is conventionally called “the West.” Other countries, including those situated to the west of France (e.g. Spain, Portugal) are considered as “the non-West.”. (shrink)