Rapid developments in Artificial Intelligence are leading to an increasing human reliance on machine decision making. Even in collaborative efforts with Decision Support Systems (DSSs), where a human expert is expected to make the final decisions, it can be hard to keep the expert actively involved throughout the decision process. DSSs suggest their own solutions and thus invite passive decision making. To keep humans actively ‘on’ the decision-making loop and counter overreliance on machines, we propose a ‘reflection machine’ (RM). This (...) system asks users questions about their decision strategy and thereby prompts them to evaluate their own decisions critically. We discuss what forms RMs can take and present a proof-of-concept implementation of a RM that can produce feedback on users’ decisions in the medical and law domains. We show that the prototype requires very little domain knowledge to create reasonably intelligent critiquing questions. With this prototype, we demonstrate the technical feasibility to develop RMs and hope to pave the way for future research into their effectiveness and value. (shrink)

In a paper recently published in this quarterly I argued that modern quantum physics, as an integrated system of laws, supplements and completes in purely quantitative terms the fragmentary order of first-person experience, removing in a unique way ambiguities otherwise encountered at the level of common-sense things; and I contended that the choice of a different selective operator—purpose or value, let us say, rather than quantity—might entail an entirely different range and system of order. It is now my intention to (...) follow up this contention and to indicate at least in outline form some of the implications and possibilities of such a program; for it is possible that this undertaking may bring into new perspective some of the crucial problems which have vexed philosophers at all times when they have dealt with normative propositions and moral judgments. (shrink)

Originally published in 1926, this book presents a theory of educational practice based upon finding a middle ground between a newer approach emphasising the freedom of the child and 'the old system founded on fear and repression'. Notes are incorporated throughout and a short, chronological bibliography is also included. This book will be of value to anyone with an interest in educational theory and the history of education.

L'A. soutient, contre Germain Grisez, Joseph Boyle, John Finnis et William May, que le contrôle naturel des naissances pratiqué avec une intention mauvaise n'est pas contraception. Il montre que les auteurs identifient de façon incorrecte la fin prochaine de la contraception comme choix qu'il n'y ait pas d'enfant, alors que la fin prochaine véritable est d'empêcher un enfant de venir au monde . Ainsi donc, puisque en NFP un couple ne cherche pas à empêcher la venue au monde d'un enfant, (...) NFP n'implique pas d'action contraceptive. L'A. soutient aussi qu'identifier la fin prochaine comme choix qu'il n'y ait pas d'enfant ne spécifie pas de façon adéquate une classe homogène d'actes objectifs, bien que cela spécifie une classe homogène d'actes moraux. (shrink)

This contribution is a gentle introduction to so-called dynamic epistemic logics, that can describe how agents change their knowledge and beliefs. We start with a concise introduction to epistemic logic, through the example of one, two and finally three players holding cards; and, mainly for the purpose of motivating the dynamics, we also very summarily introduce the concepts of general and common knowledge. We then pay ample attention to the logic of public announcements, wherein agents change their knowledge as the (...) result of public announcements. One crucial topic in that setting is that of unsuccessful updates: formulas that become false when announced. The Moore-sentences that were already extensively discussed at the conception of epistemic logic in Hintikka’s ‘Knowledge and Belief ’ (1962) give rise to such unsuccessful updates. After that, we present a few examples of more complex epistemic updates. (shrink)

Philosophy of history is not a subject which has hitherto attracted much attention in this country. Preoccupation with the methods and achievements of the natural sciences, and distaste for the sort of rationale of history as a whole which Hegel and others offered under the title in the early nineteenth century, have served to make most British philosophers accord its problems only the most casual recognition. It is therefore all the more interesting to find an English writer of unusual powers (...) both of argument and expression, who was himself an historian of distinction in his special field, devoting a large part of his philosophical thinking to the problems of historical knowledge and their wider implications. Unfortunately, R. G. Collingwood was not able to begin the major work on philosophy of history, to writing which, as we are told in the introduction to the present book, he had looked forward for twenty-five years, until his powers were seriously affected by bad health, and he did not live to complete it. But though the full results of his thinking on the subject are lost, we are now able, thanks to the skilful work of his friend Professor T. M. Knox, to study what is in effect an extensive interim report on it. Professor Knox has produced The Idea of History largely on the basis of lectures which Collingwood prepared in 1936, supplemented by two essays already published which date from the same period and a certain amount of material from the unfinished Principles of History written in 1939. (shrink)

The conceptual framework and core courses of the certificate program in Preventive Engineering and Social Development of the Centre for Technology and Social Development at the University of Toronto are briefly described. Preventive approaches for the engi neering, management, and regulation of technology examine how technology fits into, interacts with, and depends on human life, society, and the biosphere in order to apply this understanding in a negative feed back mode to avoid or reduce harmful effects to these contexts. These (...) approaches represent a new paradigm for engineering education and practice enriched through STS. (shrink)

This book presents the Henry Sidgwick Lecture for 1925, delivered by the renowned educationalist and musical historian William Henry Hadow (1859-1937).