Purpose: Constructivism postulates that the perceived reality is a complex construct formed during development. Depending on the particular school, these inner constructs take on different forms and structures and affect cognition in different ways. The purpose of this article is to address the questions of how and, even more importantly, why we form such inner constructs. Approach: This article proposes that brain development is controlled by an inherent anticipatory drive, which biases learning towards the formation of forward predictive structures and (...) inverse goal-oriented control structures. This drive, in combination with increasingly complex environmental interactions during cognitive development, enforces the structuring of our conscious self, which is embedded in a constructed inner reality. Essentially, the following questions are addressed: Which basic mechanisms lead us to the construction of inner realities? How are these emergent inner realities structured? How is the self represented within the inner realities? And consequently, which cognitive structures constitute the media for conscious thought and selfconsciousness? Findings: Due to the anticipatory drive, representations in the brain shape themselves predominantly purposefully or intentionally. Taking a developmental, evolutionary perspective, we show how the brain is forced to develop progressively complex and abstract representations of the self embedded in the constructed inner realities. These self representations can evoke different stages of self-consciousness. Implications: The anticipatory drive shapes brain structures and cognition during the development of progressively more complex, competent, and flexible goal-oriented bodyenvironment interactions. Self-consciousness develops because increasingly abstract, individualizing self representations are necessary to realize these progressively more challenging environmental interactions. (shrink)

The history of moral dilemma theory often ignores the medieval period, overlooking the sophisticated theorizing by several thinkers who debated the existence of moral dilemmas from 1150 to 1450. In this book Michael V. Dougherty offers a rich and fascinating overview of the debates which were pursued by medieval philosophers, theologians and canon lawyers, illustrating his discussion with a diverse range of examples of the moral dilemmas which they considered. He shows that much of what seems particular to twentieth-century moral (...) theory was well-known long ago - especially the view of some medieval thinkers that some forms of wrongdoing are inescapable, and their emphasis on the principle 'choose the lesser of two evils'. His book will be valuable not only to advanced students and specialists of medieval thought, but also to those interested in the history of ethics. (shrink)

Thomas Aquinas's Disputed Questions on Evil is a careful and detailed analysis of the general topic of evil, including discussions on evil as privation, human free choice, the cause of moral evil, moral failure, and the so-called seven deadly sins. This collection of ten, specially commissioned new essays, the first book-length English-language study of Disputed Questions on Evil, examines the most interesting and philosophically relevant aspects of Aquinas's work, highlighting what is distinctive about it and situating it in relation not (...) only to Aquinas's other works but also to contemporary philosophical debates in metaphysics, ethics, and philosophy of action. The essays also explore the history of the work's interpretation. The volume will be of interest to researchers in a broad range of philosophical disciplines including medieval philosophy and history of philosophy, as well as to theologians. (shrink)

Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: The schema system presented in the target article suffers from problems that had been acknowledged more than ten years ago. The main point is that our world is neither deterministic nor symbolic. Sensory as well as motor noise is ubiquitous in our environment. Symbols do not exist a priori but need to be grounded within our continuous (...) world. In conclusion, I suggest that research on schema-learning systems should tackle small but real-world, continuous, and noisy problem domains. (shrink)

Open peer commentary on the article “Exploration of the Functional Properties of Interaction: Computer Models and Pointers for Theory” by Etienne B. Roesch, Matthew Spencer, Slawomir J. Nasuto, Thomas Tanay & J. Mark Bishop. Upshot: Although the authors investigate a form of distributed swarm intelligence and solve some problems with it – including sorting and summing – the major goal, which is constructing cognition, cannot be achieved by this approach alone. I propose that anticipatory mechanisms have the potential to construct (...) cognition and may very well be combined with swarm intelligence principles. (shrink)

This book presents a comprehensive analysis of ethics as a conceptual framework and as a guide to action in tackling the problems of modernizing societies. It examines the relevance of Gandhian approach to current issues like environmental crisis, social justice, and equity and harmony in society.

Originally published in 1967. Locke's views in the field of education had great influence in the UK and abroad; and the aim of this book is to present them in the context of his general philosophical thinking, since it was mainly as a philosopher that Locke won his place in history. Because Locke was at the same time very much a man of affairs, and an interesting character on his own merits, the book gives a fairly full account of his (...) life and times. Some attention is paid to his relations with the brilliant political adventurer, Lord Shaftesbury, without whom Locke's own career would have been very different, and might not have offered the opportunities which led to his writings on education. The book seeks to emphasize the importance of Locke's empirical approach to truth - the method of modern science, without which the modern study of education, and the science of psychology in particular, would never have developed. (shrink)