In Philosophy for Children (P4C) theory there is a long‐standing commitment to democratizing the classroom. It is widely believed that to properly democratize the classroom question‐asking and ...question selection should be undertaken by the students rather than the adult facilitator. In practice, this commitment to democratization generates a tension. Asking and identifying philosophical questions is an acquired skill. For P4C practitioners, it is difficult to find a balance between the desire to democratize the classroom through a student‐centered P4C practice and the need to help students build philosophical skills. This paper examines theoretical approaches to question‐asking and question selection in P4C and, using examples from the classroom, considers possible solutions to the tension. The aim is a method that respects students’ epistemic authority and agency in the community of philosophical inquiry while enabling P4C practitioners to aid the students in developing the skills necessary for philosophical engagement.
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DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, UILJ, UKNU, UL, UM, UPUK
In this paper, we theoretically address the relevance of unintentional and inconsistent interactional elements in human–robot interactions. We argue that elements failing, or poorly succeeding, to ...reproduce a humanlike interaction create significant consequences in human–robot relational patterns and may affect human–human relations. When considering social interactions as systems, the absence of a precise interactional element produces a general reshaping of the interactional pattern, eventually generating new types of interactional settings. As an instance of this dynamic, we study the absence of metacommunicative abilities in social artifacts. Then, we analyze the pragmatic consequences of the aforementioned absence through the lens of Paul Watzlawick’s interactionist theory. We suggest that a fixed complementary interactional setting may be produced because of the asymmetric understanding, between robots and humans, of metacommunication. We highlight the psychological implications of this interactional asymmetry within Jessica Benjamin’s concept of “mutual recognition”. Finally, we point out the possible shift of dysfunctional interactional patterns from human–robot interactions to human–human ones.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Conversational artificial agents and artificially intelligent (AI) voice assistants are becoming increasingly popular. Digital virtual assistants such as Siri, or conversational devices such as ...Amazon Echo or Google Home are permeating everyday life, and are designed to be more and more humanlike in their speech. This study investigates the effect this can have on one’s conformity with an AI assistant. In the 1950s, Solomon Asch’s already demonstrated the power and danger of conformity amongst people. In these classical experiments test persons were asked to answer relatively simple questions, whilst others pretending to be participants tried to convince the test person to give wrong answers. These studies were later replicated with embodied robots, but these physical robots are still rare. In light of our increasing reliance on AI assistants, this study investigates to what extent an individual will conform to a disembodied virtual assistant. We also investigate if there is a difference between a group that interacts with an assistant that communicates through text, one that has a robotic voice and one that has a humanlike voice. The assistant attempts to subtly influence participants’ final responses in a general knowledge quiz, and we measure how often participants change their answer after having been given advice. Results show that participants conformed significantly more often to the assistant with a human voice than the one that communicated through text.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Der Beitrag analysiert Beispiele für drei Typen philosophischer Fragen, die üblicherweise in philosophischer Bildungsforschung Verwendung finden: konzeptuelle Fragen, normative Fragen und ...hermeneutisch-phänomenologische Fragen. Darüber hinaus diskutiert der Beitrag die Verbindung von Fragen zu Behauptungen und Argumenten, wobei hervorgehoben wird, dass Behauptungen auch als Antworten auf implizite Fragen verstanden werden können. Der Beitrag versucht, Studierende der Bildungs- und Erziehungsphilosophie bei der Entwicklung eigener Fragen und Argumente zu unterstützen und zu einem breiteren Verständnis von Bildungs- und Erziehungsphilosophie beizutragen, die als Form erziehungswissenschaftlicher Forschung anerkannt wird.
The article analyses and provides examples of three types of philosophical questions that are commonly used in philosophical research in education: conceptual questions, normative questions, and hermeneutical-phenomenological questions. It also discusses the relation of questions to claims and arguments, and highlights the value of tracing the implicit questions to which claims can be seen to be answers. The article seeks to aid students in philosophy of education in developing their own questions and arguments, and to contribute to a broader understanding and recognition of philosophy of education as a form of educational research.
Big philosophical questions-about the mind, the idea of the good, justice, beauty, knowledge-have been the prime interest of philosophers ever since Plato first raised them in his dialogues. However, ...regardless of how hard philosophers have been trying to find answers to them, it seems that all they have ever managed to do was to find reasons for disagreements, and, on the whole, to have failed to reach a consensus on pretty much anything. Some philosophers now claim that there hasn't been much progress in philosophy, especially when compared to the sciences. I take up this verdict and try to refute it, first by offering an alternative view on what counts as progress, and then by analyzing big philosophical questions and their relevance for our intellectual and practical pursuits. I argue that, due to the distinctive nature of philosophical curiosity, coming up with answers to the big philosophical questions is an ideal that can hardly be met, but that philosophy nevertheless delivers various benefits, intellectual and practical, which the proponents of the No-Progress View tend to ignore.
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6.
Role Responsibility Cane, Peter
The journal of ethics,
09/2016, Volume:
20, Issue:
1/3
Journal Article
Peer reviewed
This article is about 'role responsibility' as understood by H. L. A. Hart in his taxonomy of responsibility concepts in his book, Punishment and Responsibility. More particularly, it focuses on what ...I call 'public, institutional role responsibility'. The main arguments are that (1) such role responsibility is based on authority and power rather than physical and mental capacity; and (2) the foundation of role responsibility in authority has significant implications for what Hart referred to as 'liability-responsibility', which I unpack in terms of 'attribution', 'accountability' and 'liability'. The article addresses possible objections to the authority-based analysis of role responsibility based on the concept of 'moral' responsibility, and on understandings of what types of question are 'philosophical.'
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7.
Global Space Time Structure Manchak, John Byron
The Oxford Handbook of Philosophy of Physics,
02/2013
Book Chapter, Book
Open access
This chapter, which examines global spacetime structure and the qualitative, primarily topological and causal, aspects of general relativity, proposes an abstract classification of local and global ...spacetime properties and identifies a set of causal conditions that form a strict hierarchy of possible casual properties of spacetime. It also addresses the philosophical questions concerning the physical reasonableness of these various spacetime properties and considers the notion of geodesic incompleteness.
In this article, we want to present and analyse the picture book
The World has no Corners
(
2006/1999
) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in ...Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing up and getting old, God, children’s relationship to nature, etc. The picture book does not give clear answers to the questions that are raised, but has a potential for exploratory dialogues between child and adult readers. In our analyses of verbal text and images—and the relation between these—we build on social semiotic theory by Halliday, Kress and van Leeuwen, reception theory by Eco and Iser, and aesthetic theory represented by Dewey and Rorty. Through analyses of some selected spreads, we want to show both the framework keeping the readers inside the text, and the indeterminacies inviting the readers to wonder and speculate about the questions raised. We also want to draw attention towards a special way of co-reading of the spreads. Compared with the process of reading picture books where the adults often confirm or correct the child readers’ way of putting their interpretation into spoken language, the co-reading between children and adults in this picture book seems to be rather existential and poetic as well as democratic. We will shed light upon this reading process, as we consider it as a way of the readers fortifying themselves into the world.
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Countering impressions of Moses reinforced by Sigmund Freud in his epoch-makingMoses and Monotheism, this concise, engaging work begins with the perception that the story of Moses is at once the most ...nationalist and the most multicultural of all foundation narratives. Weaving together various texts-biblical passages, philosophy, poems, novels, opera, and movies-Barbara Johnson explores how the story of Moses has been appropriated, reimagined, and transmitted across cultures and historical moments. But she finds that already in the Bible, the story of Moses is a multicultural story, the story of someone who functions well in a world to which he, unbeknownst to the casual observer, does not belong. Using the Moses story as a lens through which to view questions at the heart of contemporary literary, philosophical, and ethical debates, Johnson shows how, through a close analysis of this figure's recurrence through time, we might understand something of the paradoxes, if not the impasses of contemporary multiculturalism.
This study was an attempt to find out if philosophical questions and dialogs, introduced for the first time by the present researchers, can enhance EFL college students’ speaking skill. It also set ...out to identify which components of this skill will be developed (more) through a newly developed approach to language pedagogy called Philosophy- based Language Teaching (PBLT). To this end, 34 Iranian students were randomly assigned into two groups of experimental (PBLT) and control (conventional). The results revealed that the students in experimental group (EG) superseded those in control group (CG) on speaking skill and all its related components except one (accuracy). Findings of the study have implications for educationists, in general, and second/foreign language teachers, in particular.
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