Hasil untuk "Philosophy"

K. Burke

як В. Андреєв, Д. Богоявленська, Наталья Анатольевна Вишнякова et al.

Philosophy of education is a branch of philosophy that determines the nature and purpose of education through thought and reasoning. It is a practical or practical concept that deals with the conditions and goals of education and the philosophical problems arising from educational theory and practice. Since this practice has many aspects in human life, its social and personal manifestations are diverse and its impact on the current situation touches on many issues such as the general context, ethics, culture and ethics, epistemology, metaphysics, philosophy and other areas of thought

Reuben Binns

What does it mean for a machine learning model to be `fair', in terms which can be operationalised? Should fairness consist of ensuring everyone has an equal probability of obtaining some benefit, or should we aim instead to minimise the harms to the least advantaged? Can the relevant ideal be determined by reference to some alternative state of affairs in which a particular social pattern of discrimination does not exist? Various definitions proposed in recent literature make different assumptions about what terms like discrimination and fairness mean and how they can be defined in mathematical terms. Questions of discrimination, egalitarianism and justice are of significant interest to moral and political philosophers, who have expended significant efforts in formalising and defending these central concepts. It is therefore unsurprising that attempts to formalise `fairness' in machine learning contain echoes of these old philosophical debates. This paper draws on existing work in moral and political philosophy in order to elucidate emerging debates about fair machine learning.

H. Radder

Practicing and studying automated experimentation may benefit from philosophical reflection on experimental science in general. This paper reviews the relevant literature and discusses central issues in the philosophy of scientific experimentation. The first two sections present brief accounts of the rise of experimental science and of its philosophical study. The next sections discuss three central issues of scientific experimentation: the scientific and philosophical significance of intervention and production, the relationship between experimental science and technology, and the interactions between experimental and theoretical work. The concluding section identifies three issues for further research: the role of computing and, more specifically, automating, in experimental research, the nature of experimentation in the social and human sciences, and the significance of normative, including ethical, problems in experimental science.

T. Williamson

J. Searle

J. Sowa

J. Dewey

H. Maturana, F. Varela

C. Allen, Uri Nodelman, E. Zalta

W. Bean

L. Althusser, Benjamin Brewster

H. Ruja, R. Rorty

V. Voloshinov

J. Ponterotto

D. B. Barrett, J. Mbiti

M. Polanyi

Blake E. Strom, A. Applebaum, Doug Miller et al.

P. Heelan, James L. Park

Drawing on the phenomenological tradition in the philosophy of science and philosophy of nature, Patrick Heelan concludes that perception is a cognitive, world-building act, and is therefore never absolute or finished.

K. Apel, G. Adey, D. Frisby

As Apel himself notes in his preface, the expression "Transformation of Philosophy" bears an ambiguity, naming both a change that took place in the development of philosophy as well as Apel's own systematic project. As a historical approach the title characterizes the transformation that philosophy has undergone in 20th century philosophy through an emphasis on the mediation and the configuring power of language. Apel focuses on three main currents, represented by Wittgenstein, Heidegger, and Peirce.