The role of the frame problem in Fodor's modularity thesis: a case study of rationalist cognitive science

1995 ◽  
Vol 7 (3) ◽  
pp. 279-289
Author(s):  
ERIC DIETRICH ◽  
CHRIS FIELDS
2020 ◽  
Vol 2 ◽  
pp. 53-73
Author(s):  
Sebastian Gałecki

Although the “frame problem” in philosophy has been raised in the context of the artificial intelligence, it is only an exemplification of broader problem. It seems that contemporary ethical debates are not so much about conclusions, decisions, norms, but rather about what we might call a “frame”. Metaethics has always been the bridge between purely ethical principles (“this is good and it should be done”, “this is wrong and it should be avoided”) and broader (ontological, epistemic, anthropological etc.) assumptions. One of the most interesting meta-ethical debates concerns the “frame problem”: whether the ethical frame is objective and self-evident, or is it objective but not self-evident? In classical philosophy, this problem takes the form of a debate on the first principles: nonprovable but necessary starting points for any practical reasoning. They constitute the invisible but essential frame of every moral judgment, decision and action. The role of philosophy is not only to expose these principles, but also to understand the nature of the moral frame.


Two questions are distinguished: how to program a machine so that it behaves in a manner that would lead us to ascribe consciousness to it; and what is involved in saying that something is conscious. The distinction can be seen in cases where anaesthetics have failed to work on patients temporarily paralysed. Homeostatic behaviour is often cited as a criterion for consciousness, but is not itself sufficient. As the present difficulties in surmounting the ‘frame problem’ show, ability to size up situations holistically is more important; so is the explanatory role of the concept. Consciousness confers evidential status: if we ascribed consciousness to an artefact, we should be prepared to believe it, when it said its RAM was hurting, even though we could detect nothing wrong, contrary to our thinking of it as an artefact. A further difficulty arises from self-awareness and reflexivity.


1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Robert M. Anderson ◽  
Amy M. Lambert

The island marble butterfly (Euchloe ausonides insulanus), thought to be extinct throughout the 20th century until re-discovered on a single remote island in Puget Sound in 1998, has become the focus of a concerted protection effort to prevent its extinction. However, efforts to “restore” island marble habitat conflict with efforts to “restore” the prairie ecosystem where it lives, because of the butterfly’s use of a non-native “weedy” host plant. Through a case study of the island marble project, we examine the practice of ecological restoration as the enactment of particular norms that define which species are understood to belong in the place being restored. We contextualize this case study within ongoing debates over the value of “native” species, indicative of deep-seated uncertainties and anxieties about the role of human intervention to alter or manage landscapes and ecosystems, in the time commonly described as the “Anthropocene.” We interpret the question of “what plants and animals belong in a particular place?” as not a question of scientific truth, but a value-laden construct of environmental management in practice, and we argue for deeper reflexivity on the part of environmental scientists and managers about the social values that inform ecological restoration.


2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.


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